Abstract
This study is motivated by the importance of teaching modules in accordance with the ability of learners who have difficulty learning mathematics. The research aims to create a teaching module model of problem-based learning based on the topic of data presentation. The development follows the flow in the 4D model, namely “define, design, develop, disseminate”. The data was collected using various techniques, including interviews, documentation, observation, and questionnaires. The instrument used is the teaching module validation instrument. The study findings are that teaching modules have been declared highly qualified and valid, with an average of 3.52. However, this study is only up to the validity test phase, so the practicality of teaching modules is unknown due to time and cost constraints. So, this teaching module is qualified and valid.
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