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All Journal Journal of Education Technology International Journal of Elementary Education
I Wayan Widiana
Pendidikan Guru Sekolah Dasar, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Computer Science & IT Education Health Professions Mathematics Public Health Social Sciences Other

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Innovation in Fifth Grade Mathematics Learning through Design Thinking Models assisted by Interactive Videos Ni Luh Komang Sri Handayani; I Wayan Widiana; Ketut Herya Darma Utami
International Journal of Elementary Education Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v10i1.110600

Abstract

The low cognitive learning outcomes of students in elementary school mathematics remain a critical issue that requires serious attention. This condition is influenced by the dominant use of conventional teaching models and the limited use of engaging learning media, resulting in low student participation and inadequate conceptual understanding. This study aims to analyze the effect of the Design Thinking model assisted by interactive videos on students’ mathematics learning outcomes. The research employed a quantitative approach with a quasi-experimental method using a nonequivalent post-test only control group design. The sample consisted of 50 students divided into an experimental group and a control group. Data were collected using a multiple-choice objective test developed based on learning indicators and were analyzed using a t-test (Welch t-test). The results of the analysis showed that the t-value was greater than the t-table value, leading to the rejection of the null hypothesis. These findings indicate that the Design Thinking model assisted by interactive videos has a significant effect on improving students’ mathematics learning outcomes. In conclusion, the integration of innovative learning models with interactive media enhances student engagement and conceptual understanding. The implication of this study highlights the importance of implementing student-centered learning models supported by engaging media to improve the effectiveness of mathematics learning.
Interactive E-Module Based on Transformative Multicultural Education to Enhance Elementary Students’ Self-Determination Ni Luh Gede Diantari; I Wayan Widiana; Komang Alit Wahyuni
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.112371

Abstract

Low self-determination among elementary school students remains a critical issue because learning practices often rely on printed textbooks, teacher-centered instruction, and limited integration of digital media. This study aimed to develop and evaluate an interactive e-module using a transformative multicultural education approach to enhance elementary school students’ self-determination. The study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness test used a pretest-posttest control group design involving 64 fourth-grade students, consisting of 32 students in the experimental group and 32 students in the control group. Data were collected through expert validation sheets, teacher and student response questionnaires, and a self-determination questionnaire. Data were analyzed using percentage analysis, normality and homogeneity tests, equivalence testing, and an independent sample t-test. The results showed that the e-module was highly valid based on expert validation, highly practical based on teacher and student responses, and effective in improving students’ self-determination. The hypothesis test showed a significant difference between the experimental and control groups. These findings indicate that interactive e-modules integrating transformative multicultural values can strengthen autonomy, competence, and relatedness in elementary learning.
Co-Authors Ketut Herya Darma Utami Komang Alit Wahyuni Ni Luh Gede Diantari Ni Luh Komang Sri Handayani