TRISAS Media: Bridging Cognitive Styles to Foster Student Engagement in Trigonometric Learning
DOI:
https://doi.org/10.17977/um005v10i12026p20-35Keywords:
Cognitive style, inclusive, trigomometryAbstract
This research aims to develop and assess the feasibility of the TRISAS media based on the FD-FI cognitive style, which is valid, practical, and effective in enhancing students' engagement in learning trigonometry. The development study employs the ADDIE model, which encompasses the phases of analysis, design, development, implementation, and evaluation. A trial was conducted with 26 students from class X at a vocational school in Sukoharjo, Central Java Province. The research instruments include an expert validation sheet to evaluate validity, a student response questionnaire to assess practicality, and a student learning activity questionnaire to measure the effectiveness of the media. The findings indicate that the TRISAS media meets the criteria of being highly valid based on expert assessments of content and media, very practical according to positive student feedback, and effective in enhancing student learning engagement, although the improvement is categorized as moderate. Therefore, the TRISAS media is deemed suitable as an alternative inclusive learning medium that adapts to the diverse cognitive styles of students in mathematics education.
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