Developing Project-Based Learning Tools with VAK Multi-Modality Differentiation to Enhance Students Conceptual Understanding Fitria Herliana- Vina Serevina- Izzatul Maula- Ahmad Farhan- A Halim- Susilawati- Susanna- Suci Rizkina Tari
Student of Doctoral Education Department, Universitas Syiah Kuala, Tgk. Hasan Krueng Kalee Street, Banda Aceh 23111, Indonesia
Physics Education Department, Universitas Syiah Kuala, Tgk. Hasan Krueng Kalee Street, Banda Aceh 23111, Indonesia
Department of Physics Education, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta 13220, Indonesia
Abstract
This research aims to develop project-based physics learning tools through VAK (Visual, Auditory, and Kinesthetic) multi-modality differentiation and examine their validity, practicality, and effectiveness in enhancing high school students conceptual understanding. The study employs a Research and Development (R&D) approach with the ADDIE model to develop learning tools accommodating diverse learning styles. Implementation occurred in a single tenth-grade high school class using a one-group pretest-posttest design. The developed materials include lesson plans, student worksheets, and multimodal learning resources incorporating Project-Based Learning stages that integrate VAK multi-modality differentiation. Students were organized in heterogeneous groups based on VAK modality preferences, with roles assigned according to modality strengths: auditory students led the Start with the Essential Question phase, visual students predominated in Design a Plan for the Project, and kinesthetic students took primary responsibility during the Progress of the Project phase. The tools validity was assessed through expert validation using Aiken V formula, while practicality was measured via student and teacher responses, and effectiveness was analyzed through pretest-posttest comparison of conceptual understanding using N-gain scores. Results indicate that the developed learning tools are valid, practical with positive feedback, and effective in improving conceptual understanding. The VAK modality-based differentiated collaboration demonstrated positive dynamics with optimal contributions from each student according to their learning preferences, establishing this approach as a viable solution for accommodating diverse student characteristics in physics education.
