Contextual-STEM-Based E-Module Development in Enhancing Junior High School Students’ Mathematical Reasoning Abilities
), Arvin Efriani(2), Wella Cintania(3), Komarudin Komarudin(4)
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(1) Department of Mathematics Education, Universitas Islam Negeri Raden Fatah Palembang, Indonesia
(2) Department of Mathematics Education, Universitas Islam Negeri Raden Fatah Palembang, Indonesia
(3) Department of Mathematics Education, Universitas Islam Negeri Raden Fatah Palembang, Indonesia
(4) Department of Mathematics Education, Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Corresponding Author
The disconnect between mathematics content and real-world applications creates significant challenges for students' understanding of fraction operations, resulting in procedural learning without conceptual depth. This study develops and evaluates a STEM-based e-module integrating authentic contexts with systematic instructional design to enhance junior high school students' mathematical reasoning abilities. The research employed the ADDIE development model to create a STEM-based e-module on fraction operations using snack nutritional values as context. The Engineering Design Process (EDP) served as the central pedagogical framework, structuring activities through seven systematic stages: Define, Research, Plan, Create, Communicate, Redesign, and Evaluate, transforming abstract mathematical concepts into meaningful problem-solving experiences. Three experts validated the e-module across five dimensions: content feasibility, presentation quality, language appropriateness, practicality, and STEM integration. Practicality testing involved progressive trials: one-to-one (3 students), small group (6 students), and field implementation (30 students). Mathematical reasoning effectiveness was measured using contextual problem-solving assessments evaluating five indicators: conjecturing, pattern identification, mathematical manipulation, justification provision, and conclusion drawing. Validation results demonstrated exceptional quality, with the e-module achieving a 95.2% overall validity index. Practicality testing revealed an average satisfaction of 90.28%, categorized as "very practical." Students demonstrated substantial improvement in mathematical reasoning, with an average final assessment score of 77.68. Students performed strongest in drawing conclusions (87%) and providing justification (81.67%), while conjecturing achieved a rate of 64%. Qualitative analysis revealed that while high-ability students employed formal reasoning and symbolic representation, some medium-ability students relied more on narrative responses, reflecting a gap between intuitive understanding and formal expression. The study concludes that the developed e-module is valid, practical, and effective in fostering students' mathematical reasoning. Integrating EDP into STEM-based e-modules provides a promising pathway to bridge procedural knowledge and conceptual depth, promoting meaningful and transferable learning experiences.
Keywords: contextual learning, engineering design, fractions context, mathematical reasoning, STEM e-module.
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