Equations Dash: Interactive Learning Media to Improve Mathematical Problem-Solving Skills

Abstract

Students frequently encounter difficulties in solving mathematical problems involving one-variable linear equations because limited interactive learning media often support classroom instruction. This study aimed to develop Equations Dash, a Scratch-based interactive learning medium, and evaluate its validity, practicality, and effectiveness in supporting students' mathematical problem-solving skills. The study employed the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. Product effectiveness was evaluated using a One Group Pretest–Posttest Design. Participants included one material expert, one media expert, 17 undergraduate students in Mathematics Education for the User Acceptance Test (UAT), and 28 seventh-grade junior high school students for the field implementation. Data were collected through expert validation sheets, UAT questionnaires, mathematical problem-solving tests, and interviews. The interview data were used to complement the quantitative findings by providing deeper insights into students' learning experiences while using the developed media. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the Wilcoxon Signed-Rank Test, and the Normalized Gain (N-Gain) index. The validation results showed that Equations Dash achieved validity scores of 85% from the material expert and 89% from the media expert, indicating that the media was highly feasible after revision. The UAT result reached 87.75%, indicating very high user acceptance. Students' average mathematical problem-solving score increased from 33.75 on the pretest to 96.75 on the posttest. The Wilcoxon Signed-Rank Test indicated a significant difference between the pretest and posttest (p < 0.001), while the N-Gain score of 0.95 indicated a high level of improvement. These findings suggest that Equations Dash has strong potential to support students' mathematical problem-solving skills in a blended learning environment. However, because the effectiveness evaluation used a One-Group Pretest–Posttest Design without a control group, interpret the findings cautiously and consider further studies using controlled experimental designs. Keywords: learning media, ADDIE, mathematical problem-solving skills, junior high school/MTs students.