Designing Interactive E-Modules Based on Differentiated Instruction and the Theory of Didactical Situations for Primary Mathematics Education
Designing Interactive E-Modules Based on Differentiated Instruction and the Theory of Didactical Situations for Primary Mathematics Education

Summary/Abstract: Background/purpose. This study aims to design and validate an interactive e-module for primary mathematics instruction grounded in differentiated instruction and the theory of didactical situations (TDS). Amid growing calls for inclusive and adaptive pedagogy under Indonesia’s Merdeka Curriculum, the integration of digital technologies within differentiated instruction remains hindered by didactical, epistemological, and infrastructural challenges Materials/methods. Employing a didactical design research approach, the study progressed through an interpretative phase—identifying ontogenic, didactical, and epistemological obstacles—and a critical phase involving expert validation and iterative refinement. Results. Findings indicate that while technology-enhanced modules improve student engagement, barriers persist in conceptual understanding and learning autonomy. The final design incorporates adaptive pathways, inquiry-based tasks, multi-format content, and formative assessments with real-time feedback. Expert feedback emphasized the importance of increased interactivity, clearer scaffolding, and integrated teacher support. Conclusion. The findings support the viability of combining TDS and differentiation frameworks to deliver scalable, inclusive, and pedagogically robust mathematics instruction for primary learners. This research contributes a validated instructional model responsive to diverse learning needs and scalable across various digital learning environments.

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