"Ajarin" mobile: A mobile technology-based learning application to improve students' mathematical understanding
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
Several previous studies have tried to develop mathematics learning applications, but they are still limited as a learning medium. Developing a digital-based mathematics learning application that facilitates learning from start to finish is necessary. This study aims to develop a viable and effective mobile application. The Development Process uses the CAI design model, which includes needs assessment, design, and development & implementation. Formative evaluations were obtained from expert reviews and students. The experts involved are experts in content, learning media, and multimedia. The formative evaluation stage by students includes one-to-one trials, small groups, and field trials. Research data was collected through questionnaires and test questions. This study involved 1 teacher and 52 high school students in Indonesia. The average score of expert reviews is 3.6, which is in the category of very good. The average score obtained from Formative Evaluation by students is 3.5, with an excellent category. The pretest and post-test scores showed an increase of 40% in students who achieved the completeness of learning outcomes. The average score of N-gain is 0.4 in the medium category. The Ajarin Mobile Application is feasible and effective in improving students' mathematics learning outcomes. This research is expected to be an alternative digital learning resource that makes it easier for teachers to facilitate mathematics learning in schools.
##plugins.themes.bootstrap3.article.details##
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.References
Ajizah, S. N., Andjariani, E. W., & Dewi, G. K. (2023). Pengembangan kartu domino pecahan sebagai media pembelajaran matematika kelas II sekolah dasar [Development of fractional domino cards as a learning medium for mathematics for grade II elementary school]. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(12), 10680-10686. https://doi.org/10.54371/jiip.v6i12.3320
Azer, S. A., Alhudaithi, D., AlBuqami, F., AlWaily, H., AlRabah, R., & AlKhashan, R. (2023). Online learning resources and social media platforms used by medical students during the COVID-19 pandemic. BMC Medical Education, 23(1), 969. https://doi.org/10.1186/s12909-023-04906-w
Biørn-Hansen, A., Rieger, C., Grønli, T.-M., Majchrzak, T. A., & Ghinea, G. (2020). An empirical investigation of performance overhead in cross-platform mobile development frameworks. Empirical Software Engineering, 25(4), 2997-3040. https://doi.org/10.1007/s10664-020-09827-6
Boadu, S. K., & Boateng, F. O. (2024). Enhancing students’ achievement in mathematics education in the 21st century through technology integration, collaborative learning, and student motivation: The mediating role of student interest. Eurasia Journal of Mathematics, Science and Technology Education, 20(11), em2534. https://doi.org/10.29333/ejmste/15622
Bringula, R. P., & Atienza, F. A. L. (2023). Mobile computer-supported collaborative learning for mathematics: A scoping review. Education and Information Technologies, 28(5), 4893-4918. https://doi.org/10.1007/s10639-022-11395-9
Camilleri, M. A., & Camilleri, A. C. (2023). Learning from anywhere, anytime: Utilitarian motivations and facilitating conditions for mobile learning. Technology, Knowledge and Learning, 28(4), 1687-1705. https://doi.org/10.1007/s10758-022-09608-8
Campbell, A. (2019). Design-based research principles for successful peer tutoring on social media. International Journal of Mathematical Education in Science and Technology, 50(7), 1024-1036. https://doi.org/10.1080/0020739X.2019.1650306
Chen, Y.-c. (2019). Effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course. Journal of Educational Computing Research, 57(7), 1695-1722. https://doi.org/10.1177/0735633119854036
Churchill, D. (2017). Mobile technologies and digital resources for learning. In Digital resources for learning (pp. 175-226). Springer Singapore. https://doi.org/10.1007/978-981-10-3776-4_9
Cirneanu, A.-L., & Moldoveanu, C.-E. (2024). Use of digital technology in integrated mathematics education. Applied System Innovation, 7(4), 66. https://doi.org/10.3390/asi7040066
Cóndor-Herrera, O., & Ramos-Galarza, C. (2021). The impact of a technological intervention program on learning mathematical skills. Education and Information Technologies, 26(2), 1423-1433. https://doi.org/10.1007/s10639-020-10308-y
Dahal, N., Pant, B. P., Luite, B. C., Khadka, J., Shrestha, I. M., Manandhar, N. K., & Rajbanshi, R. (2023). Development and evaluation of e-learning courses: Validity, practicality, and effectiveness. International Journal of Interactive Mobile Technologies, 17(12), 40-60. https://doi.org/10.3991/ijim.v17i12.40317
Daher, W., & Baya'a, N. (2012). Characteristics of middle school students learning actions in outdoor mathematical activities with the cellular phone. Teaching Mathematics and its Applications: An International Journal of the IMA, 31(3), 133-152. https://doi.org/10.1093/teamat/hrr018
Dick, W., Carey, L., & Carey, J. O. (2014). The systematic design of instruction. Pearson.
