Development of a Heyzine Flipbook-Based Mathematics E-Module Integrated with Augmented Reality to Improve Critical Thinking Skills and Learning Outcomes of Fifth-Grade Elementary School Students

Riska Indah Hasibuan; Melva Zainil; Desyandri; Salmaini

doi:10.53515/alqodiri.v24i3.332

Authors

Riska Indah Hasibuan Universitas Negeri Padang Indonesia Author
Melva Zainil Universitas Negeri Padang Indonesia Author https://orcid.org/0000-0003-0952-0822
Desyandri Universitas Negeri Padang Indonesia Author https://orcid.org/0000-0003-1458-7052
Salmaini Universitas Negeri Padang Indonesia Author https://orcid.org/0009-0006-9977-5456

DOI:

https://doi.org/10.53515/alqodiri.v24i3.332

Keywords:

Augmented Reality; Critical Thinking Skills; Mathematics e-module; Heyzine Flipbooks; Learning Outcomes.

Abstract

Mathematics learning in elementary schools is still teacher-centered and uses conventional teaching materials so that it is not optimal in developing critical thinking skills and student learning outcomes. This research aims to develop a mathematics e-module based on Heyzine Flipbooks integrated with Augmented Reality (AR) that is valid, practical, and effective. The research uses the research and development (R&D) method with the ADDIE model. The participants were 73 fifth-grade students and three teachers from five elementary schools in Padang Lawas Regency: 33 students from three schools took part in the practicality test and 40 students from two schools in the effectiveness test. Data were collected through observation, interviews, documentation studies, expert validation, questionnaires, tests, then analyzed using the percentage of validity and practicality as well as N-gain. The validation results showed the percentage of media experts 94%, material experts 91%, and linguists 93%, so that the e-module was very valid. Practicality ratings by students and teachers across the one-to-one, small-group, and field-test stages ranged from 84% to 100% (very practical). Using a one-group pretest–posttest design, the N-gain scores for critical thinking were 0.40 (School 4) and 0.46 (School 5), and those for learning outcomes were 0.55 and 0.63, respectively, all in the moderate category, indicating that the e-module improved both outcomes. The implication is that AR-integrated e-modules can be an alternative to interactive and contextual mathematics teaching materials to support student-centered learning.

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