Improving Students’ Mathematical Representation through Contextual Teaching Materials with a Scientific Approach: An ADDIE-Based Development Study
DOI:
https://doi.org/10.64780/jole.v1i3.79Keywords:
Mathematical Representation, Contextual Teaching Materials, Scientific Approach, ADDIE Development Model, Secondary Mathematics EducationAbstract
Background: Mathematical representation is a fundamental competence that enables students to express mathematical ideas in multiple forms—verbal, symbolic, visual, and graphical. However, many junior high school students struggle to represent mathematical concepts effectively due to the lack of contextualized instructional materials and the limited application of active learning approaches in classrooms.
Aims: This study aims to develop a valid, practical, and effective contextual teaching material based on the scientific approach to enhance students’ mathematical representation skills at the junior high school level.
Methods: The research employed a Research and Development (R&D) design using the ADDIE model, encompassing five stages: Analysis, Design, Development, Implementation, and Evaluation. Validity was assessed by expert review, practicality through teacher and student responses, and effectiveness using a pre-test and post-test design to measure improvements in mathematical representation ability.
Results: The developed teaching material achieved high validity scores from subject matter experts (3.71) and media experts (3.73). Practicality assessments revealed positive responses from both teachers and students, citing ease of use and contextual relevance. Effectiveness was demonstrated through a significant gain in students’ post-test scores, indicating improvement in verbal, symbolic, and visual representations.
Conclusion: This study confirms that contextual teaching materials grounded in the scientific approach and developed through the ADDIE model can substantially enhance students’ mathematical representation skills. The learning process, which integrates observation, inquiry, experimentation, reasoning, and communication, encourages meaningful student engagement and deepens conceptual understanding. The contextual elements embedded in the material also bridge the gap between abstract mathematical theories and students’ everyday experiences. Therefore, the product of this research is not only empirically validated but also pedagogically powerful, and it is strongly recommended for broader implementation in mathematics instruction across junior high schools.
References
Abuhassna, H., Adnan, M. A. B. M., & Awae, F. (2024). Exploring the synergy between instructional design models and learning theories: A systematic literature review. 16(2), ep499. DOI: https://doi.org/10.30935/cedtech/14289
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1518602 DOI: https://doi.org/10.3389/feduc.2025.1518602
Chang, T.-S., Wang, H.-C., Haynes, A. M., Song, M.-M., Lai, S.-Y., & Hsieh, S.-H. (2022). Enhancing student creativity through an interdisciplinary, project-oriented problem-based learning undergraduate curriculum. 46, 101173. DOI: https://doi.org/10.1016/j.tsc.2022.101173
Crompton, H., Jones, M. V., Sendi, Y., Aizaz, M., Nako, K., Randall, R., & Weisel, E. (2024). Examining technology use within the ADDIE framework to develop professional training. 48(3/4), 422–454. DOI: https://doi.org/10.1108/EJTD-12-2022-0137
Das, S., Vinayagamoorthy, V., Malik, A., Kundu, S., Kumar, T., Varshney, S., & Tripathy, S. K. (2025). Development and implementation of childhood obesity module for medical undergraduate using ADDIE model: A mixed method design. Journal of Education and Health Promotion, 14(1), 231. https://doi.org/10.4103/jehp.jehp_1459_24 DOI: https://doi.org/10.4103/jehp.jehp_1459_24
Davoodi, A. (2024). EQUAL AI: A framework for enhancing equity, quality, understanding and accessibility in liberal arts through AI for multilingual learners. 2(2), 178–203. DOI: https://doi.org/10.70211/ltsm.v2i2.139
Edelson, D. C., Reiser, B. J., McNeill, K. L., Mohan, A., Novak, M., Mohan, L., Affolter, R., McGill, T. A. W., Buck Bracey, Z. E., Deutch Noll, J., Kowalski, S. M., Novak, D., Lo, A. S., Landel, C., Krumm, A., Penuel, W. R., Van Horne, K., González-Howard, M., & Suárez, E. (2021). Developing Research-Based Instructional Materials to Support Large-Scale Transformation of Science Teaching and Learning: The Approach of the OpenSciEd Middle School Program. Journal of Science Teacher Education, 32(7), 780–804. https://doi.org/10.1080/1046560X.2021.1877457 DOI: https://doi.org/10.1080/1046560X.2021.1877457
Fahrudin, A., Maison, M., Purwaningsih, S., & Marzal, J. (2025). Science literacy and skills of physics education students by developing a project-technology skills learning model. Journal of Education and Learning (EduLearn), 19(3), 1197–1207. https://doi.org/10.11591/edulearn.v19i3.21839 DOI: https://doi.org/10.11591/edulearn.v19i3.21839
Garone, A., Bruggeman, B., Philipsen, B., Pynoo, B., Tondeur, J., & Struyven, K. (2022). Evaluating professional development for blended learning in higher education: A synthesis of qualitative evidence. Education and Information Technologies, 27(6), 7599–7628. https://doi.org/10.1007/s10639-022-10928-6 DOI: https://doi.org/10.1007/s10639-022-10928-6
