Development of MCA-Contextual Crossword Media to Enhance Students' Interest and Critical Thinking in Mathematics

Galih Azhar Ramadhan, Mohammad Syaifuddin*, Rizal Dian Azmi

Abstract

This research aims to develop minimum competency assessment (MCA)-contextualized crossword media to improve students' interest in learning and critical thinking skills, which are valid, practical, and effective in mathematics learning. This study was an R&D research project that used the ADDIE model. Questionnaires were used to collect data on the validity and practicality of the media and student learning interest. Pre- and posttest exams were used as tools for data collection. The media validity test yielded an average score of 3.24, the material validity test yielded an average score of 3.35, the practicality percentage was 88.1%, and the N-gain pre- and posttest showed that students’ interest in learning and critical thinking skills improved. This research highlights that MCA-contextualized crossword media improve students' interest in learning and critical thinking skills. Therefore, MCA-contextualized crossword media can be used at various educational levels, such as elementary, secondary, and higher education. This can provide deeper insights into how this media works across different stages of cognitive development.

 

Keywords: crossword; critical thinking; learning interest; minimum competency assessment

 

https://doi.org/10.55463/issn.1674-2974.51.9.3


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