Development of Contextual Teaching and Learning-Based Digital Learning Materials for Improving Numeracy Skills and Mathematical Beliefs
Abstract
Meaningful mathematics learning requires digital instructional resources that effectively integrate technological tools with contextual learning experiences derived from students’ everyday lives. To address this need, this study aimed to design and evaluate digital learning materials based on the Contextual Teaching and Learning (CTL) approach to enhance junior high school students’ numeracy skills and mathematical beliefs. A Research and Development (R&D) methodology was employed using the ADDIE instructional design model, which comprises five stages: analysis, design, development, implementation, and evaluation. The study was conducted at a public junior high school in Indonesia, where participants were selected through purposive sampling. The quality of the developed learning tool was examined in terms of its validity, practicality, and effectiveness using expert validation, classroom implementation, questionnaires, and evaluations of students’ numeracy skills and mathematical beliefs. The results demonstrated that the CTL-based digital learning tool satisfied the predetermined standards of validity, practicality, and effectiveness. The learning tool successfully integrated real-life contexts into mathematics instruction, promoted meaningful learning experiences, and encouraged students’ active participation. Its implementation significantly improved students’ numeracy skills and mathematical beliefs, with more than 75% of students achieving the predetermined mastery criterion. This study contributes to mathematics education by providing an empirically validated digital learning tool that integrates contextual learning and digital technology to support students’ cognitive and affective development. The findings offer practical guidance for teachers and instructional material developers in designing innovative, contextual, and student-centered digital mathematics learning.
Keywords
Full Text:
PDFReferences
Alturki, U., & Aldraiweesh, A. (2021). Application of Learning Management System (LMS) during the COVID-19 Pandemic: A Sustainable Acceptance Model of the Expansion Technology Approach. Sustainability, 13(19), 10991. https://doi.org/10.3390/su131910991
Alzahrani, F. K. J., Alshammary, F. M., & Alhalafawy, W. S. (2022). Gamified Platforms: The Impact of Digital Incentives on Engagement in Learning During the COVID-19 Pandemic. Cultural Management: Science and Education, 6(2), 75–87. https://doi.org/10.30819/cmse.6-2.05
Assagaf, S. H., & Subekti, F. E. (2025). Efektivitas Media Digital Terhadap Kemampuan Berpikir Matematis Siswa. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 8(3), 933–943. https://doi.org/10.30605/proximal.v8i3.6070
Basri, H., Kurnadi, B., Syarifuddin, Tafriliyanto, F. C., & Nugroho, P. B. (2021). Investigasi Kemampuan Numerasi Mahasiswa Calon Guru Matematika. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 4(2). https://doi.org/10.30605/proximal.v4i2.1318
Branch, R. M. (2009). Approach, Instructional Desighn: The ADDIE. (pp. 2–163). In Departement of Education Psychology and Instructional Technology University of Georgia. https://doi.org/10.1007/978-0-387-09506-6
Fitriana, L., Gravika Aspira, L., Imanuella, E., Nesma Meidina, F., Afifah, H., & Fauziati Naila, K. (2026). Empowering Student: Peningkatan Literasi Numerasi pada Era Digital di SMP Negeri 2 Matesih. KOMUNITA: Jurnal Pengabdian Dan Pemberdayaan Masyarakat, 5(1), 170–177. https://doi.org/10.60004/komunita.v5i1.420
Foster, N., & Schleicher, A. (2022). Assessing Creative Skills. Creative Education, 13(01), 1–29. https://doi.org/10.4236/ce.2022.131001
Goos, M., Geiger, V., & Dole, S. (2014). Transforming Professional Practice in Numeracy Teaching in Transforming Mathematics Instruction. Spinger Cham. https://doi.org/10.1007/978-3-319-04993-9_6
