The Development of Scratch-Based Interactive Mathematics Learning Media to Enhance Understanding of Exponents
This study addresses the need for interactive mathematics learning media to improve students' understanding of the concept of exponents. The objective of this research is to develop and evaluate Scratch-based learning media using the ADDIE model. This study employed a Research and Development (R&D) method consisting of five stages: analysis, design, development, implementation, and evaluation. Data were collected through expert-validation questionnaires, User Acceptance Test (UAT) questionnaires, and conceptual-understanding tests administered before and after the implementation of the media. The validation results indicated that the developed media and learning materials were highly valid, with validity scores of 0.90 and 0.95, respectively. In addition, the conceptual understanding test instrument was validated by a mathematics education expert and was deemed suitable for assessing students' understanding of exponent concepts. The User Acceptance Test (UAT) was conducted with prospective mathematics teachers to evaluate the usability and practicality of the developed media. In contrast, the implementation and learning outcome assessments were conducted with students. The UAT results showed that the developed media was positively evaluated by users, obtaining a score of 82.9%, which falls within the very good category. The developed media provided interactive learning activities that encouraged students to actively engage with concepts of exponents throughout the learning process. The results showed that students achieved better learning outcomes, as evidenced by increases in their pretest and posttest scores. The average N-Gain score of 0.84 was categorized as high, indicating an improvement in students' understanding of exponent concepts after using the developed media. The study resulted in a Scratch-based multimedia learning media that was evaluated as highly valid and positively received by users. The findings indicated improvements in students' understanding of exponent concepts, while several usability aspects, particularly related to device compatibility, may be further refined in future development.
Keywords: ADDIE, exponent, learning media, Scratch.
Arifin, M. B. U. B., Sholeh, M., Hafiz, A., Agustin, R. D., & Wardana, M. D. K. (2021). Developing interactive mobile mathematics inquiry to enhance students ’ mathematics problem-solving skill. Developing Interactive Mobile Mathematics Inquiry to Enhance Students’ Mathematics Problem-Solving Skill, 15(1), 24–38.
Bakar, D. N. N. P. A., Shahrill, M., & Zakariya, Y. F. (2023). Digital escape game and students ’ learning outcomes in mathematics : experience from brunei. SAGE Open, December, 1–14. https://doi.org/10.1177/21582440231216838
Barnett-Itzhaki, Z., Beimel, D., & Tsoury, A. (2023). Using a variety of interactive learning methods to improve learning effectiveness: insights from ai models based on teaching surveys. Online Learning, 27(3), 363–386. https://doi.org/10.24059/olj.v27i3.3575
Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology : towards a conceptual framework. Journal of Interactive Media in Education, 1(11), 1–14.
Borich, G. D. (1994). Observation skills for effective teaching (2nd ed.). Merrill.
Branch, R. M. (2009). Instructional Design: ADDIE approach. Springer New York, Dordrecht, Heidelberg, London. https://doi.org/10.1007/978-0-387-09506-6
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Chuang, H.-M., & Lee, C.-C. (2020). Interactions of construal levels on programming ability and learning satisfaction: A case study of an Arduino course for junior high school students. PLOS ONE, 15(8), e0236500. https://doi.org/10.1371/journal.pone.0236500
Dewi, A. P. S., Rizal, M., Zaini, M., & Safitri, W. S. (2024). Analysis of student learning obstacles in exponential materials : exploratory case study. Panicgogy International Journal, 1(2), 74–83.
Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction (8th ed.). Vital Source. https://books.google.co.id/books/about/The_Systematic_Design_of_Instruction.html?hl=id&id=XIjNjgEACAAJ&redir_esc=y
Fosnot, C. T., & Perry, R. S. (1996). Constructivism: a psychological theory of learning. In C. T. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice second (2nd ed.). Teachers College, Columbia University.
