Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025 ISSN: 2827-8542 (Prin.
ISSN: 2827-7988 (Electroni.
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php/educenter/index Design and development of mathematics student worksheets based on problem based learning to improve understanding of spatial geometry in elementary schools Roy Sianturi1*.
Sahat Siagian2.
Sugiharto3
1,2,3
Universitas Negeri Medan.
Indonesia roysianturi8216122011@gmail.
com*, 2sahat.
sgn61@gmail.
com, 3simpang6699@gmail.
Article Info
ABSTRACT
Article history:
This study aims to develop teaching materials in the form of Student Worksheets (LKPD) based on Problem-Based Learning for spatial geometry material in fifth grade elementary schools.
The background of this study is the low mathematics learning outcomes and the limited teaching materials that can encourage active student involvement.
The development process uses the ADDIE model with validation from material experts, media experts, and design experts which shows that the developed LKPD meets the criteria of very valid.
The results of the effectiveness test show that this LKPD is able to improve conceptual understanding, active involvement, and student learning outcomes in mathematics learning.
This study concludes that LKPD based on Problem-Based Learning is suitable for use as an alternative teaching material in elementary schools.
The recommendation from this study is the need for teachers to integrate problem-based teaching materials into mathematics learning on an ongoing basis and to develop other materials and levels so that the results are broader and deeper.
Received August 12th 2025 Revised September 29th 2025 Accepted November 15th 2025 Keyword:
Teaching Material Development.
LKPD.
ProblemBased Learning.
Mathematics.
Geometric Shapes A2025 Roy Sianturi.
Sahat Siagian.
Sugiharto.
Published by Arka Institute.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.
0 International License.
ttps://creativecommons.
org/licenses/by-nc/4.
INTRODUCTION
Elementary education is a crucial foundation for developing studentsAo thinking skills and skills for the next level of education.
Mathematics, as a core subject, plays a significant role in developing logical, analytical, and systematic thinking skills.
However, many elementary school students still struggle to grasp mathematical concepts, particularly spatial geometry (Wijaya et al.
, 2.
This material requires visualization skills, spatial imagination, and an understanding of the relationships between three-dimensional shapes, which are often abstract for elementary school-aged students.
Limited availability of concrete media and less interactive teaching materials contribute to studentsAo poor understanding of these spatial concepts.
Spatial geometry plays a crucial role in everyday life and in the development of higher-order thinking skills Zetriuslita et al.
, .
Understanding the shape, size, and position of objects in space helps students develop spatial reasoning, the ability to visualize, manipulate, and understand the relationships between objects.
This ability not only forms the foundation for learning advanced mathematics such as algebra and trigonometry but also contributes to other fields such as science, technology, and the arts.
Therefore, mastery of spatial geometry from an early age needs to be facilitated through contextualized learning and encouraging active student involvement.
International survey results, such as those from the Program for International Student Assessment (PISA), show that Indonesian studentsAo mathematics skills remain below the average of participating countries, with mathematics literacy scores in the range of 375, placing Indonesia 73rd out of 80 PISA participating countries (PISA, 2.
This low achievement indicates the need for more innovative learning strategies, particularly in developing conceptual understanding and critical thinking skills.
Several studies Nur et al.
, .
Hickendorff et al.
, .
and Haliza & Sari .
confirm that difficulties in learning mathematics in elementary schools are largely due to a lack of motivation.
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php/educenter/index Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025 monotonous learning methods, and teaching materials that do not encourage active and reflective One approach considered effective in addressing these issues is Problem-Based Learning (PBL).
The PBL model places students at the center of learning by emphasizing contextual problem-solving, encouraging them to think critically, analyze, and find solutions independently.
In the context of learning spatial geometry.
PBL is particularly relevant because it can help students connect abstract concepts to real-world situations, such as determining how much water a particular aquarium or toy box can hold, or figuring out how to arrange several lunch boxes so that they fit in a bag without leaving too much empty space.
Thus.
