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EduGrows: Education and Learning Review
Published by Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia
ISSN : -     EISSN : 31091881     DOI : https://doi.org/10.69836/edugrows
Core Subject : Education, Art,
Arts Education Other
EduGrows: Education and Learning Review (e-issn : 3109-1881) is a peer-reviewed, open-access academic journal that aims to promote high-quality research and scholarly discussion in the field of education. The journal provides a platform for researchers, educators, policymakers, and education practitioners to share new ideas, critical insights, and innovative practices that contribute to the advancement of teaching and learning across various educational contexts.EduGrows: Education and Learning Review 2 (two) issues a year in June And December, however articles that have been declared accepted will be queued in the In-Press issue before published in the determined time. The scope of EduGrows covers a wide range of topics, including but not limited to: Curriculum and instruction Educational policy and leadership Teacher education and professional development Learning assessment and evaluation Inclusive and special education Educational technology and digital learning Early childhood, primary, secondary, and higher education Lifelong learning and adult education Comparative and international education EduGrows encourages interdisciplinary approaches and welcomes both theoretical and empirical contributions in qualitative, quantitative, or mixed-methods research. The journal is committed to fostering educational transformation and equity through rigorous scholarship.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 13 Documents
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Development of Flipbook Teaching Materials in Differentiated Learning to Improve Mathematical Problem-Solving Based on Students’ Learning Styles Tsurayya Azzahira
EduGrows: Education and Learning Review Vol. 1 No. 2 (2025): Contextual and Innovative Approaches in Education: Local Wisdom, Curriculum Dev
Publisher : Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69836/edugrows.v1i2.128

Abstract

Mathematical problem-solving skills are essential for students to face academic challenges and real-life situations. However, the 2022 PISA results and preliminary observations at MTs Negeri 1 Kota Semarang indicated that these skills were still low, particularly in the topic of Linear Equations in Two Variables (SPLDV). This study aimed to develop a flipbook-based teaching material integrated with differentiated learning by considering students’ learning styles (visual, auditory, and kinesthetic), and to examine its feasibility, readability, effectiveness, and students’ responses. This research employed the Research and Development (R&D) method using Borg & Gall’s model with eighth-grade students of MTs Negeri 1 Kota Semarang as the subjects. Data were collected through observation, interviews, questionnaires, documentation, and pretest-posttest. Data analysis was conducted qualitatively (expert and practitioner validation) and quantitatively (feasibility and readability tests, effectiveness tests using one-sample t-test, independent t-test, paired t-test, N-Gain, and individual mastery test using Actual Mastery Threshold/BTA). The findings showed that the flipbook was highly feasible (91.20%) and very readable (92.10%). The developed teaching module received very good validation (88.75%), while the test instrument demonstrated good to very good validity, reliability, difficulty level, and discrimination power. The experimental class average score increased from 49.12 (pretest) to 67.35 (posttest), while the control class rose from 48.82 to 53.53. Statistical tests revealed significant differences (p < 0.001), with an N-Gain score of 0.73 (high category). In addition, individual mastery was achieved based on BTA, and classical mastery was met since more than 75% of students scored above the minimum criteria. Thus, the developed flipbook-based differentiated learning material was feasible, comprehensible, effective in improving mathematical problem-solving skills, and received very positive responses from students. Keywords: Differentiated Learning; Flipbook; Learning Styles; Mathematical Problem-Solving.
Development of Ethnomathematics-Based Teaching Materials with Problem Based Learning Model to Improve Critical Thinking Skills Nadiya Maysun Salwaa; Mulyono
EduGrows: Education and Learning Review Vol. 1 No. 2 (2025): Contextual and Innovative Approaches in Education: Local Wisdom, Curriculum Dev
Publisher : Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69836/edugrows.v1i2.130

Abstract

Students' critical thinking skills in mathematics learning are still relatively low, mainly because the learning process is not contextual and student-centered. This study aims to develop mathematics teaching materials with an ethnomathematics nuance using the Problem Based Learning (PBL) model to improve students’ critical thinking skills on the topic of angle relationships for seventh-grade junior high school students. The research employed a Research and Development (R&D) approach with the ADDIE stages (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were students of class VII C. The research instruments consisted of expert validation sheets, student response questionnaires, and a critical thinking skills test. The results of expert validation indicated that the teaching materials fell into the “very valid” category with an average score of 3.54. Student responses showed the teaching materials to be “very practical” with an average score of 3.58, while teacher responses also indicated “very practical” with an average score of 3.7. The effectiveness test showed an increase in students’ pretest and posttest scores, as evidenced by the N-gain results, although only within the medium category. In addition, 50% of students achieved learning mastery above the Minimum Mastery Criteria (KKM).
Development of E-Comic Assisted LKPD in the PBL Model to Improve Mathematical Literacy of Grade VII Students Berlian Ifadariyanti; Wakhid Fitri Albar
EduGrows: Education and Learning Review Vol. 2 No. 1 (2026): Education
Publisher : Yayasan Penelitian dan Pengabdian Masyarakat Sisi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69836/edugrows.v2i1.131

Abstract

This study aims to develop Student Worksheets (LKPD) assisted by e-comics in the Problem Based Learning (PBL) model to improve the mathematical literacy of seventh grade students. The background of this study is the low mathematical literacy skills of students in data and diagram materials that require the skills of understanding, interpreting, and using mathematical concepts in everyday contexts. The research method used was Research and Development (R&D) with a 4-D development model (Define, Design, Develop, Disseminate). The research subjects were seventh-grade students at a junior high school in Klaten. The instruments used included expert validation sheets, student response questionnaires, and mathematical literacy tests. The results showed that the e-comic-assisted LKPD developed had a validity level of 92.02% in terms of media and 92.76% (highly valid) in terms of material. The practicality test conducted by teachers yielded a result of 86.25% (practical), while the practicality test conducted by students yielded a result of 83.38% (practical. The average Gain Score obtained was 0.59, which falls into the effective category. Furthermore, the classical mastery results were in the very high category. Thus, e-comic-assisted worksheets in the PBL model are effective in improving mathematical literacy. Therefore, these worksheets are suitable for use as an innovative learning resource to support contextual, interesting, and student-centered mathematics learning.

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