What type of study is this?

This is a Quasi-experimental study.

September 10, 2025

Enhancing Critical Thinking and Student Independence through Interactive Math Media: An Articulate Storyline-Based Study in Indonesian Elementary Education

Key Points

Students using interactive media exhibited a 32.5% increase in critical thinking skills, significantly higher than the control group's 12.8%.
Self-regulated learning improved by 29.4% in students utilizing Articulate Storyline, compared to just 10.6% in conventional methods.
Quasi-experimental research design highlighted the significance of interactive media in fostering student engagement and active learning.
Results reinforce constructivist theories, indicating the need for integrating digital tools in classrooms for better learning outcomes.

Abstract

This study examines the effectiveness of Articulate Storyline-based Smatt Math learning media in enhancing critical thinking and student independence among fifth-grade elementary students. A quasi-experimental research design was employed, involving an experimental group that utilized digital learning media and a control group that followed conventional learning methods. Pre-test and post-test assessments were conducted to measure critical thinking skills based on Ennis' (1985) framework, including analysis, evaluation, inference, and reasoning, while student independence was evaluated using Zimmerman’s (2002) self-regulated learning model, which encompasses self-motivation, self-monitoring, and self-reflection. The findings revealed a significant improvement in the experimental group compared to the control group. A paired t-test analysis demonstrated that students in the experimental group showed a 32.5% increase in critical thinking skills, whereas the control group exhibited only a 12.8% improvement. Similarly, student independence increased by 29.4% in the experimental group, compared to 10.6% in the control group. ANCOVA results confirmed a statistically significant difference (p < 0.05) in post-test scores, reinforcing the effectiveness of the intervention. Classroom observations and interviews provided qualitative insights, indicating that students using digital media displayed greater engagement, active participation, and problem-solving perseverance. These results align with previous research on technology-enhanced learning environments, supporting constructivist theories that emphasize student-centered learning. The findings suggest that integrating interactive and multimedia-based learning tools in mathematics education can foster higher-order thinking skills and promote autonomous learning behaviors. Future research should explore the long-term effects and applicability of this intervention in diverse educational settings. Received: 26 March 2025 / Accepted: 24 July 2025 / Published: 05 September 2025

Mark Helpful

Bookmark

Relay