Integration of socio-cultural digital teaching materials to enhance problem-solving and self-efficacy in elementary school mathematics

Nurlaela Nurlaela; Slamet Arifin; Siti Faizah

doi:10.30862/jri.v6i1.93

Authors

Nurlaela Nurlaela Universitas Negeri Malang Author
Slamet Arifin Universitas Negeri Malang Author
Siti Faizah Universitas Negeri Malang Author

DOI:

https://doi.org/10.30862/jri.v6i1.93

Keywords:

Multimedia learning, problem solving, self-efficacy, socio-cultural

Abstract

This study developed and evaluated socio-cultural digital teaching materials for elementary mathematics and examined their validity, practicality, and effectiveness in improving students’ problem solving and self-efficacy. We employed a Research & Development design (Borg & Gall; 7 modified stages). A one-group pretest–posttest field try-out was conducted with Grade-5 students (n = 45). Instruments included a Polya-based problem-solving test and a self-efficacy questionnaire (5-point Likert); expert validation covered content, media, and language. Analyses comprised descriptive statistics, Shapiro–Wilk, paired t-test, N-Gain, effect size (Cohen’s dz), reliability (Cronbach’s α) and inter-rater agreement (Cohen’s κ), and Pearson correlation. Findings indicate very high validity (mean 91.1%) and high practicality (teachers 90.2%; students 88.0%; on-task observation 86.4%). Problem-solving performance rose from 55.3 (SD 11.2) to 76.8 (SD 10.1) with N-Gain = 0.48 (moderate), t(44) = 8.75; p < .001; dz = 1.30; the largest gains appeared in understand and look back. Self-efficacy increased from 3.10 (SD 0.52) to 3.78 (SD 0.49) with t(44) = 7.36; p < .001; dz = 1.10. Changes in self-efficacy correlated moderately and positively with problem-solving N-Gain (r = 0.41; p = 0.005). The results support the combined use of local cultural contexts, multimedia-learning principles, and Polya-based strategy scaffolding as a feasible and impactful approach to strengthening mathematical competence and self-belief in elementary students.

Downloads

Download data is not yet available.

References

Abdulrahim, N. A., & Orosco, M. J. (2020). Culturally responsive mathematics teaching: A research synthesis. Urban Review, 52, 1–25. 10.1007/s11256-019-00509-2

Arroyo, I., Woolf, B. P., Burelson, W., Muldner, K., Rai, D., & Tai, M. (2014). A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect. International Journal of Artificial Intelligence in Education, 24(4), 387-426. https://doi.org/10.1007/s40593-014-0023-y

Ayotola, A., & Adedeji, T. (2009). The relationship between mathematics self-efficacy and achievement in mathematics. Procedia – Social and Behavioral Sciences, 1(1), 953–957. 10.1016/j.sbspro.2009.01.172

Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.

Borg, W. R., & Gall, M. D. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.

Chan, S.-W., Looi, C.-K., Ho, W. K., & Kim, M. S. (2023). Tools and Approaches for Integrating Computational Thinking and Mathematics: A Scoping Review of Current Empirical Studies. Journal of Educational Computing Research, 60(8), 2036–2080. https://doi.org/10.1177/07356331221098793

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). LawrenceErlbaum Associates.

Ding, Y., Klapp, A., & Yang Hansen, K. (2024). The importance of mathematics self-concept and self-efficacy for mathematics achievement: A comparison between public and independent schools in Sweden. Educational Psychology, 44(8), 872-892. 10.1080/01443410.2024.2410217

Dita, K. I., Tuririday, H. T., Damopolii, I., & Latjompoh, M. (2023). Designing the human circulatory system e-module to increase student achievement. Inornatus: Biology Education Journal, 3(2), 75–84. https://doi.org/10.30862/inornatus.v3i2.422

Dochy, F., Segers, M., Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: A meta-analysis. Learning and Instruction, 13, 533–568. 10.1016/S0959475202000257

Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changas, P. (2021). Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction. Journal of Educational Psychology, 113(1), 86–103. https://doi.org/10.1037/edu0000467

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S., & Reiss, K. (2020). The potential of digital tools to enhance mathematics and science learning. Computers & Education, 153, 103897. 10.1016/j.compedu.2020.103897

Kong, J. E., Yan, C., Serceki, A., & Swanson, H. L. (2021). Word-Problem-Solving Interventions for Elementary Students With Learning Disabilities: A Selective Meta-Analysis of the Literature. Learning Disability Quarterly, 44(4), 248–260. https://doi.org/10.1177/0731948721994843

Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.

Mustofa, A., Hayuana, W., Damopolii, I., Ibrohim, I., & Susilo, H. (2024). The discovery learning and Google sites: Its application in learning the process of urine formation for high school students. Inornatus: Biology Education Journal, 4(2), 132–150. https://doi.org/10.30862/inornatus.v4i2.711

Myers, J. A., Witzel, B. S., Powell, S. R., Li, H., Pigott, T. D., Xin, Y. P., & Hughes, E. M. (2022). A meta-analysis of mathematics word-problem solving interventions for elementary students who evidence mathematics difficulties. Review of Educational Research, 92(5), 695–742. https://doi.org/10.3102/00346543211070049

Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.

OECD. (2023). PISA 2022 Results. OECD.

Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton University Press.

Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L., & Changas, P. (2015). Effects of a multitier support system on calculation, word-problem, and prealgebraic performance among at-risk learners. Exceptional Children, 81(4), 443–470. https://doi.org/10.1177/0014402914563702

Purwati, P., Marasabessy, F., & Damopolii, I. (2019). Enhancing students activity and problem solving skill through CTL-based local wisdom approach. Journal of Physics: Conference Series, 1321(3), 032077. https://doi.org/10.1088/1742-6596/1321/3/032077

Rakoczy, K., Pinger, P., Hochweber, J., Klieme, E., Schütze, B., & Besser, M. (2019). Formative assessment in mathematics: Mediated by feedback’s perceived usefulness and students’ self-efficacy. Learning and Instruction, 60, 154–165. https://doi.org/10.1016/j.learninstruc.2018.01.004

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838

Schoenfeld, A. H. (1985). Mathematical problem solving. Academic Press.

Sercenia, J. C., & Prudente, M. S. (2023). Effectiveness of the Metacognitive-based Pedagogical Intervention on Mathematics Achievement: A Meta-Analysis. International Journal of Instruction, 16(4), 561–578. https://doi.org/10.29333/iji.2023.16432a

Song, K. H., & Coppersmith, S. (2020). Working toward linguistically and culturally responsive math teaching through a year-long urban teacher training program for English learners. Journal of Urban Mathematics Education, 13(1), 1–28. https://doi.org/10.5281/zenodo.4145481

Vessonen, T., Dahlberg, M., Hellstrand, H., Widlund, A., Korhonen, J., Aunio, P., & Laine, A. (2024). Task Characteristics Associated with Mathematical Word Problem-Solving Performance Among Elementary School-Aged Children: A Systematic Review and Meta-Analysis. Educational Psychology Review, 36(4), 117. https://doi.org/10.1007/s10648-024-09954-2

Xie, Y., Cao, J., Qi, C., Li, X., & Zhao, Y. (2024). A meta-analysis of the relationship between metacognition and mathematics achievement. Acta Psychologica, 241, 104032. 10.1016/j.actpsy.2024.104486

Yang, Y., Maeda, Y., & Gentry, M. (2024). The relationship between mathematics self-efficacy and mathematics achievement: Multilevel analysis with NAEP 2019. Large-Scale Assessments in Education, 12(1), 16. https://doi.org/10.1186/s40536-024-00204-z