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All Journal Journal of Teaching and Learning Mathematics (JTLM) International Journal of Post-Axial: Futuristic Teaching and Learning
Ririn Dwi Agustin
Universitas Insan Budi Utomo, Malang, Indonesia
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers' Creativity in Designing Child-Friendly Digital Mathematics Assignments: A Classroom Implementation Study Ririn Dwi Agustin; Kenys Fadhilah Zamzam
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45300

Abstract

The rapid advancement of digital technology requires mathematics teachers to design learning experiences that are not only technology-integrated but also meaningful and child-friendly. However, previous studies have primarily examined the impact of teacher creativity on student learning outcomes, with limited attention to how teacher creativity is implemented and developed throughout classroom practice. This study aims to explore the implementation of teachers' creativity in designing Child-Friendly Digital Mathematics Assignments and to develop a Teacher Creativity Implementation Model (TCIM). The study employed an Embedded Mixed Methods design, where qualitative data served as the primary source and quantitative data supported the findings. Participants included junior high school mathematics teachers and students involved in digital mathematics learning. Data were collected through classroom observations, semi-structured interviews, document analysis, digital assignment artifacts, student engagement questionnaires, and Higher Order Thinking Skills (HOTS) tests. Qualitative data were analyzed using an interactive analysis model, while quantitative data were analyzed descriptively. The findings revealed that teachers' creativity develops through a continuous cycle consisting of Need Analysis, Creative Design, Child-Friendly Digital Mathematics Assignments, Classroom Implementation, Student Response, Reflection, Revision, and Enhanced Creativity. The implementation of TCIM fostered more interactive, contextual, and student-centered mathematics learning while enhancing student engagement and supporting higher-order thinking skills. This study contributes a Teacher Creativity Implementation Model (TCIM) that serves as both a conceptual framework and a practical guideline for designing, implementing, and continuously improving child-friendly digital mathematics assignments.
Development of an Interactive Video-Based E-Book to Improve Motivation and Learning Outcomes in Physical Education Ririn Dwi Agustin; Akhmad Mahbub Mawardi; Kenys Fadhilah Zamzam
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1985

Abstract

The integration of digital technology into physical education has created new opportunities to improve students' learning experiences through interactive learning media. This study aimed to develop an interactive video-based e-book for Grade VII Physical Education, Sports, and Health (PJOK) learning and to examine its validity, practicality, and effectiveness. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Data were collected through expert validation, questionnaires administered to teachers and students, and learning outcome assessments. The developed e-book integrates learning materials, visual illustrations, instructional videos, practice activities, and interactive evaluations within a single digital platform. The findings indicate that the e-book met the expected quality standards, was easy to use in classroom practice, and contributed positively to students' motivation and learning outcomes. The integration of multimedia elements enabled students to better understand movement techniques while supporting independent learning beyond classroom instruction. For teachers, the e-book served as an effective instructional resource that optimized classroom practice by allowing more time for guided physical activities. These findings suggest that an interactive video-based e-book can serve as a practical and innovative digital learning resource to support more engaging and student-centered physical education.
Co-Authors Akhmad Mahbub Mawardi Kenys Fadhilah Zamzam Kenys Fadhilah Zamzam