PBL not only enhances conceptual understanding but also develops higher-order thinking skills.
Previous research Koerunnisa et al.
, .
and Mulyasari .
has shown that Problem-Based Mathematics Worksheets (LKPD) are effective in improving critical thinking and mathematical problem-solving skills.
However, most of this research focuses on numbers or basic operations, while PBL-based teaching materials for spatial geometry are still limited, particularly for fifth-grade elementary school students.
In fact, according to Piaget's theory, studentsAo cognitive development at this age is in the concrete operational phase, where learning becomes more meaningful when accompanied by concrete and visual problem-solving activities.
Based on this background, this study aims to develop valid, practical, and effective ProblemBased Mathematics Worksheets (LKPD) for fifth-grade elementary school spatial geometry.
This development is expected to improve students' understanding of spatial concepts and critical thinking skills, and serve as an alternative, innovative teaching material for teachers in implementing active, creative, and enjoyable mathematics learning.
RESEARCH METHODS
This research is a research and development (R&D) project aimed at producing teaching materials in the form of Student Worksheets (LKPD) based on Problem-Based Learning (PBL) for fifthgrade elementary school Mathematics, specifically on the topic of Understanding Cubes and Rectangular Cubes.
The goal of this development is to produce teaching materials that meet the criteria of validity, practicality, and effectiveness, thereby improving the quality of student learning processes and outcomes.
The development model used is the ADDIE model, which consists of five stages:
Analysis.
Design.
Development.
Implementation, and Evaluation (Diniyah et al.
, 2.
The analysis stage was conducted to identify learning needs, obstacles experienced by students, and actual conditions in the field.
Based on observations in fifth-grade students at SD Negeri 064990, it was found that mathematics learning still relies on textbooks, with a minimal variety of teaching materials that encourage critical thinking.
Students also demonstrated difficulty in understanding spatial geometry concepts, particularly regarding cubes and recessive cubes.
These findings align with research by Netson & Ain .
revealed that elementary school students often experience difficulties in understanding abstract mathematical concepts.
Therefore, innovative teaching materials are needed that are suited to the characteristics of fifth-grade students and can also increase their engagement in learning.
Based on the analysis, the design phase focused on planning the development of PBL-based student worksheets (LKPD).
The LKPD design took into account the applicable curriculum, core competencies, learning indicators, and PBL syntax, which encompasses problem orientation, organization, investigation, development, and analysis of results.
At this stage, research instruments were also developed, including expert validation sheets, student response questionnaires, and learning outcome tests.
In the development phase, the LKPD design was then realized as a preliminary product.
The preliminary product was validated by material experts, media experts, and instructional design experts to ensure its content, presentation, and integration with the PBL model.
This validation is crucial to ensure the resulting teaching materials meet the expected quality criteria (Ramezani & Mostafavi.
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php/educenter/index Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025 The implementation phase was conducted through a limited trial on fifth-grade students at SD Negeri 064990.
The study population consisted of all 77 fifth-grade students, divided into three classes.
The sample was determined using purposive sampling, considering equivalence in academic ability, willingness to participate in the trial, and comparable teacher backgrounds.
Based on these considerations, two classes with 52 students were selected and then divided into two groups .
xperimental class 1 and experimental class .
The evaluation phase was conducted to assess the effectiveness of the developed PBL-based Student Worksheets (LKPD).
The evaluation instruments included learning outcome tests, student response questionnaires, and observation sheets for learning implementation.
The research design used a pretest-posttest to assess improvements in student understanding before and after the use of the LKPD.
The data obtained were analyzed quantitatively to assess improvements in learning outcomes and descriptively to assess student responses.
This evaluation was used not only to assess the success of the product but also to provide a basis for making improvements to optimize the LKPD and ensure it meets the needs of elementary school students.
RESULTS AND DISCUSSION
In the initial stage of developing mathematics student worksheets (LKPD) based on ProblemBased Learning (PBL), a needs analysis was conducted as part of the ADDIE development model.
