What type of study is this?

This is a Quantitative Study study (also classified as: Pre-Registered Trial).

October 3, 2025Hipotenusa Journal of Mathematical SocietyOpen Access

The Effectiveness of a Differentiated Process Teaching Module to Improve Students' Critical Reasoning Skills in the Context of Rational Numbers

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Authors

AKAli KuswoyoSiliwangi University NRNani RatnaningsihYogyakarta State University PLPuji LestariWalsh University

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Implication

Quantitative research demonstrates significant improvement in critical reasoning skills in students using a differentiated module, indicating its potential for broader educational applications.

Key Points

Critical reasoning skills significantly improved, with pretest scores averaging 21.15 and posttest scores averaging 77.92.
The average N-Gain value of 0.7279 indicates a strong increase in student achievement.
The research utilized a one-group pretest-posttest design to measure the effectiveness of differentiated learning modules.
Results highlight the module's effectiveness in fostering active critical thinking and adapting to diverse learner needs.

Cite This Study

Kuswoyo et al. (2025) studied this question.

synapsesocial.com/papers/68e040eda99c246f578b3585 https://doi.org/10.18326/hipotenusa.v7i1.3410

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Implication

Quantitative research demonstrates significant improvement in critical reasoning skills in students using a differentiated module, indicating its potential for broader educational applications.

The Effectiveness of a Differentiated Process Teaching Module to Improve Students' Critical Reasoning Skills in the Context of Rational Numbers

Discussion

Member takes

Implication

Key Points

Cite This Study

The Effectiveness of a Differentiated Process Teaching Module to Improve Students' Critical Reasoning Skills in the Context of Rational Numbers

Discussion

Member takes

Implication

Key Points

Cite This Study

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