Implementation of Mathematics Teaching Module Based on Reflective Pedagogy Paradigm (RPP) at Taruna Nusantara High School

Sanata Dharma University, Yogyakarta, Indonesia

^* Corresponding author: rizky.anwari93@gmail.com

Abstract

This study aims to explore the application of teaching modules based on the Reflective Pedagogy Paradigm (PPR) in learning mathematics, especially on the topic of geometric sequence at Taruna Nusantara High School. The focus of the research is to assess the academic and character aspects of students based on the 4C components (Competence, Conscience, Compassion and Commitment). This is a qualitative approach with Problem Based Learning (PBL) model. The research subjects are 33 X grade students who took part in learning geometric sequence through PPR teaching modules. Data were collected using cognitive diagnostic tests, observation of the learning process, 4C assessment, and reflections form. The results of the study showed that the application of PPR teaching modules not only contributed to the improvement of students’ understanding on the topic of geometry sequence, but also effective in assessing students’ character development in accordance with 4C. The average score for the competence aspect reached 78.74, while for the conscience, compassion and commitment aspects obtained an average score of 8.03, 8.25 and 8.16 respectively. This finding indicates that character education implemented at Taruna Nusantara High School can run well through the integration of PPR in the mathematics learning process.