The Effect of Interactive Flat Panel-Based Mathematics Learning on Elementary Students’ Numeracy Literacy

Abstract

This study examines the low level of numeracy literacy among Indonesian students and investigates the effect of Interactive Flat Panel (IFP) technology-based mathematics learning on students’ numeracy literacy skills at Abata Islamic School Elementary School. The study aimed to describe the implementation of IFP-based mathematics learning, identify students’ numeracy literacy skills, and determine the influence of IFP-based learning on these skills. A quantitative method with a quasi-experimental approach was employed. The population consisted of students at Abata Islamic School Elementary School, with participants selected through purposive sampling. Data were collected using pretests and posttests. The research instruments were tested for validity, reliability, difficulty level, and discrimination power, while normality and homogeneity tests were conducted as prerequisite analyses. Data were analyzed using an independent sample t-test. The findings showed that IFP-based mathematics learning encouraged students to be more active and enthusiastic and made the learning process easier to understand and more enjoyable. Before treatment, the experimental class obtained an average pretest score of 56.67, compared with 43.93 in the control class. After treatment, the experimental class achieved an average posttest score of 83.75, while the control class obtained 63.21. The N-Gain scores were 0.64 for the experimental class and 0.31 for the control class. Furthermore, the t-test results showed a significance value of 0.00 < 0.05, indicating a significant difference between the two groups. Therefore, IFP technology-based mathematics learning significantly improves students’ numeracy literacy skills compared with conventional learning methods.