Evaluating the Effectiveness of the iPusnas in Enhancing Elementary Students' Numeracy Skills
Background of the study: Integrating digital resources in education is increasingly important for enhancing student learning experiences and outcomes. This study examines the impact of using iPusnas e-books on the numeracy skills of fifth-grade elementary school students.
Purpose: The primary aim of this study was to determine the effectiveness of iPusnas e-books in improving the numeracy skills of elementary school students compared to traditional learning methods using textbooks.
Method: A quasi-experimental design with a non-equivalent control group was employed. The sample consisted of two fifth-grade classes from SD Muhammadiyah 1 Wonopeti, Yogyakarta, Indonesia. One class served as the experimental group using iPusnas e-books, while the other served as the control group using traditional textbooks. Pre-tests and post-tests were administered to assess numeracy skills. Data were analyzed using T-tests and N-Gain tests.
Findings: The results indicated a significant improvement in the numeracy skills of students in the experimental group compared to the control group. iPusnas e-books were more effective than traditional textbooks, as evidenced by higher post-test scores and N-Gain values.
Conclusion: The study concludes that iPusnas e-books significantly enhance numeracy skills in fifth-grade students, highlighting the potential of digital learning resources to improve educational outcomes.
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Introduction
Numerical literacy, which refers to the ability to use mathematical symbols to analyse, interpret findings, and solve real-life problems, is critical for students’ success(Sugianto & Utomo, 2024). Numerical literacy is crucial as it equips students with the skills needed to tackle real-life issues involving mathematical concepts(Firdaus et al., 2017). Developing numerical literacy requires a strong connection to problem-solving in mathematics. Presenting and solving mathematical problems stimulates diverse thinking, explores mathematical concepts, symbols, and logical relationships, and fosters perseverance and creativity in problem-solving strategies(Singer, 2018). However, the 2018’ Program for International Students Assessment (PISA) revealed that Indonesian students scored an average of 379 in math numeration, compared to the Organization for Economic Co-operation and Development (OECD) average of 487. This significant gap highlights the urgent need to improve mathematical education in Indonesia.
The government has proposed leveraging information and communication technology (ICT) in education to address these challenges. Digital libraries, in particular, play a pivotal role in modern education by facilitating access to diverse learning materials and promoting literacy among students(Inamdar, 2021). Key issues in Indonesia’s education sector include the distribution and quality of teachers and resources. Digital libraries can mitigate some of these issues by providing equitable access to high-quality educational resources across various regions. One digital platform is iPusnas, developed by the National Library of Indonesia. These digital platforms allow users to access e-resources from anywhere and at any time, significantly enhancing the reach and efficiency of information dissemination. By offering a wealth of e-books and other digital resources, iPusnas supports enhancing student literacy.
The presence of digital libraries in the context of students can enhance their digital literacy(Praseptiawan et al., 2019);(Rafi et al., 2019). Additionally, digital libraries can promote reading interest due to easy access to student library collections. However, based on research findings, only a few digital libraries offer their users educational content(Tang & Barnett-Ellis, 2017). The study recommends that national libraries prepare the necessary materials for teachers and students.
Moreover, research has consistently shown that digital libraries can positively impact students' academic performance and literacy skills, particularly among elementary school students. A study(Huang et al., 2012)found that mobile digital libraries enhanced elementary students' reading comprehension and motivation, providing easy access to a wide range of reading materials and interactive learning tools. Additionally, research by(Ciampa, 2014)indicated that mobile digital libraries fostered a love for reading and improved literacy skills among elementary school students through interactive and engaging content.
Wan(Ng, 2015)research findings indicate that technology-driven cognitive learning processes and sustainable pedagogy through technology yield effective student learning outcomes. He focuses on the ways the younger generation learns with technology, particularly through digital literacy and multiliteracies. Ng asserts that the pursuit of lifelong learning involves engaging with digital technology and mobile devices on an individual level. Thus, empowering individuals with digital literacy, mobile learning literacy, and multiliteracies is essential for their personal development. The ongoing advancement of technological tools significantly impacts not only teaching and the professional growth of teachers but also how students learn mathematics(Clark-Wilson et al., 2020). Key elements for the successful integration of digital technology in mathematics education include the design of the digital tools and the tasks that leverage their pedagogical potential, the teacher's role, and the educational context(Drijvers, 2015).
Furthermore, iPusnas, Indonesia's national digital library, has proven to be an invaluable student resource, providing many educational benefits. By offering easy access to a vast collection of books, journals, and other academic resources, iPusnas supports students in their academic pursuits, fostering a culture of reading and continuous learning. The digital platform allows students from various regions, including remote areas, to access high-quality educational materials that may not be available locally, thereby bridging the educational resource gap(Hendrayanto et al., 2022). Additionally, iPusnas's interactive features(Puspita & Irwansyah, 2018), such as personalised book recommendations and user reviews, enhance the learning experience by engaging students more deeply with the content. Also, the platform's integration with mobile devices ensures that students can study on the go, making learning more flexible and adaptable to their schedules. iPusnas significantly improves students' academic performance and literacy, promoting a more inclusive and equitable educational landscape in Indonesia.
While digital libraries like iPusnas provide significant benefits, their potential in enhancing numerical literacy specifically has not been fully explored. Previous studies have focused on the general advantages of digital libraries, but there is a gap in research regarding their impact on specific educational outcomes, such as numerical literacy. This study aims to fill that gap by investigating how iPusnas e-books can enhance the numeracy skills of elementary school students.
Furthermore, implementing digital libraries in schools could address various educational challenges, including the lack of resources and the quality of educational content. By integrating digital libraries into the curriculum, schools can provide students with continuous access to updated and relevant educational materials, thereby supporting their learning process more effectively.
Method
Research Type
This quantitative study employed a quasi-experimental design with a non-equivalent control group design.
Population and Sample
The population of this study consisted of fifth-grade elementary school students. The sample was determined using a simple random sampling technique involving two classes: Class V B, with 18 students as the control group, and Class V A, with 16 students as the experimental group. The simple random sampling technique
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