Haas, A., Januszyk, R., Grapin, S. E., Goggins, M., Llosa, L., & Lee, O. (2021). Developing Instructional Materials Aligned to the Next Generation Science Standards for All Students, Including English Learners. Journal of Science Teacher Education, 32(7), 735–756. https://doi.org/10.1080/1046560X.2020.1827190 DOI: https://doi.org/10.1080/1046560X.2020.1827190
Heffington, D. V., & Coady, M. R. (2023). Teaching higher-order thinking skills to multilingual students in elementary classrooms. Language and Education, 37(3), 308–327. https://doi.org/10.1080/09500782.2022.2113889 DOI: https://doi.org/10.1080/09500782.2022.2113889
Idris, N., Talib, O., & Razali, F. (2022). Strategies in mastering science process skills in science experiments: A systematic literature review. 11(1), 155–170. DOI: https://doi.org/10.15294/jpii.v11i1.32969
Ifelebuegu, A. (2023). Rethinking online assessment strategies: Authenticity versus AI chatbot intervention. 6(2), 385–392. DOI: https://doi.org/10.37074/jalt.2023.6.2.2
Kaldaras, L., & Haudek, K. C. (2022). Validation of automated scoring for learning progression-aligned next generation science standards performance assessments. 7, 968289. DOI: https://doi.org/10.3389/feduc.2022.968289
Karanfiloğlu, M., & Akın Bulut, M. (2025). Techno-pedagogical communication, ed-tech and media professionals: Crossroads for enhancing instructional quality. Interactive Learning Environments, 1–25. https://doi.org/10.1080/10494820.2025.2459180 DOI: https://doi.org/10.1080/10494820.2025.2459180
Lee, U., Jung, H., Jeon, Y., Sohn, Y., Hwang, W., Moon, J., & Kim, H. (2024). Few-shot is enough: Exploring ChatGPT prompt engineering method for automatic question generation in english education. Education and Information Technologies, 29(9), 11483–11515. https://doi.org/10.1007/s10639-023-12249-8 DOI: https://doi.org/10.1007/s10639-023-12249-8
Liu, Z. (2024). Effects of nonlinear dynamic online assessment model on language learners’ learning outcomes and cognitive load. Education and Information Technologies, 29(18), 24255–24284. https://doi.org/10.1007/s10639-024-12816-7 DOI: https://doi.org/10.1007/s10639-024-12816-7
Mohammad Basir, M. F., Mohd Hairon, S., Ibrahim, M. I., Wan Mohamad, W. M. Z., Mohd Fuzi, N. M. H., Rosli, A. S., Abdul Rahman, M. S., & Rosedi, A. (2025). Development and Validation of Rabies Health Education Module (RaHEM) for Dog Owners in Kelantan, Malaysia: An ADDIE Model. Journal of Epidemiology and Global Health, 15(1), 12. https://doi.org/10.1007/s44197-025-00355-4 DOI: https://doi.org/10.1007/s44197-025-00355-4
Norouzkhani, N., Norouzi, S., Faramarzi, M., Bahari, A., Shirvani, J. S., Eslami, S., & Tabesh, H. (2025). Developing and evaluating a gamified self-management application for inflammatory bowel disease using the ADDIE model and Sukr framework. BMC Medical Informatics and Decision Making, 25(1), 11. https://doi.org/10.1186/s12911-024-02842-3 DOI: https://doi.org/10.1186/s12911-024-02842-3
Payadnya, I. P. A. A., Prahmana, R. C. I., Lo, J.-J., Noviyanti, P. L., & Atmaja, I. M. D. (2023). Designing Area of Circle Learning Trajectory Based on" What-If" Questions to Support Students’ Higher-Order Thinking Skills. 14(4), 757–780. DOI: https://doi.org/10.22342/jme.v14i4.pp757-780
Putri, N. W. S., Hartawan, I. N. B., & Kanaka, A. V. (2025). Development of animated video learning media to improve basics mathematics ability for early childhood education. AIP Conference Proceedings, 3306, 050004. https://doi.org/10.1063/5.0269542 DOI: https://doi.org/10.1063/5.0269542
Rakhmawati, D., & Dewanto, F. M. (2025). Development of Counseling Sites with Digital Accessibility Features for the Blind and Visually Impaired Students. Advance Sustainable Science Engineering and Technology, 7(1), 02501014–02501014. https://doi.org/10.26877/asset.v7i1.1157 DOI: https://doi.org/10.26877/asset.v7i1.1157
Rehman, N., Huang, X., Mahmood, A., AlGerafi, M. A., & Javed, S. (2024). Project-based learning as a catalyst for 21st-Century skills and student engagement in the math classroom. 10(23). https://www.cell.com/heliyon/fulltext/S2405-8440(24)16019-7?uuid=uuid%3A505ec71c-2b78-4a34-82d1-1a9d3da6c0ba
Romero Ariza, M., Quesada Armenteros, A., & Estepa Castro, A. (2024). Promoting critical thinking through mathematics and science teacher education: The case of argumentation and graphs interpretation about climate change. European Journal of Teacher Education, 47(1), 41–59. https://doi.org/10.1080/02619768.2021.1961736 DOI: https://doi.org/10.1080/02619768.2021.1961736
Sebastian, R., & Kuswanto, H. (2025). The effectiveness of a physics e-book on rotational dynamics of a traditional top game assisted by augmented reality to improve students’ critical thinking skills and visual representations. 22(2 Jul-Dec), 020205–1. DOI: https://doi.org/10.31349/RevMexFisE.22.020205
Shakeel, S. I., Al Mamun, M. A., & Haolader, M. F. A. (2023). Instructional design with ADDIE and rapid prototyping for blended learning: Validation and its acceptance in the context of TVET Bangladesh. Education and Information Technologies, 28(6), 7601–7630. https://doi.org/10.1007/s10639-022-11471-0 DOI: https://doi.org/10.1007/s10639-022-11471-0
Sillat, L. H., Tammets, K., & Laanpere, M. (2021). Digital competence assessment methods in higher education: A systematic literature review. 11(8), 402. DOI: https://doi.org/10.3390/educsci11080402
Silma, N., Maulida, I., Wulan, A. P., Merawati, J., & Hasan, M. K. (2024). A comprehensive review of Project-Based Learning (PBL): Unravelling its aims, methodologies, and implications. 1(1), 10–19.
