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All Journal Journal of Advanced Sciences and Mathematics Education
Wiwit Puji Rahayu
Universitas Muhammadiyah Purwokerto, Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Development and evaluation of an animation-assisted e-module to enhance students’ mathematical understanding in three-dimensional geometry learning Chumaedi Sugihandardji; Wiwit Puji Rahayu; Ari Wardayani
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1193

Abstract

Background: Rapid advancements in science and technology have significantly influenced various sectors, including education. In mathematics learning, the integration of technology through animation-assisted e-modules offers a promising approach to enhance interactivity and facilitate students’ understanding of abstract concepts. Aims: This study aims to develop and evaluate an animation-assisted e-module for teaching three-dimensional geometry to eighth-grade students. Method: This research employed a Research and Development (R&D) approach using the 4D model (Define, Design, Develop, Disseminate). The study was conducted at SMP Negeri 3 Purbalingga during the 2024/2025 academic year, involving experimental and control groups. Data were collected through interviews, questionnaires, and documentation. Quantitative analysis was used to assess the validity, practicality, and effectiveness of the developed e-module, including an independent samples t-test after meeting normality and homogeneity assumptions. Results: The findings revealed that the e-module achieved a high level of validity based on expert evaluations. The practicality test showed an average score of 3.43 (out of 4.00), indicating a very practical category based on responses from teachers and students. Furthermore, the effectiveness test demonstrated a significant difference between the experimental and control groups (Sig. 2-tailed = 0.000 < 0.05), confirming the positive impact of the e-module on students’ learning outcomes. Conclusion: The animation-assisted e-module is valid, highly practical, and effective, making it a feasible instructional medium for improving students’ understanding of three-dimensional geometry.
Co-Authors Ari Wardayani Chumaedi Sugihandardji