A Design-Based Study of a Mobile-Supported KADIR Model for Mathematical Problem-Solving and Communication

Dewi Purnama Sari; Eti Hayati

doi:10.35445/alishlah.v18i2.9987

A Design-Based Study of a Mobile-Supported KADIR Model for Mathematical Problem-Solving and Communication

Dewi Purnama Sari, Eti Hayati

Abstract

The integration of mobile learning with structured pedagogy has become increasingly important in mathematics education; however, existing studies often emphasize general academic achievement rather than simultaneously developing mathematical problem-solving and communication skills. This study aimed to develop and evaluate a mobile-supported KADIR learning model that integrates sequential cognitive scaffolding and collaborative mathematical discourse to enhance both competencies.The study employed a Design-Based Research (DBR) approach integrated with a modified ADDIE framework. Classroom implementation adopted a one-group pre-test–post-test design involving 33 seventh-grade students, supported by four expert validators and four mathematics teachers. Data were collected through validation sheets, student response questionnaires, classroom observations, and mathematical problem-solving and communication tests. Data were analyzed using descriptive statistics, paired-sample t-tests, Cohen’s d, normalized gain (N-gain), and qualitative analysis of classroom observations.The developed model demonstrated high validity, with an overall expert validation score of 4.35 out of 5, and high practicality, reflected by an overall student response rate of 83.7%. Significant improvements were observed in students’ mathematical problem-solving (t = 8.72, p < .001, Cohen’s d = 1.25, N-gain = 0.46) and mathematical communication (t = 7.95, p < .001, Cohen’s d = 1.10, N-gain = 0.47). Qualitative findings indicated that structured discourse, collaborative interaction, and reflective activities promoted greater student engagement and flexible mathematical reasoning.The findings suggest that the mobile-supported KADIR model effectively integrates mobile technology with structured pedagogy to foster higher-order mathematical competencies. Although the study was limited by its single-group design, small sample, and single-school context, the model offers promising design principles for technology-enhanced mathematics instruction and provides a foundation for future large-scale experimental research.

Keywords

mobile learning; KADIR model; problem-solving; mathematical communication

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DOI: https://doi.org/10.35445/alishlah.v18i2.9987