Gaddi, J. A. G., Entendez, C. E., Angob, W. M. T., Orillaneda, E. M. R., Elicano, M. L. L., Kaye, J., Behagan, M., Ajoc, S. S., Peña, A. K. J., Rizza, B., & Galvez, M. A. (2024). International Journal of Current Science Research and Review Courseware Development in Education : A Literature Review. 07(01), 842–847. https://doi.org/10.47191/ijcsrr/V7-i1-83
Guzdial, M. (2022). Providing students with computational literacy for learning about everything. In S.-C. Kong & H. Abelson (Eds.), Computational Thinking Education in K–12. The MIT Press. https://doi.org/10.7551/mitpress/13375.001.0001
Hake, R. R. (1999). Analyzing change/gain scores. AERA-D - American Educational Research Association’s Division D, Measurement and Research Methodology, 1–4. https://scispace.com/pdf/analyzing-change-gain-scores-2flqldd4zo.pdf
Hidayat, R., Qi, T. Y., Ariffin, P. N. B. T., Hadzri, M. H. B. M., Chin, L. M., Ning, J. L. X., & Nasir, N. (2023). Online game-based learning in mathematics education among Generation Z: A systematic review. International Electronic Journal of Mathematics Education, 19(1), em0763. https://doi.org/10.29333/iejme/14024
Hiebert, J., & Lefevre, P. (1986). Conceptual and procedural knowledge. In J. Hiebert (Ed.), Conceptual and Procedural Knowledge (1st Edition). Routledge. https://doi.org/10.4324/9780203063538
Hui, H. B., & Sofwan, M. M. (2023). Influence of game-based learning in mathematics education on the students. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1105806 OPEN
Iskandar, R. S. F., Priatna Martadiputra, B. A., & Nurjanah, N. (2023). Development of mathematics interactive multimedia with Scratch to enhance students’ mathematics understanding ability. Prima: Jurnal Pendidikan Matematika, 7(1), 124. https://doi.org/10.31000/prima.v7i1.7437
Iskrenovic-Momcilovic, O. (2020). Improving geometry teaching with scratch. International Electronic Journal of Mathematics Education, 15(2). https://doi.org/10.29333/iejme/7807
Kusuma, F. I., Suryani, N., & Sumaryati, S. (2022). Mobile application-based media learning and its’ effect on students’ learning motivation. International Journal of Evaluation and Research in Education (IJERE), 11(3), 1353. https://doi.org/10.11591/ijere.v11i3.22481
Kwon, K., Lee, S. J., & Chung, J. (2018). Computational concepts reflected on scratch programs. International Journal of Computer Science Education in Schools, 2(3). https://doi.org/10.21585/ijcses.v2i3.33
Lutfi, S., Ismatullah, K., & Nur Kholiso, Y. (2021). Developing interactive learning multimedia for mathematics subject in junior high school grade VIII student east lombok. Indonesian Journal of Innovation and Applied Sciences (IJIAS), 1(2), 105–112. https://doi.org/10.47540/ijias.v1i2.237
Mayer, R. E. (2021). Multimedia learning. Cambridge University Press.
Mayer, R. E. (2024). The past, present, and future of the cognitive theory of multimedia learning. Educational Psychology Review, 36(1–25). https://doi.org/10.1007/s10648-023-09842-1
McMullen, J., Bui, P., Brezovszky, B., Lehtinen, E., & Hannula-Sormunen, M. (2023). Mathematical game performance as an indicator of deliberate practice. International Journal of Serious Games, 10(4), 113–130. https://doi.org/10.17083/ijsg.v10i4.634
Nurdiansyah, E., Sapriya, S., Darmawan, C., Aim Abdulkarim, & Kurniawan, D. (2025). Living lab implementation in civic education to internalize national spirit and responsibility character. Indonesian Journal on Learning and Advanced Education (IJOLAE), 7(3), 503–524. https://doi.org/10.23917/ijolae.v7i3.8505
Perbowo, K. S., & Anjarwati, R. (2017). Analysis of students’ learning obstacles on learning invers function material. Infinity Journal of Mathematics Education, 6(2), 169–176. https://doi.org/10.22460/infinity.v6i2.p169-176
Plodkaew, K., Pankaew, K., Suwanreung, C., & Komat, C. (2025). Development of interactive multimedia to enhance national educational test results at the basic level in mathematics for educational opportunity expansion schools in lampang province. Higher Education Studies, 15(4), 154. https://doi.org/10.5539/hes.v15n4p154
Pradja, B. P., & SAPUTRA, N. N. (2023). Usage of Scratch in making game-based mathematics learning media to improve students’ mathematical skills. Prima: Jurnal Pendidikan Matematika, 7(2), 131–142. https://doi.org/10.31000/prima.v7i2.8613
Pramasdyahsari, A. S., Viviana, D., Sugiyanti, S., Pant, B. P., & Ratnayake, I. (2024). Construction of three-tier diagnostic misconceptions in exponential properties test for identifying student. Jurnal Riset Pendidikan Matematika, 11(1), 64–76.
