Development of the D-Geometry Module Based on Discovery Learning

Abstract

Teaching module is of immense importance for teachers to utilize during classroom instruction for helping students learning construction. The purpose of this study is to develop a geometry module (D-Geometry) based on the discovery learning theory. The ADDIE instructional model guided the need analysis, design, and development phases of the research. The first phase involves three aspects: synthesis of literature review, student analysis, and context analysis. The results of the need analysis showed ten levels of activities in the teaching and learning that molded the design of the D-Geometry module. The D-Geometry module focused on the lesson implementation plan, teacher book, student book, and activity sheets. It is hoped that the module can contribute to improving the mathematical curriculum in schools and student achievement. In producing quality mathematical learning, it is recommended that teachers utilize discovery learning when teaching mathematical topics. Future studies are needed to examine the effectiveness of the module on student mathematics learning outcomes.