Zulfa Maziidah, Abd. Qohar
Mathematical reasoning is one of the abilities trained and developed in mathematics learning. Teaching material as a component that supports the learning process's success is expected to positively impact students' mathematical reasoning. Unfortunately, interactive teaching materials specifically designed for implicit derivatives are still rarely discussed. Therefore, this study focuses on filling the gap with the aim of developing Pear Deck-assisted interactive teaching material to support mathematical reasoning. The subjects of this research were 27 students of mathematics education at the State University of Malang. The Calculus course's teaching material was specifically developed for implicit derivative learning. The development model used was Plomp's model, which consists of 3 stages, namely preliminary research (initial research stage), prototype phase (prototype development stage), and assessment phase (assessment stage). The resulting product was validated by an expert lecturer in mathematics education at the State University of Malang. The results of the study showed that the product in the form of Pear Deck-assisted interactive teaching material to support mathematical reasoning, met the valid criteria with a percentage of 83.9% and 86.6% for practical criteria. Practicality scores were obtained through an analysis of student response questionnaires as users of the teaching material. The use of interactive teaching material showed students' enthusiasm and active participation in learning implicit derivatives. © 2025 Author(s).
Mathematics Department, Universitas Negeri Malang, Jl. Semarang 5, Malang, 65145, Indonesia
