Effectiveness of Kipin School media in improving fourth-grade students’ Mathematics learning outcomes

Nindiapliyani Al-Azizah; Andes Safarandes Asmara; Ayu Fitri; Lia Susanti

doi:10.17509/curricula.v5i2.667

Authors

Nindiapliyani Al-Azizah Universitas Buana Perjuangan Karawang
Andes Safarandes Asmara Universitas Buana Perjuangan Karawang
Ayu Fitri Universitas Buana Perjuangan Karawang
Lia Susanti Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.17509/curricula.v5i2.667

Keywords:

ADDIE, elementary school, Kipin School, learning outcomes, Mathematics module

Abstract

Mathematics teaching in elementary schools still faces various challenges, particularly students' limited understanding of fractions and the limited use of interactive digital learning media. This study aims to develop and evaluate the effectiveness of a Mathematics module, based on the Kipin School digital platform, in improving elementary school students' learning outcomes in fractions. This study uses a Research and Development (RnD) approach by applying the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. Data were collected through validation sheets, practicality questionnaires, and pretest-posttest designs, and then analyzed using descriptive statistics, normality tests, paired-samples t-tests, and N-Gain analysis. The results indicate that the module falls within the "very valid" category. Feedback from teachers and students also indicates the "very practical" category because the media is easy to use, interesting, and supports interactive learning. In addition, the effectiveness test results show a significant increase in student learning outcomes after using the media, although the N-Gain value remains relatively low. Therefore, the Kipin school-based module is suitable for use as a digital learning medium to support Mathematics learning in schools.

Abstrak

Pengajaran Matematika di sekolah dasar masih menghadapi berbagai tantangan, terutama pemahaman siswa yang terbatas mengenai pecahan dan penggunaan media pembelajaran digital interaktif yang masih minim. Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi efektivitas modul Matematika berbasis platform digital Kipin School dalam meningkatkan hasil belajar siswa sekolah dasar terkait materi pecahan. Penelitian ini menggunakan pendekatan Penelitian dan Pengembangan (RnD) dengan menerapkan model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Data dikumpulkan melalui lembar validasi, kuesioner kepraktisan, serta tes pretest-posttest, kemudian dianalisis menggunakan statistik deskriptif, uji normalitas, uji t sampel berpasangan, dan analisis N-Gain. Hasil menunjukkan bahwa modul tersebut termasuk dalam kategori “sangat valid”. Umpan balik dari guru dan siswa juga menunjukkan kategori “sangat praktis” karena media tersebut mudah digunakan, menarik, dan mendukung pembelajaran yang interaktif. Selain itu, hasil uji efektivitas menunjukkan peningkatan signifikan pada hasil belajar siswa setelah menggunakan media tersebut, meskipun nilai N-Gain masih relatif rendah. Oleh karena itu, modul berbasis sekolah Kipin cocok digunakan sebagai media pembelajaran digital untuk mendukung pembelajaran Matematika di sekolah.

Kata Kunci: ADDIE; hasil belajar; Kipin School; modul Matematika; sekolah dasar

References

Abuhassna, H., Alnawajha, S., Awae, F., Adnan, M. A. B. M., & Edwards, B. I. (2024). Synthesizing technology integration within the ADDIE model for instructional design: A comprehensive systematic literature review. Journal of Autonomous Intelligence, 7(5), 1-28.

Adeoye, M. A., Wirawan, K. A. S. I., Pradnyani, M. S. S., & Septiarini, N. I. (2024). Revolutionizing education: Unleashing the power of the ADDIE model for effective teaching and learning. JPI (Jurnal Pendidikan Indonesia), 13(1), 202-209.

Ahadi, G. D., & Zain, N. N. L. E. (2023). The simulation study of normality test using Kolmogorov-Smirnov, Anderson-Darling, and Shapiro-Wilk. Eigen Mathematics Journal, 6(1), 11-19.

Al Alawi, N. R., Gningue, S., Jarrah, A. M., & Almarashdi, H. S. (2026). Empowering Mathematics learning through ALEKS: Elite student perceptions and pedagogical implications. Education Sciences, 16(5), 665-680.

Alarcón, R., & Blanca, M. J. (2020). Development and psychometric properties of the questionnaire for assessing educational podcasts (QAEP). Frontiers in Psychology, 11(1), 1-9.

Almubarak, A., & Saadi, P. (2022). Validity, practicality, effectiveness: Wetland contexted-chemical representation module as a media for learning. Journal of Mathematics Science and Computer Education, 2(1), 56-72.

Anggara, D. S., & Abdillah, C. (2023). Content validity analysis of literacy assessment instruments. Jurnal Cakrawala Pendidikan, 42(2), 447-459.

