Manuscript received July 20, 2024; revised August 26, 2024; accepted September 4, 2024; published December 19, 2024
Abstract—This study aims to investigate the impact of using numeracy-based digital flipbooks in enhancing the Mathematics Quality of Instruction (MQI) among students in Mathematics. The background highlights the challenges in improving students’ understanding and competency in mathematics. The use of digital technology is identified as a potential solution to improve mathematics learning. The research method involves the implementation of digital flipbooks in the context of mathematics teaching and data collection to measure the improvement in MQI. The research method used is a quasi-experimental design with a non-randomized Pretest-Posttest Control Group. Data collection techniques include practice tests of Mathematics Quality of Instruction (MQI) competence, observations, and interviews. The results of the study show that the significance value of the 2-tailed t-test is 0000 < 005, indicating that numeracy-based digital flipbooks have a significant impact on MQI. Furthermore, the effect size from Cohen’s d test shows a score of 495, indicating that numeracy-based digital flipbooks have a very high positive impact on MQI. Other findings show that digital flipbooks make learning more interactive, facilitate evaluation processes, and increase student activity. They also enhance creativity and ICT skills among prospective teachers. Numeracy-based digital flipbooks have a significant impact on the Mathematics Quality of Instruction (MQI) of primary school student teachers in mathematics teaching.
Keywords—digital flipbook, mathematics quality of instruction, numeration, primary school
Cite: Fery Muhamad Firdaus, Lia Yuliana, Lantip Diat Prasojo, Awanis Akalili, Sigit Wibowo, and Mohammad Archi Maulyda, "Enhancing Mathematics Quality of Instruction (MQI) Competency in Pre-Service Teachers through Digital Flipbooks: Digital Didactics Design," International Journal of Information and Education Technology vol. 14, no. 12, pp. 1770-1778, 2024.