The Effect of Flipbook-Assisted E-Module to Improve Students’ Mathematical Understanding on Junior High School
DOI:
https://doi.org/10.22460/jiml.v8i4.29601Keywords:
E-Module, Flipbook, Mathematical Understanding, Junior High SchoolAbstract
Mathematics education, especially statistics, is crucial for developing students' logical and critical thinking skills. However, eighth-grade students at SMP Negeri 3 Telaga still have a low level of conceptual understanding due to conventional teaching methods and a lack of technology, with an average daily test score of 58.4 and 80% of students not achieving learning completeness. Students struggle to visualize basic concepts such as graph interpretation, measures of central tendency, and data dispersion, necessitating innovations like Flipbook-based e-modules to enhance learning interactivity and effectiveness.This study aims to determine the effect of e-modules using the Flipbook application on the ability to understand mathematical concepts in statistics material in grade VIII at SMP Negeri 3 Telaga. The quantitative research method used a quasi-experimental pretest-posttest control group design, involving 54 eighth-grade students who were randomly divided into an experimental group (26 students) using the Flipbook e-module and a control group (28 students) using printed modules. The results showed a significant increase in the experimental group, with a posttest average of 85.0961 (from a pretest average of 12.6602), compared to the control group with a posttest average of 71.7261 (from a pretest average of 9.0773), with an effect size of 0.9544 indicating a large effect. The data was normally distributed and homogeneous, proving a significant difference between the groups. The results of the study show that the Flipbook-based e-module is more effective than the printed module in improving understanding of statistical concepts, driven by multimedia interactivity and flexible independent learning.
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