IJIET 2026 Vol.16(2): 464-474
doi: 10.18178/ijiet.2026.16.2.2519
doi: 10.18178/ijiet.2026.16.2.2519
Enhancing Elementary Students’ Digital Numeracy through a Moodle-Based Virtual Product Digital Learning System (VPDLS): Development, Gamification Design, and Practical Evaluation
Siti Sahronih1, Mochamad Guntur1,*, Aep Saepudin2, Sofie Savitri1,
and Anasya Putri Febgiyo1
1. Department of Elementary School, Institut Prima Bangsa, Cirebon, Indonesia
2. Department of Elementary School, Faculty of Education, UNISA Kuningan, Kuningan, Indonesia
Email: sahronihsiti@gmail.com (S.S.); gunturmath@gmail.com (M.G.); aepsaepudin@unisa.ac.id (A.S.); sofiesavitri1@gmail.com (S.S.); anasyaputriii232@gmail.com (A.P.F.)
*Corresponding author
2. Department of Elementary School, Faculty of Education, UNISA Kuningan, Kuningan, Indonesia
Email: sahronihsiti@gmail.com (S.S.); gunturmath@gmail.com (M.G.); aepsaepudin@unisa.ac.id (A.S.); sofiesavitri1@gmail.com (S.S.); anasyaputriii232@gmail.com (A.P.F.)
*Corresponding author
Manuscript received August 20, 2025; revised August 29, 2025; accepted September 18, 2025; published February 12, 2026
Abstract—Elementary mathematics education in Indonesia faces persistent challenges including low student digital numeracy and limited teacher capacity in digital pedagogy. This study developed and evaluated a Moodle-based Virtual Product Digital Learning System (VPDLS) integrating gamification to enhance students’ digital numeracy while providing teachers with a practical tool for game-based instruction in resourceconstrained contexts. Using a Research and Development approach with the ADDIE model, data were collected through validation sheets assessed by five experts, in-depth teacher interviews, questionnaires from 300 Grade 5 students and 15 mathematics teachers, and pretest-posttest assessments across five public schools in Cirebon Regency. Quantitative and qualitative analyses, including descriptive statistics, Wilcoxon signed-rank tests, and effect size calculation (r = 0.59), demonstrated the platform’s high feasibility (S-CVI/Ave = 0.99), practicality (91.27%), and significant improvements in student learning outcomes (p < 0.001). The VPDLS core components, namely the Game Based Pedagogy Toolkit, Gamified Practice Engine, and lightweight web architecture, effectively support engaging, personalized, and structured learning. These findings have important implications for curriculum developers and policymakers, demonstrating that well-designed, gamified digital platforms can promote equitable and effective mathematics instruction. Overall, this study presents a scalable Moodle-based gamification model that enhances digital numeracy in elementary education while providing actionable guidance for teachers and decision-makers in implementing technology-supported pedagogy.
Keywords—elementary education, digital learning system, digital numeracy, gamification, instructional design, mathematics education, Moodle
Copyright © 2026 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).
Keywords—elementary education, digital learning system, digital numeracy, gamification, instructional design, mathematics education, Moodle
Cite: Siti Sahronih, Mochamad Guntur, Aep Saepudin , Sofie Savitri, and Anasya Putri Febgiyo, "Enhancing Elementary Students’ Digital Numeracy through a Moodle-Based Virtual Product Digital Learning System (VPDLS): Development, Gamification Design, and Practical Evaluation," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 464-474, 2026.
Copyright © 2026 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).