Practical Analysis of Differential Equation Module to Improve Student’s Logical Thinking Ability

Students' ability to think logically is needed when making decisions in solving problems, making decisions from existing problems, and processing problems after being given a problem. This study aims to produce a practical differential equation module. This research is part of development research using the 4-D development model. The stages of developing the 4-D model consist of 4 stages, namely (1) define, (2) design, (3) develop, and (4) disseminate. This research only reached the practicality test of this product. It can be seen from the responses of 2 lecturers who have taught differential equations and 15 students and will be continued in the field trial stage. The research instrument consisted of individual test sheets (lecturer response questionnaire), and limited test sheets (student response questionnaires). Suggestions and comments from the lecturers and students' responses to the differential equation module learning were analyzed descriptively, while the data in the form of scores were analyzed descriptively quantitatively. The results of this study indicate that the small group trial on 2 lecturers (lecturer responses) met the very practical criteria, with an average score proportion of 89.6%. While the results of the limited trial of 15 students (student response perception questionnaire) met the very practical criteria with an average score proportion of 84.48%. So it can be denied that the product in the form of a differential module to improve logical thinking skills meets practical criteria and is feasible to apply.