International Journal of
Information and Education Technology

Abstract—The integration of Moodle-assisted e-modules is essential for enhancing students’ numeracy literacy, enabling them to solve real-life problems more effectively. This study examines the impact of Moodle-assisted e-modules as an interactive learning tool using a quasi-experimental design with a mixed-methods approach and longitudinal analysis. A total of 150 fifth-grade elementary school students in Cirebon City, West Java, Indonesia, participated in the experimental group using Moodle-assisted e-modules, while another 150 students in the control group relied on conventional textbooks. Quantitative data were analyzed through paired t-tests, N-gain scores, and repeated-measures Analysis of Variances (ANOVAs), while qualitative data were collected via interviews with educators and students. The findings revealed that post-test scores in the experimental group were significantly higher than in the control group. The control group achieved an N-gain score of 0.23 (low category), whereas the experimental group attained 0.62 (medium category). The longitudinal analysis further confirmed that the improvement in numeracy literacy skills was substantial and long-lasting (F = 341.724, p < 0.001). Additionally, questionnaire responses indicated that most students found the Moodle-assisted e-modules engaging and motivating, which enhanced their understanding of the subject matter. These results highlight the effectiveness of technology-assisted learning in improving numeracy skills and fostering innovation in teaching methods. By adapting to diverse learning styles, this approach can be widely implemented to increase student engagement and enhance foundational education. The study underscores the long-term benefits of integrating digital learning tools into elementary education.

Keywords—Moodle, electronic module, numeracy literacy, technology

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Cite: Hema Widiawati, Sujarwo, and Bambang Saptono, "The Effectiveness of Electronic Use of Moodle-Assisted Modules in Student Numeracy Literacy Learning," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1729-1742, 2025.

Copyright © 2025 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).