FEASIBILITY OF THE AQUACE MATHEMATICS LEARNING MODEL: A STUDY OF VALIDITY AND PRACTICALITY

Abstract

This study aimed to develop and examine the feasibility of the AQUACE (Adversity Quotient, Self-Confidence, and Self-Efficacy) mathematics learning model through validity and practicality testing. The research employed a research and development approach using the ADDIE framework, limited to the stages of analysis, design, development, implementation, and evaluation of validity and practicality. The study was conducted at a public senior high school in Makassar, Indonesia, involving 70 tenth-grade students and two mathematics teachers in a limited trial. Data were collected using expert validation sheets, classroom observation sheets, and teacher response questionnaires. The results of expert validation indicated that the AQUACE model achieved a high level of validity, with an overall mean score of 3.5, categorized as very valid. Classroom observations showed that the model was implemented fully, with an average implementation score of 1.9 and an inter-observer agreement of 99.1%, indicating strong practicality. In addition, teacher responses toward the model were very positive, with an average score of 88.6%, reflecting its attractiveness, usefulness, novelty, and ease of use. Overall, the findings demonstrate that the AQUACE learning model is valid and practical for mathematics instruction and has strong potential to support students’ cognitive learning as well as their psychological resilience. Further studies are recommended to investigate its effectiveness on learning outcomes in broader contexts.