Fabian, K., Topping, K. J., & Barron, I. G. (2018). Using mobile technologies for mathematics: effects on student attitudes and achievement. Educational Technology Research and Development, 66(5), 1119-1139. https://doi.org/10.1007/s11423-018-9580-3
Ferdiánová, V. (2017). GeoGebra materials for lms Moodle focused monge on projection. Electronic Journal of e-Learning, 15(3), 259-268.
Fojtik, R. (2014). Mobile technologies education. Procedia - Social and Behavioral Sciences, 143, 342-346. https://doi.org/10.1016/j.sbspro.2014.07.417
Ford, J. (2018). Digital technologies: Igniting or hindering curiosity in mathematics? Australian Primary Mathematics Classroom, 23(4), 27-32.
Gadke, D. L., Kratochwill, T. R., & Gettinger, M. (2021). Incorporating feasibility protocols in intervention research. Journal of School Psychology, 84, 1-18. https://doi.org/10.1016/j.jsp.2020.11.004
García, A. J., Froment, F. A., & Bohórquez, M. R. (2023). University teacher credibility as a strategy to motivate students. Journal of New Approaches in Educational Research, 12(2), 292-306. https://doi.org/10.7821/naer.2023.7.1469
Goksu, I. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56, 101491. https://doi.org/10.1016/j.tele.2020.101491
Grant, M. M. (2019). Difficulties in defining mobile learning: analysis, design characteristics, and implications. Educational Technology Research and Development, 67(2), 361-388. https://doi.org/10.1007/s11423-018-09641-4
Hannafin, M. J., & Peck, K. L. (1988). The design, development & evaluation of instructional software. Macmillan Publishing Co., Inc.
Hernandez-de-Menendez, M., Escobar Díaz, C. A., & Morales-Menendez, R. (2020). Educational experiences with generation Z. International Journal on Interactive Design and Manufacturing (IJIDeM), 14(3), 847-859. https://doi.org/10.1007/s12008-020-00674-9
Hidajat, F. A. (2024). Augmented reality applications for mathematical creativity: a systematic review. Journal of Computers in Education, 11(4), 991-1040. https://doi.org/10.1007/s40692-023-00287-7
Hwang, W.-Y., Hariyanti, U., Abdillah, Y. A., & Chen, H. S. L. (2021). Exploring effects of geometry learning in authentic contexts using ubiquitous geometry App. Educational Technology & Society, 24(3), 13-28.