This analysis stage was divided into two sub-stages: an initial needs analysis and a student needs analysis.
The initial needs analysis aimed to determine the extent to which currently available teaching materials could support the achievement of learning objectives.
Through classroom observations and discussions with teachers, it was discovered that students experienced difficulties in understanding the material on geometric shapes, particularly in connecting mathematical concepts to everyday contextual This aligns with previous research findings that indicate that limited contextual teaching materials can hinder the understanding of mathematical concepts (Azizah, 2.
Furthermore, researchers distributed questionnaires to two homeroom teachers at SDN 064990 Kwala Bekala to obtain further information regarding the initial needs for developing teaching materials.
The questionnaire results indicated the need for more interactive and problem-based teaching materials to increase student engagement.
The student needs analysis was conducted to identify studentsAo readiness and abilities to participate in PBL-based learning.
Based on interviews with teachers and previous evaluations of student learning outcomes, it was found that the teaching methods used did not encourage active student engagement in critical thinking.
This resulted in poor conceptual understanding and decreased student motivation, which aligns with research by Nurbavliyev et al.
, .
which emphasized the importance of active learning in improving student motivation and understanding.
Furthermore, questionnaires distributed to 26 fifth-grade students corroborated these findings, with the majority expressing a need for more engaging and intellectually challenging teaching materials.
The results of the initial needs analysis and student needs analysis indicated a significant need to develop PBL-based mathematics worksheet (LKPD) teaching materials that could address challenges in understanding spatial concepts and increase student active engagement.
These findings provide an important basis for proceeding to the teaching materials design stage.
Therefore, developing teaching materials that respond to these needs is expected to improve the effectiveness of mathematics learning in the classroom.
Description of the Design Phase Result The design phase aims to develop learning materials that are in accordance with the results of the needs analysis, student characteristics, and curriculum that have been analyzed previously.
In this phase, the content structure, delivery strategy, supporting media, and design for learning evaluation will be formulated.
Some of the main activities in the design stage of Problem Based Learning-based LKPD teaching materials are as follows:
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php/educenter/index Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025 The formulation of Learning Outcomes (CP) and Learning Objectives (TP) Based on the indicators that have been analyzed previously, the Learning Outcomes (CP) and Learning Objectives (TP) are designed to improve studentsAo problem solving skills and critical thinking skills in accordance with the Problem Based Learning approach.
The complete formulation is presented in the following table.
Table 1.
Learning Outcomes and Objectives Learning Outcomes (CP) Learning Objective (TP) At the end of phase C, the learning outcomes are:
Learners can recognize various spatial figures, can arrange and decompose spatial figures.
Learners can determine the position of objects against other objects.
Learners can classify, compare, and present data.
Through group discussion activities, students classify various kinds of objects according to their shape .
ubes and rectangular prism.
Through group discussion activities, learners can identify the simple elements of building spaces .
ubes and rectangular pris.
Concept Maps and Materials Concept Maps To support a structured understanding of the learning content, concept maps were developed to outline the main ideas and relationships within the material on cubes and rectangular prisms, including their properties, nets, and real-life applications.
The material is then organized so that it can be presented in the form of problem-based activities.
The concept map of the material can be seen in the figure 1.
3D SHAPES
POLYHEDRONS
CUBE
CUBOID
PRISM
PYRAMID
CURVED SOLIDS
PROPERTIES
NETS
VOLUME
CYLINDER
CONE
SPHERE
Figure 1.
Concept Map of the Building Space Material Design of Problem Based Learning (PBL) Based Mathematics Learner Worksheet (LKPD) At this stage in the activity, researchers are faced with steps to compile teaching materials on one particular product to be tested and revised to be implemented in the field.
The structure of the Problem Based Learning (PBL)-based Mathematics Learner Worksheets (LKPD) developed in this study includes: cover, preface, table of contents.
PBL syntax, learning outcomes and objectives, material, collection of PBL-based questions, reading list, and author profile.
