Manuscript received November 7, 2022; revised December 21, 2022; accepted March 13, 2023.
Abstract—This study aims to analyze the development and effectiveness of mobile-based sequences and a series of digital learning materials through a blended learning model for students’ mathematical literacy. This research is Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model development research with the mixed method, the convergent parallel design. The population was from class X State Vocational School (SMK) in Majalengka, Indonesia, with a sample of 36 students of class X SMK. The instruments used were validation sheets, questionnaires, and tests of mathematical literacy skills. The results of this study indicate that: 1) mobile-based digital learning materials through blended learning models are oriented towards students’ mathematical literacy skills, including appropriate use; 2) the implementation of blended learning in the use of digital materials with mobile-based sequences and series materials oriented towards mathematical literacy has great effectiveness; and 3) students’ mathematical literacy using mobile-based digital learning materials in blended learning is in the moderate category.
Index Terms—E-learning, numeracy skills, Microsoft Kaizala, vocational students, ADDIE model
Poppy Yaniawati is with the Universitas Pasundan, Indonesia. E-mail: pyaniawati@unpas.ac.id (P.Y.)
Dahlia Fisher is with the Faculty of Teacher Training and Education of Universitas Pasundan, Indonesia.
Yudi Dwi Permadi is with SMKN 1 Palasah, Majalengka, Indonesia. E-mail: Permadiyudi19@gmail.com (Y.D.P.)
Siti Ainor Mohd Yatim is with the School of Distance Education, Universiti Sains Malaysia, Malaysia. E-mail: ainor@usm.my (S.A.M.Y.)
*Correspondence: dahliafisherpmat@unpas.ac.id (D.F.)
Cite: Poppy Yaniawati, Dahlia Fisher*, Yudi Dwi Permadi, and Siti Ainor Mohd Yatim, "Development of Mobile-Based Digital Learning Materials in Blended Learning Oriented to Students' Mathematical Literacy," International Journal of Information and Education Technology vol. 13, no. 9, pp. 1338-1347, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).