the Utilizing APOS Theory to Enhance Conceptual Understanding through Interactive E-Modules in Elementary Mathematics Learning

Ni Luh Made Puspita Sari (Elementary School Teacher Education, Ganesha University of Education, Singaraja, Indonesia)
Gusti Ngurah Sastra Agustika (Elementary School Teacher Education, Ganesha University of Education, Singaraja, Indonesia)
Agung Ayu Dewi Sutyaningsih (Elementary School Teacher Education, Ganesha University of Education, Singaraja, Indonesia)

Thinking Skills and Creativity Journal
Vol. 8 No. 1 (2025): April

The low learning outcomes in mathematics at SD Negeri 2 Abianbase are caused by reliance on textbooks and a lack of varied learning media, especially digital media. This leads to students struggling to understand the material and being less motivated to learn. This study aims to develop an E-Module based on APOS Theory to enhance the conceptual understanding of grade IV students. The development model used is ADDIE, which consists of analysis, design, development, implementation, and evaluation. The participants in this study were 20 grade IV students at SD Negeri 2 Abianbase. Data were collected through interviews, observations, and essay tests, with data analysis using descriptive quantitative, descriptive qualitative, and inferential statistical analysis. The results show that the APOS Theory-based E-Module is valid based on media expert validation and trials with students, receiving a very high score. This E-Module is proven to be effective in improving students' understanding, as evidenced by the improvement in test scores before and after using the E-Module. This research contributes to the development of digital learning media that can enhance student motivation and mathematics learning outcomes.