Swaying into Geometry: Digital Materials for Van Hiele-Aligned Geometric Reasoning and Learning Interest

Abstract

This study aimed to produce digital teaching materials based on Van Hiele's geometry theory, oriented towards enhancing junior high school students' geometric reasoning ability and learning interest. The research addressed the gap in readily available and effective digital resources that specifically integrate Van Hiele's framework to foster these crucial learning outcomes. This was a development research study employing the Successive Approximation Model (SAM), comprising Preparation, Iterative Design, and Iterative Development phases. The research involving 62 students and a mathematics teacher. Data were analyzed using both quantitative (from questionnaires, observation sheets, and tests) and qualitative methods (from validation sheets). Findings indicate that the developed digital teaching materials, applying Van Hiele's geometry theory and supported by Microsoft Sway, are feasible for use in learning processes, demonstrating high validity from expert validators, confirmed practicality through teacher and student feedback, and proven effectiveness in improving both geometric reasoning ability and student learning interest in the experimental class compared to the control class. These materials are characterized by being interactive, multimedia-rich, easily accessible, flexible, and capable of providing feedback. This developed product is recommended as a valuable learning tool to facilitate independent student learning, with educators advised to adjust material alignment with curriculum coverage.