Background: Rapid advancements in science and technology have significantly influenced various sectors, including education. In mathematics learning, the integration of technology through animation-assisted e-modules offers a promising approach to enhance interactivity and facilitate students’ understanding of abstract concepts. Aims: This study aims to develop and evaluate an animation-assisted e-module for teaching three-dimensional geometry to eighth-grade students. Method: This research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The study was conducted at SMP Negeri 3 Purbalingga during the 2024/2025 academic year, involving experimental and control groups. Data were collected through interviews, questionnaires, and documentation. Quantitative analysis was used to assess the validity, practicality, and effectiveness of the developed e-module, including an independent samples t-test after meeting normality and homogeneity assumptions. Results: The findings revealed that the e-module achieved a high level of validity based on expert evaluations. The practicality test showed an average score of 3.43 (out of 4.00), indicating a very practical category based on responses from teachers and students. Furthermore, the effectiveness test demonstrated a significant difference between the experimental and control groups (Sig. 2-tailed = 0.000 < 0.05), confirming the positive impact of the e-module on students’ learning outcomes. Conclusion: The animation-assisted e-module is valid, highly practical, and effective, making it a feasible instructional medium for improving students’ understanding of three-dimensional geometry.
Background: Empirical evidence indicates that junior high school students’ critical thinking skills in mathematics remain suboptimal, with national assessments highlighting gaps in analysis and evaluation competencies. Traditional teaching methods fail to address these higher-order thinking demands effectively. Aims: This study investigates the effectiveness of an integrated learning model combining Ethnomathematics, Augmented Reality (AR), Artificial Intelligence (AI), and Deep Learning (DL) in enhancing students’ critical thinking skills in mathematics. Method: A mixed-method sequential explanatory design was employed. The quantitative phase used a quasi-experimental one-group pretest-posttest design with 64 junior high school students in Purworejo, Indonesia. The qualitative phase included semi-structured interviews, focus group discussions, and classroom observations. Critical thinking was measured using a validated 10-item test (Cronbach’s α = 0.82). The intervention lasted four weeks (12 sessions of 80 minutes). Results: The quantitative phase showed significant improvement in critical thinking scores (t = 4.126, p < 0.001, 95% CI [18.2, 27.8]) with a high N-Gain of 73% (Cohen’s d = 0.58). Interpretation and evaluation indicators exhibited the highest gains (N-Gain 0.76–0.77). Qualitative findings revealed positive student engagement (mean 4.6/5) and cultural relevance (mean 4.5/5), while teachers found the model innovative but noted infrastructure and training challenges. Conclusion: The integrated Ethno-AR-AI-DL model effectively improves critical thinking and is positively perceived by users. These findings suggest the potential of culturally relevant, technology-enhanced mathematics instruction, provided teacher training and infrastructure are addressed.
Background: The development of educational technology provides new opportunities to enhance the quality of mathematics learning, particularly in improving students’ problem-solving skills. Aims: This study aims to evaluate the effectiveness of ethnomathematics-based augmented reality flip cards integrated with Quizizz in improving junior high school students’ mathematical problem-solving skills. Methods: A design thinking approach was employed across five stages — empathize, define, ideate, prototype, and test — involving 178 students and five mathematics teachers from three junior high schools in Batang Regency. Data were collected through observation, questionnaires, and interviews, and analyzed using descriptive quantitative and qualitative thematic methods. Result: The results indicate that ethnomathematics-based AR Flip Card integrated with Quizizz produced the highest effect size, with an ES value of 1.07. Conclusion: This finding demonstrates that the integration of technology combined with ethnomathematics has strong potential to enhance mathematical problem-solving skills. Furthermore, the application of design thinking in mathematics learning development offers an effective and adaptive strategy for addressing continuously evolving educational challenges and fostering essential 21st century skills.
Background: Physical Education (PE) in primary schools often lacks structured integration of traditional games and social interaction, limiting opportunities for students to develop both learning outcomes and social skills. Innovative instructional models are needed to address these gaps and enhance engagement. Aims: This study aimed to develop a PE learning model through game-based social interaction to improve students’ cognitive outcomes and social competencies, while providing a structured framework for teachers. Method: The ADDIE development framework guided the research, encompassing needs analysis, design, development, implementation, and evaluation stages. The prototype model, grounded in Joyce et al.’s instructional theory, includes structured learning guides covering traditional games, step-by-step learning syntax, implementation procedures, and assessment components. Expert judgment validated the model, and classroom trials collected teacher and student responses. Results: Findings confirmed the model’s validity, practicality, and effectiveness. Expert evaluation confirmed content validity, while teachers and students reported high practicality (89% and 92%, respectively). Effectiveness was evidenced by improvements in both cognitive learning outcomes and social skill development, with students demonstrating active participation and enhanced collaboration during PE activities. Conclusion: The developed PE learning model successfully integrates traditional games and social interaction to enhance student outcomes. It provides an innovative, practical, and replicable approach for primary education, promoting cognitive and socio-emotional development simultaneously.
Background: Mathematical literacy and self-regulated learning (SRL) remain significant challenges in Indonesian secondary education, as reflected in students’ low PISA performance. Conventional teacher-centered instruction often limits students’ opportunities to develop mathematical problem-solving skills, communication abilities, and learning autonomy. Therefore, innovative interactive learning media are needed to support meaningful and independent mathematics learning. Aims: This study aimed to develop an interactive mathematics learning video on exponential functions by integrating Canva-AI and deep learning approaches and to evaluate its validity, practicality, and effectiveness in enhancing students’ mathematical literacy and SRL in vocational education. Method: This study employed a Research and Development (R&D) design using the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation stages. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest assessments of mathematical literacy and SRL. Data were analyzed using MANCOVA after fulfilling normality and homogeneity assumptions. Results: The developed video achieved highly valid and highly practical categories. MANCOVA results revealed a significant simultaneous effect on students’ mathematical literacy and SRL posttest scores (p < 0.05). The experimental group demonstrated better posttest performance than the control group. Conclusion: The interactive mathematics video is valid, practical, and effective in improving vocational students’ mathematical literacy and self-regulated learning through AI-assisted and student-centered learning.
