Developing a STEM-Based Learning Module to Improve Problem-Solving Skills on Spatial Distance Topics

Abstract

Students often struggle with the abstract nature of spatial distance in three-dimensional geometry, which can lead to low problem-solving skills. This study aimed to develop a valid, practical, and effective STEM-based learning module on spatial distance to enhance senior high school students' problem-solving skills. Employing a Design Research methodology with the Development Study model by Plomp and Nieveen (2013), this research was conducted at SMA Negeri 4 Sidoarjo, Indonesia, involving 32 Grade XII students selected through purposive sampling. Data were collected using expert validation sheets, student response questionnaires, classroom observation sheets, and problem-solving tests administered as pre-test and post-test. The module demonstrated high validity with an average expert validation score of 92.5% (very valid category). Practicality was confirmed through smooth classroom implementation (95.8% observed implementation rate) and positive student responses, with 94% of students rating the module as engaging and easy to follow. Effectiveness was evidenced by a significant improvement in students’ problem-solving scores (pre-test mean = 42.5; post-test mean = 80.3), with a medium N-Gain of 0.66 (t = 12.754; p < 0.05). The highest gain was observed in the “understanding the problem” stage (N-Gain = 0.72), attributed to the hands-on engineering design project. This study concludes that the STEM-based module is a valid, practical, and effective tool for improving problem-solving skills in spatial geometry. It is recommended that mathematics teachers adopt this module to make learning more contextual and meaningful. Keywords: STEM-Based learning, learning module, problem-solving skills, spatial distance, design research.