The cover of the book with the title AuLearner Worksheets (LKPD) Build SpacesAy is equipped with images related to the topic of It can be seen in the figure 2.
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LKPD Cover Description of Development Stage Results At the development stage, the aim of developing teaching materials for problem-based learning (PBL)-based mathematics student worksheets (LKPD) is carried out in accordance with the design that has been designed.
To create a prototype of teaching materials that are ready to be tested and applied, while ensuring the product meets the needs, design, and learning objectives.
Then validation from learning experts is needed.
Validation of learning experts in the Development of Teaching Materials for Mathematics Learner Worksheets (LKPD) Based on Problem Based Learning (PBL) for grade V Elementary School consists of 2 .
learning material experts, 2 .
learning media experts, and 2 .
learning design experts.
Based on the assessment questionnaire instrument that has been given to learning material experts, learning media experts, and learning design experts, the validation results of each expert can be seen as follows:
Assessment by Learning Material Experts The assessment was carried out by validators covering aspects: content feasibility, material presentation, and language covering 17 .
assessment indicators.
In making revisions, researchers refer to the results of the discussion by following the suggestions and instructions of the Validators there are 2 .
material experts to conduct the assessment, the results of expert validation of assessments and responses by material experts show that the average score of each aspect in the assessment indicators and responses of the two learning material validators is 82, when classified in percentage form then the result is 82% AuVery ValidAy criteria category.
So it can be concluded that the assessment and responses by material experts can be well received as expected by researchers.
Assessment by Learning Media Experts The assessment was conducted by validators covering aspects: appearance, presentation and graphics with 13 .
assessment indicators.
In making revisions, researchers refer to the results of the discussion by following the suggestions and instructions of the validator.
Validators there are 2 .
media experts to conduct the assessment, the results of expert validation of assessments and responses by media experts show that the average score of each aspect in the assessment indicators and responses of the two learning media validators is 88, when classified in percentage form then the result is 88% AuVery ValidAy criteria category.
So it can be concluded that the assessment and responses by media experts are well received as expected by researchers.
Assessment by Learning Design Experts The assessment was conducted by validators covering aspects: appearance, presentation, and graphics covering 17 .
assessment indicators.
In making revisions, researchers refer to the results of the discussion by following the suggestions and instructions of the validator.
The results of expert validation of the assessment and responses by design experts show that the average score of each PAG Journal Homepage : https://jurnal.
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php/educenter/index Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025 aspect in the assessment indicators and responses of the two learning design validators is 83, when classified in percentage form then the result is 83% AuVery ValidAy criteria category.
So it can be concluded that the assessment and responses by design experts can be well received as expected by Description of Results Implementation Stage In this implementation stage, researchers carried out a series of activities as follows:
Preparing instruments and devices that have been validated and revised based on expert advice.
Carry out learning using the developed products, usually in the form of limited trials.
Observing learner involvement and participation, as well as teacher response.
Collecting data on learning outcomes, either through tests .
re-test and post-tes.
, activity observations, or questionnaires.
Analyzing the data to measure the effectiveness of the implemented product.
At the Implementation stage to find out the development of teaching materials for problembased learning (PBL)-based mathematics student worksheets (LKPD) is effectively used in the learning Description of Results Evaluation stage The Evaluation Stage is the final stage in the ADDIE development model, which aims to assess the quality, effectiveness, and achievement of the objectives of the Problem-Based Learning (PBL)based Mathematics Student Worksheets (LKPD).
At this stage, researchers carry out classroom learning activities through the application of treatments in two experimental classes, namely experimental class 1 and experimental class 2, to measure the extent to which the LKPD is able to support student learning processes and outcomes.
Evaluation is carried out not only to assess the suitability of the LKPD with learning objectives, but also to ensure that the LKPD is suitable for use in real learning contexts and has a positive impact on studentsAo conceptual understanding and critical thinking skills.
Learning activities at this stage are implemented through two meetings in each experimental class, following a systematically designed learning flow as shown in the following table.
