Interactive Digital Module Development For Mathematical Representation Skills Using A Contextual Learning Approach
DOI:
https://doi.org/10.21154/imej.v2i1.30Keywords:
Interactive Digital Module, Contextual Approach, Mathematical Representation AbilityAbstract
The need for technology-based teaching materials that align with online learning environments has significantly increased in the past two years. This shift has led to the transition from traditional teaching resources to digital learning materials. This study aims to develop an interactive digital module focused on statistical material by contextualizing students' representational skills. The development process followed a design research methodology with a development study approach, which included preliminary and formative evaluations—namely self-evaluation, prototyping, and field testing. The participants of this study were eighth-grade students from Middle School 3 Metro. Data were collected using observation sheets, interviews, and student assessments. The results indicated that the interactive digital module met the "very feasible" category, as shown by material expert validation results of 85.71%, media expert validation of 90.6%, and teacher validation of 81.57%. Furthermore, the student’s average mathematical representation ability test score was 75.65. These findings suggest that the developed interactive digital module is appropriate for supporting the teaching and learning process in mathematics, particularly in statistics. The module can serve as an effective tool to enhance students' conceptual understanding through contextual and interactive digital content.
Downloads
References
Barus, I. R. G., & Simanjuntak, M. B. (2020). Whatsapp Group and Google Classroom-Based Learning Materials in English Classes: Students’ Perceptions. Seltics, 3(1), 47–54. https://doi.org/10.46918/seltics.v3i1.552
Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics, 05(05). https://doi.org/10.4172/2168-9679.1000325
Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478
Hardiyanti, F. P., & Azizah, N. (2019). Multimedia of Educational Game for Disability Intellectual Learning Process: A Systematic Review. 296(Icsie 2018), 360–368. https://doi.org/10.2991/icsie-18.2019.66
Hastin, D. A. (2020). Pengembangan E-Modul Matematika Berbantuan Sigil Software Dengan Pendekatan Matematika Realistik. Skripsi.
Huang, R., Tlili, A., Chang, T. W., Zhang, X., Nascimbeni, F., & Burgos, D. (2020). Disrupted classes, undisrupted learning during COVID-19 outbreak in China: application of open educational practices and resources. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00125-8
Kurz, T., Gardner, B., Verplanken, B., & Abraham, C. (2015). Habitual behaviors or patterns of practice? Explaining and changing repetitive climate-relevant actions. Wiley Interdisciplinary Reviews: Climate Change, 6(1), 113–128. https://doi.org/10.1002/wcc.327
Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569–578. https://doi.org/10.12973/ejmste/76959
Marteney, T., & Bernadowski, C. (2016). Teachers’ perceptions of the benefits of online instruction for students with special educational needs. British Journal of Special Education, 43(2), 178–194. https://doi.org/10.1111/1467-8578.12129
Nagy, J., Oláh, J., Erdei, E., Máté, D., & Popp, J. (2018). The role and impact of industry 4.0 and the internet of things on the business strategy of the value chain-the case of hungary. Sustainability (Switzerland), 10(10). https://doi.org/10.3390/su10103491
Pujasari, R. S., & Ruslan, R. (2021). Utilizing Canvas in Technology Enhanced Language Learning Classroom: a Case Study. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 8(1), 42–54. https://doi.org/10.36706/jele.v8i1.14240
Putri, R. S. (2019). Pengembangan Media Pembelajaran Berbasis Anroid Pada Materi Sistem Koloid di SMA Negeri 2 Banda Aceh. Universitas Negeri Islam Ar-Raniry.
Stohlmann, M. S., & Albarracín, L. (2018). What Is Known about Elementary Grades Mathematical Modelling. Education Research International, 17(3), 26–36. https://doi.org/10.1155/2016/5240683
Stull, A. T., Gainer, M., Padalkar, S., & Hegarty, M. (2016). Promoting Representational Competence with Molecular Models in Organic Chemistry. Journal of Chemical Education, 93(6), 994–1001. https://doi.org/10.1021/acs.jchemed.6b00194
Susanti, N., Yennita, Y., & Azhar, A. (2020). Development of Contextual Based Electronic Global Warming Modules Using Flipbook Applications as Physics Learning Media in High Schools. Journal of Educational Sciences, 4(3), 541. https://doi.org/10.31258/jes.4.3.p.541-559
Tessmer, M. (1993). Planning and Conducting Formative Evaluation. Kogsn Page Limited.
Wu, X., He, R., Sun, Z., & Tan, T. (2018). A light CNN for deep face representation with noisy labels. IEEE Transactions on Information Forensics and Security, 13(11), 2884–2896. https://doi.org/10.1109/TIFS.2018.2833032
Yensy, N. A. (2020). Efektifitas Pembelajaran Statistika Matematika melalui Media Whatsapp Group Ditinjau dari Hasil Belajar Mahasiswa (Masa Pandemik Covid 19). Jurnal Pendidikan Matematika Raflesia, 05(02), 65–74. https://ejournal.unib.ac.id/index.php/jpmr
Yulinawati, A., & Nuraeni, R. (2021). Kemampuan Representasi Matematis ditinjau dari Self-Confidence Siswa pada Materi Statistika di Desa Talagasari. Plusminus: Jurnal Pendidikan Matematika, 1(3), 519–530. https://doi.org/10.31980/plusminus.v1i3.1448
Downloads
Published
Issue
Section
License
Copyright (c) 2025 IMEJ : Indonesian Mathematics Education Journal
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
Reproducing Published Material from other Publishers
To ensure that published materials are properly cited and used, the authors are required to obtain permission to reproduce images, schematics, tables, or text excerpts that are not in the public domain or for which they are not copyrighted. The copyright holder, usually the publisher, must be contacted to obtain permission. Copyright holders can be identified by referring to individual publication imprints. Obtaining permission is necessary to avoid copyright infringement and to ensure that all relevant sources are properly cited.
The following actions require permission:
- Reproduction of your work by another publisher if you do not own the copyright.
- Use large portions of another person's work, either from a single work or multiple works in a series.
- Use of unaltered or slightly modified tables, graphs, charts, schematics, and artwork.
- Use of photographs for which you do not have copyright.
It is not necessary to obtain permission for the following reasons:
- If you reconstruct a table using data that has been published elsewhere, you must cite the source as “Data from...” or “Adapted from...” However, permission was not required for this case.
- Fairly brief citations are considered fair and do not require permission.
- If the author redraws the graph, chart, schematic, or artwork and changes it so significantly that it is no longer recognizable, permission is not required.
Obtaining Permission
To ensure a smooth publication process, it is recommended that authors begin obtaining permission as soon as possible. If there is any uncertainty regarding the copyright, the author should apply for permission. The IMEJ: Indonesian Mathematics Education Journal publish materials from other publications without their permission.
The copyright holder may provide instructions regarding the desired form of acknowledgment. If no instructions are provided, the authors follow the style below:
“Reproduced with permission from [author], [book/journal title]; published by [publisher], [year].” This statement should be placed at the end of the caption for the table, figure, or scheme.
