TL;DR
The integration of Google Sites and Wizer.me has great potential to serve as an alternative platform to support digital mathematics learning in schools and was effective, although internet infrastructure constraints remained the primary technical challenge in the field.
Advances in digital technology call for innovative, interactive mathematics learning media to facilitate the understanding of abstract concepts, such as relations and functions. This research and development study aims to describe the design process, the level of technical feasibility, and the effectiveness of using Google Sites-based learning media integrated with Wizer.me interactive digital worksheets. Using a descriptive method in a limited-scale pilot study, the study subjects included 32 eighth-grade students from Class VIII-F at SMP Negeri 15 Semarang and a mathematics teacher serving as an expert validator. Data were collected through validation sheets, classroom observation, post-instructional interviews, student reflections, and learning outcome assessments. The results indicate that the learning medium met the criteria for “highly suitable,” with a validation score of 86.76% from the subject teacher; the implementation process was effective, with an average class assessment score of 76.16; and the majority of students provided positive feedback, although internet infrastructure constraints remained the primary technical challenge in the field. These results conclude that the integration of Google Sites and Wizer.me has great potential to serve as an alternative platform to support digital mathematics learning in schools.
This study investigated the implementation of the Project-Based Learning (PjBL) model integrated with technology and speaking skills, as well as students’ perceptions of its implementation, among eleventh-grade students in the Hospitality Accommodation program at SMK Negeri 1 Seririt. Using a sequential exploratory mixed-methods design, qualitative data were collected through structured classroom observations based on the Gold Standard PjBL framework, while quantitative data were obtained using a closed-ended Likert-scale questionnaire based on a perception framework and administered to 135 students. The qualitative findings revealed that the English teacher systematically implemented PjBL by anchoring projects in authentic hospitality-related challenges and differentiating activities according to students’ English proficiency levels (low, moderate, and high). Students engaged in sustained inquiry using digital resources, managed their learning within a structured four-meeting framework, participated in peer critique and revision, and produced multimedia outputs such as PowerPoint presentations, digital infographics, and practical simulation videos presented in the classroom. Furthermore, the quantitative analysis showed that students had a “Very Positive” perception of PjBL implementation, with an overall mean score of 131.29. All core perceptual dimensions—Interpretation (4.40), Organization (4.39), and Selective Attention (4.33)—consistently fell within the very positive category. These findings indicate that PjBL effectively bridges theoretical instruction and practical professional communication skills while fostering cognitive engagement, metacognitive independence, and oral proficiency relevant to the hospitality industry.
This study aims to analyze the effect of implementing the Project-Based Learning model in enhancing student’ conceptual understanding in the Mathematics Teaching and Learning Strategies course. The research employed a quantitative approach using a one-group pretest-posttest quasi-experimental design. The participants were students of the Mathematics Education Study Program at Universitas PGRI Madiun, selected through purposive sampling techniques. The research instruments consisted of expert-validated essay tests to assess conceptual understanding, observation sheets to evaluate the learning implementation process, and a Likert-scale student response questionnaire. Data analysis was initiated with the Shapiro-Wilk normality test and Levene’s Test homogeneity test as prerequisites for parametric analysis, followed by a paired t-test conducted at a significance level of 0.05. He findings indicated that the data were normally distributed (W = 0.9370; p = 0.075) and homogeneous (F = 1.38258; p = 0.244466). The paired t-test results revealed a t-value of -8.03645 with p < 0.00001, demonstrating a statistically significant difference between pretest and posttest scores. Therefore, the implementation of the Project-Based Learning model assisted by interactive e-modules was confirmed to be effective in improving students’ conceptual understanding and fostering the development of critical, collaborative, and reflective thinking skills in the learning process.