Ingulfsen, L., Furberg, A., & Knain, E. (2023). The role of teacher support in students’ engagement with representational construction. Cultural Studies of Science Education, 18(4), 1311-1341. https://doi.org/10.1007/s11422-023-10193-0
Kashive, N., & Phanshikar, D. (2023). Understanding the antecedents of intention for using mobile learning. Smart learning environments, 10(1), 34. https://doi.org/10.1186/s40561-023-00253-x
Koyunkaya, M. Y., & Dede, A. T. (2024). Using different digital tools in designing and solving mathematical modelling problems. Education and Information Technologies, 29(14), 19035-19065. https://doi.org/10.1007/s10639-024-12577-3
Lazaro, G. R.-d., & Duart, J. M. (2023). Moving learning: A systematic review of mobile learning applications for online higher education. Journal of New Approaches in Educational Research, 12(2), 198-224. https://doi.org/10.7821/naer.2023.7.1287
Lo, C. K., Ng, F., & Cheung, K. L. (2024). Sustainable development and formative evaluation of mathematics open educational resources created by pre-service teachers: an action research study. Smart learning environments, 11(1), 23. https://doi.org/10.1186/s40561-024-00311-y
Manganyana, C., van Putten, S., & Rauscher, W. (2020). The use of geogebra in disadvantaged rural geometry classrooms. International Journal of Emerging Technologies in Learning (iJET), 15(14), 97-108. https://doi.org/10.3991/ijet.v15i14.13739
Muhtarom, M., Nizaruddin, N., Nursyahidah, F., & Happy, N. (2019). The effectiveness of realistic mathematics education to improve students' multi-representation ability. Infinity Journal, 8(1), 21-30. https://doi.org/10.22460/infinity.v8i1.p21-30
Murphy, D. H., Hoover, K. M., Agadzhanyan, K., Kuehn, J. C., & Castel, A. D. (2022). Learning in double time: The effect of lecture video speed on immediate and delayed comprehension. Applied Cognitive Psychology, 36(1), 69-82. https://doi.org/10.1002/acp.3899
Nagy, J. T. (2018). Evaluation of online video usage and learning satisfaction: An extension of the technology acceptance model. International Review of Research in Open and Distributed Learning, 19(1), 160-185. https://doi.org/10.19173/irrodl.v19i1.2886
Radović, S., Radojičić, M., Veljković, K., & Marić, M. (2020). Examining the effects of Geogebra applets on mathematics learning using interactive mathematics textbook. Interactive Learning Environments, 28(1), 32-49. https://doi.org/10.1080/10494820.2018.1512001
Reddy, P., Reddy, E., Chand, V., Paea, S., & Prasad, A. (2021). Assistive technologies: Saviour of mathematics in higher education. Frontiers in Applied Mathematics and Statistics, 6, 619725. https://doi.org/10.3389/fams.2020.619725
Rodrigues, A. L., Cerdeira, L., Machado-Taylor, M. d. L., & Alves, H. (2021). Technological skills in higher education—different needs and different uses. Education Sciences, 11(7), 326. https://doi.org/10.3390/educsci11070326
Rohaeti, E. E., Evans, B. R., Wiyatno, T., Prahmana, R. C. I., & Hidayat, W. (2023). Differential learning assisted with SANTUY mobile application for improving students' mathematical understanding and ability. Journal on Mathematics Education, 14(2), 275-292. https://doi.org/10.22342/jme.v14i2.pp275-292
Sharafeeva, L. (2022). A model of future mathematics teachers' preparedness to organize mobile learning for schoolchildren. Journal of Curriculum and Teaching, 11(3), 30-37. https://doi.org/10.5430/jct.v11n3p30
Souha, A., Benaddi, L., Ouaddi, C., & Jakimi, A. (2024). Comparative analysis of mobile application Frameworks: A developer's guide for choosing the right tool. Procedia Computer Science, 236, 597-604. https://doi.org/10.1016/j.procs.2024.05.071
Sutarni, S., Sutama, S., Prayitno, H. J., Sutopo, A., & Laksmiwati, P. A. (2024). The development of realistic mathematics education-based student worksheets to enhance higher-order thinking skills and mathematical ability. Infinity Journal, 13(2), 285-300. https://doi.org/10.22460/infinity.v13i2.p285-300
