Development of a Flipbook-Based E-Module for Junior High School Geometry Learning: Its Effectiveness in Enhancing Student Engagement and Learning Motivation
Abstract
The lackluster nature of student immersion and academic drive within lower-secondary geometry lessons persists as a formidable bottleneck in fostering fruitful mathematical pedagogy. This scholarly endeavor sought to architect an interactive, flipbook-infused electronic module tailored for junior high geometry and rigorously appraise its potency in revitalizing learner absorption and intrinsic motivation. The investigation employed a comprehensive mixed-methods framework to align product engineering with efficacy testing. The foundational structure was based on the five-tiered ADDIE instructional framework, which includes the methodical steps of analysis, design, development, implementation, and evaluation. A cohort of 125 seventh-grade pupils drawn from public secondary academies in Palopo City, Indonesia, served as the empirical sample. Information was harvested via qualitative dialogues, digital design and content authority endorsements, utilitarian feedback forms, structured engagement observations, and motivational inventories. The empirical diagnostics demonstrated that the newly minted flipbook-style e-module attained exemplary benchmarks of conceptual validity, with interface design experts rating it at 95.87% and subject-matter authorities endorsing it at 85.46%. Concurrently, a functional usability index of 83.38% underscored its seamless adaptability for live classroom deployment. The ultimate litmus test regarding learner absorption yielded an N-Gain metric of 70.79%, crossing into the high echelon and signaling a profound renaissance in students’ behavioral, affective, and cognitive investment during geometry sessions. Paralleling this triumph, the evaluative metric for academic drive registered a striking N-Gain score of 87.00%, likewise categorized as high, which manifested a magnificent surge in student enthusiasm following the introduction of the digital tool. Ergo, this flipbook-based digital artifact stands fully vindicated as both a viable instrument and a transformative catalyst for optimizing learner involvement, while simultaneously propelling the frontiers of tech-augmented mathematics education.
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DOI: https://doi.org/10.30596/ijems.v7i3.31020
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