Designing effective digital learning tools and teaching materials based on students’ mathematical literacy behavior
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Abstract
Mathematical literacy behavior plays a crucial role in student learning, as higher proficiency in mathematical literacy is closely related to higher behavioral engagement. However, many students still have low mathematical literacy behavior, contributing to Indonesia's low rankings in international assessments, such as TIMSS and PISA, compared to developed countries. This study aims to develop digital teaching materials that differentiate students' mathematical literacy behavior. The analysis was conducted on 309 junior high school students from two schools in each city across Padang, Semarang, Pontianak, Makassar, and Mataram. Among them, 53 students' behaviors in solving mathematical literacy problems were observed. Furthermore, a needs analysis was conducted involving 10 teachers, each representing their respective schools. The product was validated by nine experts and tested on three students with different behaviors (inferior, superior, and regular). Data were collected using questionnaires, interview guidelines, validation sheets, and a mathematical literacy test, then analyzed through descriptive and quantitative methods. This study developed differentiated digital teaching materials that are valid and effective in fostering students’ mathematical literacy behavior. These findings imply that integrating differentiated digital teaching materials into the curriculum can enhance students' mathematical literacy development more effectively.
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