Pratiwi, I. A., Rahmawati, A., Azman, M. N. A., Fajrie, N., & Mustofa, H. A. (2025). Development and effectiveness of multimedia interactive learning Scratch Wabimendu (World Indonesian Cultural Heritage). Frontiers in Education, 10, 1–13. https://doi.org/10.3389/feduc.2025.1628412
Puteri, S. N., Farhurrohman, O., & Arofah, S. (2024). Pemanfaatan media scratch untuk meningkatkan motivasi belajar matematis siswa SD [utilizing scratch media to increase elementary school students' mathematical learning motivation]. JS (Jurnal Sekolah), 8(3), 480–494. https://doi.org/10.24114/js.v8i3.57912
Retnawati, H., Kartowagiran, B., Arlinwibowo, J., & Sulistyaningsih, E. (2017). Why are the mathematics national examination items difficult and what is teachers’ strategy to overcome it ? International Journal of Instruction, 10(3), 257–276.
Salwadila, T., & Hapizah, H. (2024). Computational thinking ability in mathematics learning of exponents in grade IX. Infinity Journal, 13(2), 441–456. https://doi.org/10.22460/infinity.v13i2.p441-456
Satria, E., Efendi, G., Makmur, Z., Sofarina, S., & Daswarman, D. (2023). Pengembangan media interaktif pemrograman berpikir komputasional. Journal on Teacher Education, 4(3), 660–671. https://doi.org/10.31004/jote.v4i3.12554
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20–26.
Sudihartinih, E., & Rachmatin, D. (2024). The online game design uses scratch, geogebra, and geogebra ar through mathematics education multimedia lectures. KnE Social Sciences, 2024, 594–600. https://doi.org/10.18502/kss.v9i8.15618
Susanto, E., Fransiska, H., & Susanta, A. (2023). Students’ numerical ability on minimum competency assessment in junior high school. International Journal of Trends in Mathematics Education Research, 6(1), 47–53. https://doi.org/10.33122/ijtmer.v6i1.175
The National Council of Teachers of Mathematics, I. (2000). Principles and Standards for School Mathematics. https://www.nctm.org/standards-and-positions/principles-and-standards/
Uwineza, I., Uworwabayeho, A., & Yokoyama, K. (2025). Grade-3 learners’ performance and conceptual understanding development in technology-enhanced teaching with interactive mathematics software. European Journal of Educational Research, 12(2), 759–774. https://doi.org/https://doi.org/10.12973/eu-jer.12.2.759
Weylin, Raharjo, H., Haqq, A. A., & Larsari, V. N. (2023). Empowering students in the digital era: an analysis of interactive e-modules’ effect on digital mathematical communication. International Journal of Mathematics and Mathematics Education, 1(2), 132–149. https://doi.org/10.56855/ijmme.v1i02.401
Wirjawan, J. V.D., Pratama, D., Pratidhina, E., Wijaya, A., Untung, B., & Herwinarso, H. (2020). Development of smartphone app as media to learn impulse-momentum topics for high school students. International Journal of Instruction, 13(3), 17–30. https://doi.org/10.29333/iji.2020.1332a
Yulianisa, A., & Sudihartinih, E. (2022). Pengembangan media pembelajaran matematika materi perkalian aljabar berbasis aplikasi scratch [development of mathematics learning media for algebraic multiplication material based on the scratch application]. Jurnal Pendidikan Matematika Universitas Lampung, 10(2), 142–156. https://doi.org/10.23960/mtk/v10i2.pp142-156
Zilfikri, M., Kamid, K., & Anggereini, E. (2026). Analysis of students’ misconceptions in the exponential numbers material in terms of concept understanding through four-tier diagnostic tests based on gender. Journal of General Education and Humanities, 5(2), 2745–2752. https://doi.org/10.58421/gehu.v5i2.1071
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.