Tessmer, M. (2013). Planning and conducting formative evaluations. Routledge. https://doi.org/10.4324/9780203061978
Tezer, M., & Gülyaz, M. (2022). The use of mobile learning technologies for an online mathematics course: Student opinions in the pandemic process. International Journal of Interactive Mobile Technologies (iJIM), 16(23), 36-46. https://doi.org/10.3991/ijim.v16i23.36209
Uplenchwar, S. R., Denge, U. S., Bajoriya, A. S., & Bachwani, S. A. (2022). Review on detail information about flutter cross platform. International Journal for Research in Applied Science & Engineering Technology (IJRASET), 10(1), 1016-1022. https://doi.org/10.22214/ijraset.2022.39977
Utomo, B. (2019). Analisis validitas isi butir soal sebagai salah satu upaya peningkatan kualitas pembelajaran di madrasah berbasis nilai-nilai islam [Analysis of the validity of the content of test items as an effort to improve the quality of learning in Islamic value-based madrasas]. Jurnal Pendidikan Matematika (Kudus), 1(2), 145-159. https://doi.org/10.21043/jpm.v1i2.4883
Verzosa, D. M. B., De Las Peñas, M. L. A. N., Aberin, M. A. Q., & Garces, L. P. D. M. (2019). App-based scaffolds for writing two-column proofs. International Journal of Mathematical Education in Science and Technology, 50(5), 766-778. https://doi.org/10.1080/0020739X.2018.1500654
Wahyudin, W., Riza, L. S., Efendi, R., & Muhkarom, I. (2019). Application of problem-based learning assisted intelligent learning media to improve the cognitive aspects of students. Journal of Physics: Conference Series, 1280(3), 032028. https://doi.org/10.1088/1742-6596/1280/3/032028
Wawer, M., Grzesiuk, K., & Jegorow, D. (2022). Smart mobility in a smart city in the context of generation Z sustainability, use of ICT, and participation. Energies, 15(13), 4651. https://doi.org/10.3390/en15134651
Weigand, H.-G., Trgalova, J., & Tabach, M. (2024). Mathematics teaching, learning, and assessment in the digital age. ZDM – Mathematics Education, 56(4), 525-541. https://doi.org/10.1007/s11858-024-01612-9
Wishart, J. (2017). Mobile learning in schools: Key issues, opportunities and ideas for practice. Routledge. https://doi.org/10.4324/9781315536774
Yalçin-Incik, E., & Incik, T. (2022). Generation Z students' views on technology in education: What they want what they get. Malaysian Online Journal of Educational Technology, 10(2), 109-124. https://doi.org/10.52380/mojet.2022.10.2.275
Yaniawati, P., Maat, S. M., Supianti, I. I., & Fisher, D. (2022). Mathematics mobile blended learning development: Student-oriented high order thinking skill learning. European Journal of Educational Research, 11(1), 69-81. https://doi.org/10.12973/eu-jer.11.1.69
Yohannes, A., & Chen, H.-L. (2023). GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020. Interactive Learning Environments, 31(9), 5682-5697. https://doi.org/10.1080/10494820.2021.2016861
Yosiana, Y., Djuandi, D., & Hasanah, A. (2021). Mobile learning and its effectiveness in mathematics. Journal of Physics: Conference Series, 1806(1), 012081. https://doi.org/10.1088/1742-6596/1806/1/012081
Yunianta, T. N. H., Putri, A., & Kusuma, D. (2019). Development and comparison of mathematic mobile learning by using exelearning 2.0 program and MIT inventor 2. Infinity Journal, 8(1), 43-56. https://doi.org/10.22460/infinity.v8i1.p43-56
Zafirah, A., Gistituati, N., Bentri, A., Fauzan, A., & Yerizon, Y. (2023). Studi perbandingan implementasi kurikulum merdeka dan kurikulum 2013 pada mata pelajaran matematika: Literature review [Comparative study of the implementation of the Merdeka curriculum and the 2013 curriculum in mathematics subjects: Literature review]. Jurnal Cendekia: Jurnal Pendidikan Matematika, 8(1), 276-304. https://doi.org/10.31004/cendekia.v8i1.2210
Zhampeissova, K., Kosareva, I., & Borisova, U. (2020). Collaborative mobile learning with smartphones in higher education. International Journal of Interactive Mobile Technologies (iJIM), 14(21), 4-18. https://doi.org/10.3991/ijim.v14i21.18461