Background: The integration of digital technologies in education has transformed the way instructional materials are developed and delivered, particularly in mathematics learning, where students often struggle with abstract concepts such as solid geometry. Interactive digital modules offer the potential to foster deeper engagement and enhance higher-order thinking, including reflective thinking skills. Aims: This study aims to design, implement, and validate an interactive e-module enhanced with Canva to support geometry instruction and promote reflective thinking among middle school students. Methods: Employing a Research and Development (R&D) approach with the ADDIE model, the study involved 38 eighth-grade students from a public junior high school in Indonesia. The development process included expert validation by six validators (three media and three subject matter experts), small- and large-group trials, and pre- and post-testing to assess learning effectiveness. Student perceptions were also collected using a Likert-scale questionnaire to evaluate engagement and attractiveness. Results: Validation results indicated high feasibility, with media experts assigning an average score of 3.66 and subject matter experts rating the module 3.63 on a 4-point scale. Student response analysis showed high engagement, with attractiveness scores of 3.43 (small group) and 3.65 (large group). The module demonstrated moderate effectiveness in improving reflective thinking, as evidenced by an N-gain score of 0.59 or 59%, classified as "moderately effective." Conclusion: The Canva-enhanced interactive e-module is a feasible, engaging, and moderately effective instructional tool for teaching solid geometry. Its implementation has the potential to improve students’ reflective thinking abilities and support more meaningful learning experiences in mathematics education.
Cahyani et al. (Sun,) studied this question.