Objective: This study aimed to develop a Digital Interactive Board-Based Learning system as an innovative instructional medium for elementary science education and to evaluate its validity, practicality, and effectiveness. Method: This study employed a Research and Development (R&D) approach using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation phases. Subject matter experts, instructional media experts, and instructional design experts evaluated product validity. At the same time, practicality and effectiveness were assessed through classroom implementation involving elementary school students using observation sheets, response questionnaires, and learning achievement tests. Results: The validation results indicated that all evaluation aspects achieved the very valid category, with an overall average score of 95.21%. The N-Gain value of 0.69 indicates a moderate-to-high level of learning improvement, demonstrating that the implementation of the Digital Interactive Board-Based Learning (DI-BBL) system significantly enhanced students' conceptual understanding of science. The findings demonstrated that the developed learning system achieved very high levels of validity, practicality, and effectiveness, significantly improving students' learning engagement, conceptual understanding, and critical thinking skills in science learning. Novelty: The novelty of this study lies in the development of an integrated Digital Interactive Board-Based Learning system that combines interactive multimedia, inquiry-based exploration, digital assessment, immediate feedback, and reflective learning within a single instructional environment, thereby supporting the implementation of the Merdeka Curriculum and fostering twenty-first-century competencies among elementary school students.
This study aimed to develop context-based interactive PowerPoint media and to evaluate its validity, practicality, and the outcomes of its implementation for junior high school students’ mathematical problem-solving skills. The study employed the Research and Development (R&D) method, adapting the ADDIE development model. The product was evaluated through implementation with a single group using a one-group pretest–posttest design without a control group, involving 30 seventh-grade students of Class VII-C at SMP Negeri 2 Takokak. Data were collected using validation sheets completed by subject-matter and media experts, practicality questionnaires distributed to teachers and students, and mathematical problem-solving tests administered at the pretest and posttest stages. The developed media obtained validity ratings of 97.58% from subject-matter experts and 91.67% from media experts, placing it in the “highly valid” category. Practicality was confirmed by very positive teacher responses of 97.62%, while student responses reached 83.85% in the small-group test and rose to 88.72% in the field test, indicating that the media is very practical. Implementation was also accompanied by an improvement in students’ mathematical problem-solving skills, as shown by an increase in the mean score from 49.85 to 89.69, a 100% mastery rate, and an N-Gain of 0.80, which falls into the “high” category. Based on the results of the Wilcoxon Signed-Rank Test, all students achieved higher posttest scores compared to their pretest scores (Positive Ranks = 30; Negative Ranks = 0). Because the evaluation involved only one group without a control group, the findings indicate an improvement in mathematical problem-solving skills following implementation of the media, but they cannot yet establish a cause-and-effect relationship. Overall, the context-based interactive PowerPoint media developed in this study demonstrates a very high level of validity and practicality, and its implementation was followed by an increase in students’ mathematical problem-solving skills.
This study addresses students’ difficulties in understanding statistical concepts and relating them to real-life contexts, which are often caused by conventional instruction, limited integration of technology, low student interaction, and insufficient differentiation in learning. The study aimed to develop an interactive learning medium for eighth-grade statistics aligned with the Kurikulum Merdeka, employing a TPACK-based metaphorical thinking approach and meeting the criteria of validity, practicality, and effectiveness. The research adopted a Research and Development (RSD) design using the Planning, Production, and Evaluation (PPE) model. The developed product was an Android-based interactive learning medium designed as a supplementary learning resource. Data were collected through expert validation sheets, student and teacher response questionnaires, and learning outcome tests. The validation results indicated that the media was highly feasible, with scores of 81.94% from content experts and 82.81% from media experts. The implementation was conducted during face-to-face learning sessions at a public junior high school in Probolinggo City. Practicality analysis showed very positive responses from students and teachers, with a score of 88.10%. Furthermore, the effectiveness test demonstrated excellent results, as reflected by an average student achievement score of 94.00. These findings indicate that the developed interactive learning media effectively enhances students’ understanding of statistical concepts and supports meaningful, technology-integrated mathematics learning.
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