Development and validation of a GeoGebra classroom–integrated interactive e-module for enhancing students’ conceptual understanding of integral calculus
DOI:
https://doi.org/10.29408/jel.v12i2.32431Keywords:
conceptual understanding, development, e-module, GeoGebra classroom, integralAbstract
Technology-based e-modules can facilitate interactive learning by actively engaging students in constructing mathematical understanding. GeoGebra Classroom is a digital platform that supports it by enabling interactive activities, real-time monitoring, and immediate feedback. This study aimed to develop and validate an interactive e-module integrated with GeoGebra Classroom to support students' conceptual understanding of integrals. The research method employed is research and development using a modified 4-D model limited to three stages: define, design, and develop. The research subjects were 21 undergraduate students from the mathematics education program at STKIP Paracendekia NW Sumbawa. Data were collected through questionnaires, observations, interviews, and tests and analyzed using descriptive qualitative and quantitative techniques. The results indicated that the developed e-module achieved a very valid category, with an average score of 90.11% from material and media experts. Students' responses showed that the e-module was very practical (86.21%). The effectiveness evaluation demonstrated potential effectiveness based on an average score of 80.83 in the concept understanding ability test. These findings indicate that the GeoGebra Classroom–integrated interactive e-module is feasible for use as a learning resource to support students' conceptual understanding of integral calculus and has the potential to facilitate interactive and independent learning.
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