Developing of Flipbook-Assisted Experiential Learning Media to Enhance Vocational Students’ Mathematical Critical Thinking
TL;DR
The findings indicate that anchoring experiential loops within a scannable digital format systematically drives uniform cognitive gains, offering a robust pedagogical vehicle for vocational mathematics education.
Abstract
Mathematical critical thinking skills are essential for vocational students, yet traditional instruction often struggles to teach abstract deductive proofs within rigid school schedules. While digital media is widely used, there remains a pedagogical gap in integrating structured experiential cycles into interactive platforms to foster higher-order reasoning. This study aims to develop and evaluate an interactive flipbook integrated with Kolb’s experiential learning model to address this limitation. Utilizing the 4D development method (Define, Design, Develop, Disseminate), the platform's operational practicality was evaluated by teaching practitioners and a small group of 20 students, followed by a field implementation phase with a cohort of 30 vocational students (N = 30) facing mathematical induction topics. Data were gathered through expert validation sheets, teacher practicality questionnaires, and critical thinking pre-/post-tests. The results demonstrate that the developed media achieved excellent expert validity across content, media, and language parameters. Furthermore, it attained a high operational practicality rate of 84.00% from teaching practitioners, acting as an autonomous scaffolding tool. Importantly, the media proved highly effective, yielding an overall student critical thinking score of 79.00%, with peak performance in variable identification (90.00%) and argument validation (88.00%). These findings indicate that anchoring experiential loops within a scannable digital format systematically drives uniform cognitive gains, offering a robust pedagogical vehicle for vocational mathematics education.