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All Journal Journal of Advanced Sciences and Mathematics Education Research Horizon
Dwi Rahmawati
Universitas Muhammadiyah Metro, Indonesia
Arts Humanities Chemistry Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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Development and evaluation of a flipbook-based project-based learning e-module to enhance mathematical communication skills in digital mathematics education Sutrisni Andayani; Dwi Rahmawati; Rahmad Bustanul Anwar
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.v6i2.1286

Abstract

Background: The rapid advancement of digital technology in education requires students to develop not only problem-solving abilities but also effective mathematical communication skills. However, many students still experience difficulties in expressing mathematical ideas, reasoning, and solutions clearly. Consequently, innovative digital learning resources that integrate active learning approaches are needed to support meaningful mathematical communication. Aims: This study aimed to develop and evaluate a Flipbook-based Project-Based Learning (PjBL) e-module and determine its validity, practicality, and effectiveness in enhancing students’ mathematical communication skills. Method: This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The e-module was developed by integrating Flipbook technology with PjBL activities. Data were collected through expert validation questionnaires, student response questionnaires, and classroom action research involving graduate students in Mathematics Education. Results: The findings indicated that the developed e-module achieved a validity score of 81%, categorized as highly valid. The practicality assessment yielded a score of 85.7%, indicating that the module was highly practical for learning activities. Furthermore, students’ mathematical communication skills improved from 74% in the first cycle to 82% in the second cycle, representing an 8% increase. Conclusion: The Flipbook-based PjBL e-module was found to be valid, practical, and effective in improving students’ mathematical communication skills and can serve as an innovative digital learning resource in mathematics education.
Analysis of the Mathematical Communication Skills of Grade XII Vocational High School Students on Linear Programming Material Siti Khotijah; Dwi Rahmawati; Sudarman Dami
Research Horizon Vol. 6 No. 3 (2026): Research Horizon - Juni 2026
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.6.3.2026.1124

Abstract

The low level of students’ mathematical communication skills in mathematics learning, particularly in linear programming topics, remains a significant concern. This issue is critical because linear programming requires students to express, represent, and justify mathematical ideas systematically in both written and visual forms. The study aimed to analyze the mathematical communication skills of grade XII vocational high school students based on indicators of oral and written communication, mathematical representation, and reasoning and symbolic thinking. This study employed a qualitative method with a descriptive approach involving 12 students selected purposively. Data were collected through essay tests and in-depth interviews and analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings revealed that students’ mathematical communication skills were still predominantly in the low category, with 6 students categorized as low, 4 as moderate, and 2 as high. Students in the high category were able to construct mathematical models and explain solution procedures systematically, whereas students in the low category experienced difficulties in using symbols, representations, and logical reasoning. The study concludes that students’ mathematical communication skills are not yet optimal; therefore, more active, communicative, and contextual learning strategies are needed to improve students’ ability to express mathematical ideas systematically.
Co-Authors Rahmad Bustanul Anwar Siti Khotijah Sudarman Dami Sutrisni Andayani