Khoirunnisa, S., & Adirakasiwi, A. G. (2023). Analisis Kemampuan Literasi Numerasi Siswa SMP pada Era Merdeka Belajar. Jurnal Pembelajaran Matematika Inovatif , 6(3), 933–934. https://doi.org/10.22460/jpmi.v6i3.17393
Masnani, Ma’rufi, & Ilyas, M. (2021). Pengaruh Persepsi Siswa Tentang Aplikasi Pembelajaran Online dan Belief Mathematic terhadap Hasil Belajar Matematika pada Masa Pandemi Covid-19. Sigma: Jurnal Pendidikan Matematika , 13(2), 75–84. https://journal.unismuh.ac.id/index.php/sigma
Muspita, Z., & Lilik Pratiwi Ningsih. (2024). Peningkatan kemampuan numerasi siswa melalui pendekatan kontekstual berbasis permainan edukatif. ALPATIH: Jurnal Inovasi Pengabdian Masyarakat, 2(2), 66–78. https://doi.org/10.70115/alpatih.v2i2.201
Nuraini, A. F. D., & Kusaeri, K. (2025). Systematic Literature Review : Pengaruh Media Pembelajaran Digital Pada Pembelajaran Berdiferensiasi Terhadap Motivasi Belajar Siswa Di Indonesia. PHI: Jurnal Pendidikan Matematika, 9(1), 58. https://doi.org/10.33087/phi.v9i1.439
OECD. (2019a). PISA 2018 Results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
OECD. (2019b). PISA 2018 Results (Volume III) What School Life Means for Students’ Lives. OECD Publishing. https://doi.org/10.1787/acd78851-en
OECD. (2023). PISA 2022 Result (Volume I): The State of Learning and Equity in Education. OECD Publishing. https://doi.org/10.1787/53f23881-en
Op ‘t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing Students’ Mathematics-Related Beliefs: A Quest for Conceptual Clarity and a Comprehensive Categorization. Beliefs: A Hidden Variable in Mathematics Education? Vol 31 (pp. 13–37). Spinger. https://doi.org/10.1007/0-306-47958-3_2
Pehkonen, E., & Torner, G. (1999). Teachers’ Beliefs on Mathematics Teaching Comparing Different Self-Estimation Methods a Case Study
Pursitasari, I. D., Rubini, B., & Suriansyah, M. I. (2023). Critical Thinking & Ecoliteracy : Kecakapan Abad 21 untuk Menunjang Sustainable Development Goals. In Ideas Publishing. Ideas Publishing
Purwanto, A. J. (2021). Pemahaman Siswa Kelas XI SMK Negeri 1 Pujer dalam Menyelesaikan Soal AKM Numerasi. Journal of Mathematics Education and Learning, 1(2), 109. https://doi.org/10.19184/jomeal.v1i2.24272
Sa’dijah, C., Purnomo, H., Abdullah, A. H., Permadi, H., Anwar, L., Cahyowati, E. T. D., & Sa’diyah, M. (2023). Students’ Numeracy Skills in Solving Numeracy Tasks: Analysis of Students of Junior High Schools. AIP Conference Proceedings, 2569. https://doi.org/10.1063/5.0113664
Saputra, H., Maulina, S., Mirunnisa, & Razi, Z. (2022). Pengaruh Pembelajaran Kontekstual Terhadap Pemahaman Konsep Geometri Siswa. Jurnal Sains Riset, 3(12), 219–223.
Schoenfeld, A. H. (1989). Explorations of Students’ Mathematical Beliefs and Behavior . Journal For Research in Mathematics Education, 20(4), 338.
Selvianiresa, D., & Prabawanto, S. (2017). Contextual Teaching and Learning Approach of Mathematics in Primary Schools. Journal of Physics: Conference Series, 895, 012171. https://doi.org/10.1088/1742-6596/895/1/012171
Tout, D. (2020). Critical Connections Between Numeracy and Mathematics. Australian Council for Education Research. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1030&context=learning_processes
Wijaya, E. Y., Sudjimat, D. A., & Nyoto, A. (2016). Transformasi Pendidikan Abad 21 sebagai Tuntutan Pengembangan Sumber Daya Manusia di Era Global. Prosiding Seminar Nasional Pendidikan Matematika, 1, 263–278.
Zega, M. A., Mendrofa, R. N., Lase, S., & Mendrofa, N. K. (2026). Pengembangan Modul Ajar Dengan Pendekatan Kontekstual untuk Meningkatkan Numerasi Siswa Kelas VIII SMP. Jurnal PEKA (Pendidikan Matematika), 9(2), 280–291. https://doi.org/10.37150/ykcq2352
DOI: http://dx.doi.org/10.18415/ijmmu.v13i9.7650
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 International Journal of Multicultural and Multireligious Understanding
License URL: https://creativecommons.org/licenses/by/4.0/
https://ijmmu.com
editor@ijmmu.com
facebook.com/ijmmu
Copyright © 2014-2026 IJMMU. This journal is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).