Şimşek, B., Direkci, B., Koparan, B., Canbulat, M., Gülmez, M., & Nalçacıgil, E. (2025). Examining the effect of augmented reality experience duration on reading comprehension and cognitive load. Education and Information Technologies, 30(2), 1445–1464. https://doi.org/10.1007/s10639-024-12864-z DOI: https://doi.org/10.1007/s10639-024-12864-z
Soysal, Y. (2024). Science Teachers’ Challenging Questions for Encouraging Students to Think and Speak in Novel Ways. Science & Education, 33(4), 963–1003. https://doi.org/10.1007/s11191-022-00411-6 DOI: https://doi.org/10.1007/s11191-022-00411-6
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), Article 9. https://doi.org/10.3390/info13090402 DOI: https://doi.org/10.3390/info13090402
SUSANTI, E. (2025). Enhancing problem-solving skills in elementary students through Realistic Mathematics Education. 5(1), 48–59. DOI: https://doi.org/10.51878/science.v5i1.4344
Uyen, B. P., Tong, D. H., & Tram, N. T. B. (2021). Developing Mathematical Communication Skills for Students in Grade 8 in Teaching Congruent Triangle Topics. 10(3), 1287–1302. DOI: https://doi.org/10.12973/eu-jer.10.3.1287
Wahyuni, S., Mataheru, W., & Laamena, C. M. (2025). The development of android-based algebraic form application using construct 3. AIP Conference Proceedings, 3293(1), 050002. https://doi.org/10.1063/5.0272819 DOI: https://doi.org/10.1063/5.0272819
Wu, S.-H., Lai, C.-L., Hwang, G.-J., & Tsai, C.-C. (2021). Research Trends in Technology-Enhanced Chemistry Learning: A Review of Comparative Research from 2010 to 2019. Journal of Science Education and Technology, 30(4), 496–510. https://doi.org/10.1007/s10956-020-09894-w DOI: https://doi.org/10.1007/s10956-020-09894-w
Yan, Y., Zheng, Y., & Ye, X. (2025). The impact of IVR-ADDIE-based digital storytelling teaching mode on students’ self-regulation ability and self-efficacy. Education and Information Technologies, 30(5), 6141–6162. https://doi.org/10.1007/s10639-024-13070-7 DOI: https://doi.org/10.1007/s10639-024-13070-7
Yang, Q.-F., Lin, C.-J., & Hwang, G.-J. (2021). Research focuses and findings of flipping mathematics classes: A review of journal publications based on the technology-enhanced learning model. Interactive Learning Environments, 29(6), 905–938. https://doi.org/10.1080/10494820.2019.1637351 DOI: https://doi.org/10.1080/10494820.2019.1637351
Zamiri, M., & Esmaeili, A. (2024). Methods and technologies for supporting knowledge sharing within learning communities: A systematic literature review. 14(1), 17. DOI: https://doi.org/10.3390/admsci14010017
Zheng, M., Bender, D., & Lyon, C. (2021). Online learning during COVID-19 produced equivalent or better student course performance as compared with pre-pandemic: Empirical evidence from a school-wide comparative study. BMC Medical Education, 21(1), 495. https://doi.org/10.1186/s12909-021-02909-z DOI: https://doi.org/10.1186/s12909-021-02909-z
Zhu, Y., Liu, X., Xiao, Y., & Sindakis, S. (2024). Mathematics Anxiety and Problem-Solving Proficiency Among High School Students: Unraveling the Complex Interplay in the Knowledge Economy. Journal of the Knowledge Economy, 15(4), 20516–20546. https://doi.org/10.1007/s13132-023-01688-w DOI: https://doi.org/10.1007/s13132-023-01688-w
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Abdullah Jamaludin
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.