Ali Shodikin, Achmad Wachidul Kohar, Wahyu Kyestiati Sumarno
The monolingual mindset in countries that don't use English as their main language has the belief that learning English is far longer than learning first language or mathematics. Even though several studies have shown that bilingual literacy (i.e. Indonesian and English) and mathematics can be studied together as long as their first language literacy is good enough. This article examines how to develop teaching modules using a project-based learning approach to improve students' bilingual numeracy at the junior high school level. The priority of this teaching module is literacy which is developed not only in Indonesian numeracy literacy but also in English numeracy literacy. The development of this teaching module refers to the development model of Thiagarajan, Semmel and Semmel namely: define, design, develop and disseminate. This teaching module involves expert assessment, so that prior to conducting field trials the learning device has been revised based on the assessment and input of experts. From these results obtained teaching modules with a project based learning approach that has high validity and practicality. This teaching module also received a positive response from teachers and junior high school students. © 2024 Author(s).
Universitas Negeri Surabaya, Jawa Timur, Indonesia; Universitas Pembangunan Nasional Veteran, Jawa Timur, Indonesia
