Lutfiyana Lutfiyana, FX Didik Purwosetiyono, Muhtarom Muhtarom

Exploration of digital book learning media design for improving students' mathematical literacy abilities with the design thinking method

Introduction

Exploration of digital book learning media design for improving students' mathematical literacy abilities with the design thinking method. Enhance mathematical literacy using digital learning media designed with design thinking. This study identifies needs for interactive online math instruction for students.

Abstract

This study aims to investigate solutions to the challenges students face in learning mathematics, particularly difficulties in understanding complex material that lead to decreased motivation and low mathematical literacy during the learning process. The research employs a design thinking approach, which comprises five stages: empathize, define, ideate, prototype, and test. This study specifically focuses on the first three stages—empathizing, defining, and ideating—to identify the needs of both students and teachers and to develop appropriate solution concepts. The study population includes students from State Middle Schools (MTsN) 2 and 3 in Grobogan, with a sample size of 132 students, alongside six mathematics teachers. Data were collected via questionnaires distributed through Google Forms and supplemented by interviews. The findings reveal that both students and teachers require instructional methods supported by interactive media that are accessible online.

Review

This study embarks on a pertinent exploration into addressing the persistent challenges in mathematics education, specifically focusing on student difficulties with complex material, waning motivation, and low mathematical literacy. The adoption of the design thinking methodology is a promising and user-centric approach to conceptualizing educational media. However, the abstract immediately clarifies that the scope of this particular study is limited to the initial three stages—empathize, define, and ideate—which is an important distinction to make clear for a reader expecting a full design and evaluation. The problem statement itself is clearly articulated, highlighting a critical area for educational intervention. A key strength of the presented work lies in its methodological approach, which, though partial, establishes a robust foundation for user-centered design. By engaging both students and teachers from MTsN 2 and 3 Grobogan, the researchers ensure a comprehensive understanding of stakeholder needs, crucial for developing effective educational tools. The data collection strategy, employing questionnaires via Google Forms and supplementary interviews, is appropriate for gathering qualitative and quantitative insights into the requirements for new instructional methods and media. The initial finding—that both student and teacher populations express a clear need for interactive, online-accessible instructional media—provides valuable empirical justification for the subsequent design phase. Despite these strengths, the current scope represents a significant limitation when viewed against the ambitious title, "Exploration of digital book learning media design for improving students' mathematical literacy abilities." The abstract explicitly states that the study concludes after the ideation phase, meaning the actual design and, critically, the evaluation of a digital book learning medium's impact on mathematical literacy, are not covered. Future research must complete the design thinking cycle, moving into the 'prototype' and 'test' phases, to develop and empirically validate the effectiveness of such media. The authors might consider refining the title for future publications to more accurately reflect the specific scope of this initial, yet foundational, needs assessment and concept generation stage.

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