Development Of A CLIL-Based Bilingual Calculus Module For Mathematical Problem-Solving And English Vocabulary For University Students

Noviyanti Noviyanti, Universitas Islam Kebangsaan Indonesia, Fajrinur Fajrinur, universitas Islam Kebangsaan Indonesia, Nelly Mursyidah, Universitas Islam Kebangsaan Indonesia
Received: 2026-09-12
Accepted: 2026-10-29
Published: 2026-11-01

Abstract


This study aims to produce a valid, practical, and effective bilingual calculus module based on Content and Language Integrated Learning (CLIL) to improve students' mathematical problem-solving ability and English vocabulary mastery. The study used a Research and Development (R&D) approach with the ADDIE model. Validity was assessed by three experts (content, language/CLIL, and media). Practicality was tested on 35 students through a response questionnaire, while effectiveness was tested on 35 Mathematics Education students using a one-group pretest-posttest design. Validation results placed the module in the very valid category with an average score of 4.44 out of 5 (88.9%). The questionnaire results showed very practical practicality with an average score of 3.70 out of 4 (92.5%). The effectiveness test showed mathematical problem-solving ability increased from 65.00 to 88.37 (N-Gain 0.67; medium category), and English vocabulary mastery increased from 63.51 to 88.20 (N-Gain 0.68; medium category). A paired t-test showed significant improvement on both variables (p < .001) with large effect sizes (Cohen's d = 5.24 and 6.41, respectively). These findings indicate that the CLIL-based bilingual calculus module is feasible as an alternative teaching material to support the integration of mathematical content and English in higher education.

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DOI: https://doi.org/10.30596/jmea.v5i3.32190

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Journal of Mathematics Education and Application: JMEA

University Muhammadiyah of Sumatera Utara

Magister Pendidikan Matematika Program Pascasarjana Universitas Muhammadiyah Sumatera Utara, Jl. Denai No 217, Indonesia