Validity of a VARK-Based Mathematics E-Module for Differentiated Learning in Elementary Schools
DOI:
https://doi.org/10.37630/bijee.v4i2.5060Keywords:
E-Modul, VARK learning styles, mathematics, elementary schoolAbstract
Mathematics learning in elementary schools continues to face challenges due to the limited availability of digital modules that accommodate students' diverse learning styles in differentiated instruction. This study aimed to develop and examine the validity of a VARK (Visual, Auditory, Read/Write, and Kinesthetic)-based digital mathematics learning module to support differentiated learning in elementary schools. The study employed a modified Research and Development (R&D) method up to the stages of product development and expert validation. Data were collected through a literature review, classroom observations, discussions with teachers and students, and expert validation. The research instruments included observation guidelines, interview guidelines, and expert validation sheets covering module structure, content organization, language, visual design, alignment with the VARK learning styles, and digitalization aspects. Data were analyzed qualitatively using descriptive analysis of the validators' feedback and quantitatively using Aiken's V validity coefficient. The findings indicated that the VARK-based digital mathematics learning module demonstrated a high level of validity, withAiken's V coefficients ranging from 0.80 to 1.00 across all evaluation aspects. The digitalization aspect obtained the highest validity score (0.97), followed by visual design (0.95), module structure and VARK alignment (0.93), content organization (0.91), and language (0.88). These findings indicate that the developed module meets the feasibility criteria and is suitable for use as a learning resource to support differentiated mathematics instruction in elementary schools.
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