The Development of Problem Solving Web-Based Teaching Materials to Improve Mathematical Comprehension Skills and Independent Learning

Rien Suciati; Harry Dwi Putra

doi:10.22460/jiml.v8i1.30255

Authors

Rien Suciati IKIP Siliwangi, Cimahi, Indonesia
Harry Dwi Putra IKIP Siliwangi, Cimahi, Indonesia

DOI:

https://doi.org/10.22460/jiml.v8i1.30255

Keywords:

Mathematical Comprehension Skills , Independent Learning , Problem Solving , Web-Based Teaching Materials

Abstract

Mathematical comprehension and independent learning constitute essential competencies explicitly articulated in Indonesia's educational frameworks, yet Indonesian students persistently struggle with conceptual understanding and autonomous learning behaviors. This research aims to develop and validate Canva interactive web-assisted problem-solving teaching materials to enhance mathematical comprehension abilities and learning independence in group data statistics instruction at MTsN 8 Kuningan. The study employed Research and Development methodology using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) over 14 weeks. The analysis stage identified learning challenges through structured interviews and observations, while the design phase produced Student Worksheets (LKPD) and learning media integrating systematic problem-solving stages with Canva's interactive web platform. Development involved expert validation through Forum Group Discussion, followed by limited trials with 10 students and extensive trials with 30 students. Implementation utilized pretest-posttest control group design with 30 experimental students receiving web-based problem-solving materials and 30 control students receiving conventional instruction. The developed materials demonstrated exceptional validity (94%), practicality (96.12%), and effectiveness (95%). The experimental class achieved significantly superior outcomes with mathematical comprehension posttest scores of 13.87 (80.35%) versus 8.23 (50.76%) and N-Gain of 0.90 compared to control class's 0.60. Learning independence similarly improved with final scores of 81.45 (90.02%) versus 66.73 (75.45%) and N-Gain of 0.53 versus 0.32. Statistical analyses confirmed significant differences (p < 0.05) between groups. Canva interactive web-assisted problem-solving teaching materials effectively enhance mathematical comprehension and learning independence, offering innovative pedagogical solutions for meaningful, engaging statistics education aligned with contemporary curriculum requirements.

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