Table 2.
Flow of Learning Activities Day Experimental class activity 1 Experimental class activity 2 Pre-test, learning begins with the initial Pre-test, learning begins with the final product LKPD product LKPD Continuation of Learning material.
Post-test Continuation of learning material, post-test With learning activities in the classroom, it is necessary to pay attention to being the focal point of the researcher so as not to get out of control of the research objectives.
So it takes a directed evaluation focus on each treatment for experimental class 1 to be better at the treatment of experimental The results of the evaluation focus comparison can be seen in the following table:
Table 3.
Comparison of Evaluation Focus Evaluation Component Learning Media Models/Methods Evaluation Objectives Instruments Experiment Class 1 Initial version of LKPD .
efore Lecture.
Q&A Compare Learning Outcomes Observation.
Test Experiment Class 2 Final version of LKPD .
fter PBL.
Group Discussion Effectiveness Test Observation.
Test.
Questionnaire In the learning process activities at the day 1 meeting, a pre-test was carried out on experimental class 1 and experimental class 2 to find out studentsAo understanding of building space material.
From the results of the pre-test analysis that has been obtained, it is known that the level of understanding of PAG Journal Homepage : https://jurnal.
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Then the researcher conducts an appropriate analysis so that the learning to be applied is in line with the analysis of learning objectives.
The research analysis process on the development of teaching materials is known through the assessment results.
From the Pre-test given to experimental group 1 students using teaching materials for the initial product .
efore revisio.
From the analysis, the average pretest score was 30.
96 with the highest score reaching 50 and the lowest score was 15 out of a maximum total of 100.
These results show that overall, students' initial understanding is still in the low category, especially when understanding the basic concepts of building spaces such as cubes and rectangular prism.
Many students have not been able to solve problems related to the properties of spatial shapes, volume.
This finding shows that teaching mathematics about the material of building spaces requires a more contextual learning method and involves students actively.
From the Pre-test given to experimental group 2 students before the start of learning by using teaching materials for Problem Based Learning (PBL) based learner worksheets (LKPD), the average pretest score was 29.
42 with the highest score reaching 50 and the lowest score was 10 out of a maximum total of 100.
These results show that overall, studentsAo initial understanding is still in the low category, especially when understanding the basic concepts of building spaces such as cubes and rectangular prism.
Many students have not been able to solve problems related to the properties of spatial shapes, volume.
This finding shows that teaching mathematics about the material of building spaces requires a more contextual learning method and involves students actively.
At the end of the learning process, a post-test was conducted on experimental class 1 to identify product deficiencies.
And in experimental class 2 focus on the effectiveness and improvement of learning outcomes about building space material.
From the results of the post-test analysis that has been obtained, it is known that the level of understanding of students mastering the learning material.
From the results of the Post-test analysis given to experimental class 1 students after the end of the learning process using the initial version of the LKPD teaching material.
then the results of the posttest analysis obtained an average value of 62.
12 with the highest score reaching 75 and the lowest score is 50 out of a maximum total of 100.
These results show that overall, studentsAo final understanding of learning is still in the low category, especially when understanding the basic concepts of building spaces such as cubes and rectangular prism.
Many students have not been able to solve problems related to the properties of space, volume even though there is an improvement from the pre-test assessment results.
From the analysis of the Post-test given to experimental class 2 students after the end of the learning process using teaching materials based on Problem Based Learning (PBL), the average score 03 with the lowest score of 80 and the highest score was 95 out of a maximum total of 100.
These results indicate that students' understanding of building space material has been achieved.
Problem Analysis To determine the improvement of learning outcomes in the experimental class, the data that has been obtained is analyzed by statistical calculations.
From the results of the analysis obtained N-gain results.
N-gain values and the percentage of improvement in student learning outcomes, can be seen in the following table:
Table 4.
N-gain Results.