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18(1), 1-24.

Cirneanu, A. L., & Moldoveanu, C. E. (2024). Use of digital technology in integrated Mathematics education. Applied System Innovation, 7(4), 1-26.

Damayanti, W., Arsyad, M., & Bani-Domi, E. S. (2024). Strategic utilization of digital learning platforms in the era of independent curriculum. International Journal of Teaching and Learning, 2(5), 1227-1242.

Fatmaningrum, U., & Jazuli, A. (2025). Augmented reality Mathematics media for enhancing critical thinking and motivation in elementary students. Curricula: Journal of Curriculum Development, 4(1), 765-780.

Firdaus, F. M., Fadhilah, N., Wuryandari, I. T., & Fadhli, R. (2024). Liveworksheet interactive e-module effect on equal fractions comprehension at 4th grade elementary school. Jurnal Prima Edukasia, 12(1), 1-12.

Hailkari, T., Virtanen, V., Vesalainen, M., & Postareff, L. (2022). Student perspectives on how different elements of constructive alignment support active learning. Active Learning in Higher Education, 23(3), 217-231.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3(1), 275-285.

Hidayana, R. A., & Lianingsih, N. (2025). Contextual learning as a means to improve elementary school students' mathematical literacy skills. International Journal of Ethno-Sciences and Education Research, 5(2), 46-50.

Hidayani, R., & Hakim, A. R. (2026). Exploring technology-enhanced learning in Indonesia primary schools. Curricula: Journal of Curriculum Development, 5(1), 421-436.

Khairunnisa, M., Saputri, N., Fadhila, R., & Suriani, A. (2025). Efektivitas penggunaan media pembelajaran berbasis digital dalam meningkatkan hasil belajar Matematika siswa sekolah dasar: Sebuah literature review. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(2), 210-219.

Kirana, F. R. D., & Meilana, S. F. (2025). Impact of SQ3R-assisted digital media on reading comprehension skills. Curricula: Journal of Curriculum Development, 4(2), 1189-1202.

Larosa, F. S., Dewi, N. A., Sudirman, S., Meha, N., Hasratuddin, H., & Armanto, D. (2026). Improving mathematical communication skills with the realistic Mathematics education approach. Inovasi Kurikulum, 23(2), 277-288.

Mayadesti, P., Henrizal, H., & Yeliza, M. (2025). Interactive digital math media for enhancing elementary students’ learning outcomes. Jurnal Cakrawala Pendas, 11(4), 949-963.

Mayer, R. E. (2021). Multimedia learning and educational technology. Educational Psychology Review, 33(2), 1-18.

Nurtanto, M., Sofyan, H., Fawaid, M., & Rabiman, R. (2021). Problem-Based Learning (PBL) in industry 4.0: Improving learning quality through digital media. Journal of Education Technology, 5(2), 182-191.

Purba, F. P. Y., Sinaga, B., & Harahap, F. (2025). Development of Mathematics learning tools through Realistic Mathematics Education (RME) to enhance spatial ability. Inovasi Kurikulum, 22(4), 2301-2314

Putri, D. R., Hamdani, M. A., Nafiah, Z. I., & Suriani, A. (2025). Efektivitas media pembelajaran berbasis digital dalam pembelajaran Matematika sekolah dasar: Studi literature review. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(2), 214-227.

Scherer, R., Siddiq, F., & Tondeur, J. (2021). The Technology Acceptance Model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128(1), 13-35.

Shabrina, N. I., & Fatayan, A. (2025). The effect of Truth or Dare wordwall media on increasing students' self-confidence. Curricula: Journal of Curriculum Development, 4(2), 1589-1604.

Smith, T. M., Garet, M. S., Song, M., Atchison, D., & Porter, A. (2023). The impact of a virtual coaching program to improve instructional alignment to state standards. Journal of Research on Educational Effectiveness, 17(1), 19-42.

Sunandar, S., Kholid, I., Chandra, M. R., & Parid, M. (2025). Desain pembelajaran untuk miskonsepsi pecahan pada siswa sekolah dasar: Sebuah systematic literature review. Pendas: Jurnal Ilmiah Pendidikan Dasar, 11(2), 200-216.

Triyono, A., Nuary, R. H., Permatasari, N., Yuni, Y., & Wibowo, T. (2024). The level of effectiveness of TPS and conventional methods judging from students' geometry learning results using the N-Gain Test. AlphaMath: Journal of Mathematics Education, 10(1), 142-156.

Yulianti, L., Trimurtini, T., Subali, B., & Ellianawati, E. (2025). Research trends in digital media development for Mathematics subjects in primary schools between 2015-2025. Edunesia: Jurnal Ilmiah Pendidikan, 6(3), 1482-1504.