Interactive Mathematics Teaching and Learning Strategy E-Module Based on PjBL to Improve Students' Conceptual Understanding

The conceptual understanding of prospective mathematics teacher students remains a challenge in the learning process, especially in courses that require mastery of teaching strategies. This study aims to develop an interactive e-module based on Project Based Learning (PjBL) in the Mathematics Teaching and Learning Strategies course that meets the criteria of validity, practicality, and effectiveness in improving students' conceptual understanding. This study aims to develop an interactive e-module based on Project Based Learning (PjBL) for the Mathematics Teaching and Learning Strategies course that meets the criteria of validity, practicality, and effectiveness to improve students' conceptual understanding. The research method used is Research and Development (R&D) with the ADDIE model. Data were collected through observation, interviews, expert validation questionnaires, and student learning outcome tests. The research instruments included validation sheets, student response questionnaires, and test questions to measure conceptual understanding and microteaching skills. Data analysis was carried out descriptively qualitatively and quantitatively. The results showed that the developed e-module had a very high level of validity (87.5%), practicality based on student responses of 86.44% (very practical), and effectiveness was indicated by an N-Gain score of 0.65 (quite effective) and an average student microteaching score of 84.28% (good). Therefore, it can be concluded that this e-module is suitable for use and can improve students' conceptual understanding. The implications of this research provide theoretical contributions to the development of PjBL-based teaching materials and practical benefits for lecturers and students in optimizing mathematics learning strategies in the digital age.