N-gain Values, and Percentages of Experimental Class 1
Student Name
Al Ikwan
Alfathin
Alvin
Aurel
Cristian Daniel
Dante Elsa
Frans Ganda
Gio
Pre-test
Post-test
N-gain
0,42
0,31
0,40
0,47
0,47
0,29
0,50
0,43
0,60
0,50
0,45
N-gain value Medium Medium Medium Medium Medium Low Medium Medium Medium Medium Medium Percentage (%) PAG Journal Homepage : https://jurnal.
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php/educenter/index Interpretation Fairly Effective Ineffective Fairly Effective Fairly Effective Fairly Effective Ineffective Fairly Effective Fairly Effective Effective Fairly Effective Fairly Effective Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025
Student Name
Indri
Jherico
Julioner Julius
Maichel
Mario
Mikhael
Novan
Putra
Rayhan
Renius
Samudra
Shaqila
Tania
Yohana
Total
Average Pre-test
30,96
Post-test
62,12
N-gain
0,36
0,64
0,56
0,53
0,50
0,29
0,38
0,36
0,42
0,56
0,50
0,45
0,42
0,41
0,36
11,58
0,45
N-gain value Medium High Medium Medium Medium Low Medium Medium Medium Medium Medium Medium Medium Medium Medium Medium Percentage (%) 44,54 Interpretation Ineffective Effective Effective Fairly Effective Fairly Effective Ineffective Ineffective Ineffective Fairly Effective Effective Fairly Effective Fairly Effective Fairly Effective Fairly Effective Ineffective Ineffective From the learning outcomes of students can be categorized as moderate.
This shows that the use of teaching materials for student worksheets (LKPD) in the initial version .
efore revisio.
in the material of building space has not all students in experimental class 1 passed according to the Minimum Completion Criteria value limit of 75.
The learning outcomes of students are less efficient with the use of teaching materials for student worksheets (LKPD) in the initial version .
efore revisio.
is not fully optimal even though the learning method with an approach based on lectures and questions and answers to students.
From the average n-gain obtained in experimental class 1 is 0.
40 and the percentage of Ngain is 45%.
In the analysis of n-gain results, the n-gain value and percentage in experimental class 2 with the treatment of using teaching materials for problem-based learning (PBL) based student worksheets (LKPD) can be seen in the following table:
Table 5.
N-gain Results.
N-gain Values, and Percentages of Experiment Class 2
Student Name
Adzkia
Ahmad
Al Ridho
Andika
Chyntia
David
Franssion
Glerinov
Ina
Jogi
Kayla
Lestari Maickel
Martkes Nola
Nur
Raffly Raymon
Reza
Rina
Risky Septiana
Sri Tasya
Visca
Zio
Total
Average Pre-test
Post-tes 89,03 N-gain
0,77
0,83
0,76
0,83
0,90
0,79
0,92
0,88
0,80
0,81
0,83
0,77
0,92
0,88
0,94
0,87
0,77
0,75
0,88
0,90
0,88
0,86
0,92
0,86
0,77
0,80
20,11
0,77
N-gain Value High High High High High High High High High High High High High High High High High High High High High High High High High High High Percentage 84,19 PAG Journal Homepage : https://jurnal.
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php/educenter/index Interpretation Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Highly Effective Educenter : Jurnal Ilmiah Pendidikan Vol 4 No 3 2025 From the learning outcomes of students can be categorized as moderate.
This shows that the use of teaching materials for problem-based learning (PBL) based learner worksheets (LKPD) in the final version .
fter revisio.
in the material of building space not all students in experimental class 2 passed according to the limit of the Minimum Completeness Criteria (KKM) value of 75.
Effective student learning outcomes with the use of teaching materials for problem-based learning (PBL) based learner worksheets (LKPD) in the final version .
fter revisio.
are fully optimized with learning methods with a problem-based learning approach and group discussions in students.
Discussion The development of Problem-Based Learning (PBL) Student Worksheets (LKPD) for spatial geometry using the ADDIE development model involved five stages: Analysis.
Design.
Development.
Implementation, and Evaluation.
