Ambar Gini Permatasari, Nurjanah Nurjanah, Rian Andrian

Development of Mobile-Based Learning Media to Improve Creative Thinking Abilities and Learning Interest of Middle School Students

Introduction

Development of mobile-based learning media to improve creative thinking abilities and learning interest of middle school students. Improve middle school students' creative thinking and math interest with mobile-based learning media. Developed using ADDIE, this geometry tool enhances 21st-century skills effectively.

Abstract

Mathematics, a compulsory subject from elementary school, is essential for developing critical thinking, reasoning, creative thinking, communication and collaboration. However, the ability mentioned above in Indonesian students is still low, as evidenced by the results of PISA and TIMSS. The 4C capabilities, which consist of Critical Thinking, Reasoning, Creative Thinking, Communication, and Collaboration, are very important for 21st century learning. To improve the ability to think creatively, it is necessary to have an innovation that has an impact on student learning outcomes, one of which is through learning media. Geometry, a popular subject in junior high school mathematics, poses challenges for students. This study to improve creative thinking skills and geometry learning media, researchers developed mobile-based geometry learning media using the ADDIE model. The process of developing mobile-based geometry learning media is carried out through the stages of analysis, design, development, implementation and evaluation. Learning using learning media that has been developed is classified as effective. Students can master the material presented in learning using mobile-based geometry learning media.

Review

This paper addresses a highly relevant and pressing issue in contemporary education: the development of 21st-century skills, particularly creative thinking, among middle school students in Indonesia, where national and international assessments (PISA, TIMSS) indicate a persistent deficit. The authors propose an innovative solution by developing mobile-based learning media specifically for geometry, a subject often perceived as challenging. Employing the well-established ADDIE instructional design model provides a systematic framework for the media's creation. The abstract suggests a successful outcome, with the developed media being classified as effective and students reportedly achieving mastery of the presented material. The study's strength lies in its timely focus on leveraging technology to enhance critical educational outcomes. The choice of a mobile-based platform is highly appropriate for engaging today's students, and the application of the ADDIE model lends credibility to the developmental process. However, the abstract could benefit from greater specificity regarding the "effectiveness" claim. While stating that the media is "classified as effective" and leads to "material mastery" is positive, clearer indication of the metrics used (e.g., quantitative measures of creative thinking, pre/post-test scores, qualitative assessment of student engagement or learning interest as mentioned in the title) would significantly bolster the impact of this assertion. It would also be beneficial to explicitly confirm how "learning interest," a key objective in the title, was measured and improved. Overall, this research presents a promising approach to tackling a significant educational challenge. Should the full paper substantiate the claims of effectiveness with robust empirical data, this work could serve as a valuable model for future educational technology interventions, particularly in fostering 21st-century skills. For broader impact, the authors might consider discussing the potential for scalability and generalizability of this media to other mathematical topics or student demographics. Future research could also explore the long-term impact on students' creative thinking abilities and sustained learning interest beyond immediate material mastery.

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