Each stage contributed to achieving valid, practical, and effective learning outcomes.
In the Analysis stage, researchers identified student and teacher needs for teaching materials that could enhance engagement and conceptual understanding.
The analysis revealed that conventional learning was not optimal in fostering studentsAo critical thinking and problem-solving skills.
This finding aligns with research by Safitri et al.
and Wijnia et al.
, which found that the implementation of PBL significantly increased student motivation and understanding through learning activities that required active participation.
Theoretically, this aligns with PiagetAos constructivism theory, which emphasizes that knowledge is built through direct experience and the process of assimilating and accommodating new concepts.
Next, in the Design and Development stage, the LKPD was prepared with attention to content validity, design, and practicality.
Validation by material experts and design experts yielded scores of 90% and 87%, respectively, categorized as AuVery AdequateAy (Lia et al.
, 2.
Practicality assessments by teachers and students also yielded scores of 91.
24%, indicating that the worksheet is easy to use and engaging for students.
Theoretically, these findings align with VygotskyAos learning theory, which emphasizes the importance of scaffolding and social interaction in supporting studentsAo cognitive PBL-based worksheets provide a collaborative context in which teachers act as facilitators, helping students reach their Zone of Proximal Development (ZPD).
In the implementation phase, the worksheets were applied to geometry learning .
ubes and cuboid.
using a PBL approach.
Paired t-test analysis revealed a significant increase between studentsAo pre-test and post-test scores, indicating improved conceptual understanding after using the worksheets.
These results demonstrate that PBL-based worksheets are effective in helping students connect geometric concepts to real-world situations and fostering critical thinking skills.
Consistent with AusubelAos view, learning will be more meaningful if students are able to connect new information to their existing knowledge structures.
This is reinforced by research by Wardani & Fiorintina .
and Nasution & Setyaningrum .
, which found that PBL can deepen conceptual understanding while improving studentsAo higher-order thinking skills.
In the evaluation phase, the results of validity, practicality, and effectiveness tests indicated that the developed student worksheets met all eligibility criteria.
Based on student questionnaires, an effectiveness score of 84.
76% was obtained, categorizing them as AuVery EffectiveAy (Omojemite, 2.
This finding supports the opinions of Sefriani et al.
, .
and Wantoro et al.
, .
, who emphasized that every learning product must undergo validity and effectiveness testing to ensure its feasibility and positive impact on learning outcomes.
Overall, the results of this study indicate that the development of PBL-based mathematics student worksheets using the ADDIE model successfully produced valid, practical, and effective teaching materials for improving elementary school studentsAo conceptual understanding and critical thinking skills.
This demonstrates that the application of PBL, rooted in constructivism and meaningful learning theory, can create an active, collaborative, and contextual learning environment.
Thus, it is hoped that this LKPD can be an alternative innovative teaching material that can significantly increase studentsAo interest, understanding, and mathematical problem-solving abilities.
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CONCLUSION
This research produced a Student Worksheet (LKPD) based on Problem-Based Learning (PBL) on spatial geometry for fifth-grade elementary school students using the ADDIE model.
Validation results from material, media, and language experts indicated that the developed product was highly feasible for use.
A learning trial also demonstrated that this PBL-based LKPD improved studentsAo conceptual understanding, active engagement, and critical thinking skills in mathematics learning.
However, this research has limitations.
The product trial was conducted in only one school with a limited sample size, so the generalizability of the results requires further testing.
Furthermore, this study focused solely on cognitive aspects, while non-cognitive aspects such as student motivation, attitudes, and social skills were not thoroughly examined.
Based on these findings, it is recommended that teachers use PBL-based LKPD as an alternative interactive and contextual teaching material in mathematics learning.
Schools are expected to provide support in the form of training and facilities to develop similar teaching materials.
For future research, it is recommended to develop PBL-based LKPD at different levels or in other subjects, and to expand the focus to non-cognitive aspects to provide a more comprehensive picture of the impact of teaching material use.
REFERENCES