The Use of Articulate Storyline 3-Based Learning Media on the Understanding of Mathematical Concepts is Reviewed from the Learning Style

Rahmy Zulmaulida; Setiawan Setiawan; Nuratul Ikramah; Edy Saputra

doi:10.37899/journallaedusci.v7i2.2978

Rahmy Zulmaulida Tadris Matematika, UIN Sultanah Nahrasiyah Lhokseumawe, Aceh, Indonesia
Setiawan Tadris Matematika, UIN Sultanah Nahrasiyah Lhokseumawe, Aceh, Indonesia
Nuratul Ikramah Tadris Matematika, UIN Sultanah Nahrasiyah Lhokseumawe, Aceh, Indonesia
Edy Saputra Tadris Matematika, Institut Agama Islam Negeri Takengon, Aceh, Indonesia

DOI: https://doi.org/10.37899/journallaedusci.v7i2.2978

Keywords: Articulate Storyline 3, Mathematical Concept, Understanding, Learning Styles

Abstract

This study aims to examine the effectiveness of Articulate Storyline 3-based learning media on students’ understanding of mathematical concepts when reviewed from learning styles. The research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The participants consisted of 26 seventh-grade students of MTsN 1 North Aceh in the 2023/2024 academic year. Data were collected through a mathematical concept understanding test and a learning style questionnaire to classify students into visual, auditory, and kinesthetic categories. The collected data were analyzed using a normality test, paired sample t-test, and one-way ANOVA with the assistance of IBM SPSS Statistics version 29.00. The results showed a significant improvement in students’ understanding of mathematical concepts after the implementation of Articulate Storyline 3-based learning media. The paired sample t-test indicated a significant difference between pretest and posttest scores, demonstrating the effectiveness of the interactive learning media. Furthermore, the ANOVA results revealed no significant differences in students’ conceptual understanding based on learning styles, indicating that the media effectively accommodates diverse learning preferences. These findings suggest that Articulate Storyline 3-based learning media can enhance conceptual understanding in mathematics and provide an inclusive learning experience for students with different learning styles.

References

Afhami, A. H. (2022). Aplikasi GeoGebra classic terhadap pemahaman konsep matematika siswa pada materi transformasi geometri. Plusminus: Jurnal Pendidikan Matematika, 2(3). https://doi.org/10.31980/plusminus.v2i3.1878

Afrianda, G., & Reinita, R. (2022). Development of interactive multimedia Articulate Storyline 3 based approach (CTL) on integrated thematic learning in grade IV elementary school. Jurnal Handayani, 13(1), 70. https://doi.org/10.24114/jh.v13i1.35929

Agustian, N., & Salsabila, U. H. (2021). Peran teknologi pendidikan dalam pembelajaran. Islamika, 3(1). https://doi.org/10.36088/islamika.v3i1.1047

Alabi, M. (2024). Visual learning: The power of visual aids and multimedia. Journal of Educational Technology, 15(4), 123-135.

Alzubi, A. (2023). The role of multimedia tools in Hashemite Kingdom of Jordan education classroom teaching in the digital era. European Journal of Interactive Multimedia and Education, 4(2), e02303. https://doi.org/10.30935/ejimed/13378

Anshari, F. (2025). Analisis kemampuan pemahaman konsep siswa kelas XII dalam menyelesaikan soal integral tentu dan tak tentu. Pedagogy: Jurnal Pendidikan Matematika, 10(4), 2421–2431. https://doi.org/10.30605/pedagogy.v10i4.7705

Berezi, I. U. (2025). Virtual learning environment: Redefining higher educational delivery for efficiency and accessibility. International Journal of Educational Management, Rivers State University., 1(1), 451-467.

Borji, V., Radmehr, F., & Font, V. (2019). The impact of procedural and conceptual teaching on students’ mathematical performance over time. International Journal of Mathematical Education in Science and Technology, 52(3). https://doi.org/10.1080/0020739X.2019.1688404

Erfiana, N. A. N. E., & Rohmah, L. (2025). Development of digital teaching materials through Canva and book creator for college students of elementary education. Journal of Integrated Elementary Education, 5(1), 60-87. https://doi.org/10.21580/jieed.v5i1.24060

Ferlina, L., & Fratiwi, N. J. (2024). Edugame Wordwall: Sebuah media untuk meningkatkan minat belajar matematika siswa sekolah dasar. WJPE, 3(2). https://doi.org/10.61798/wjpe.v3i2.126

Hakim, N., & Pebrina, R. (2023). Pengembangan multimedia interaktif menggunakan aplikasi Articulate Storyline 3 pada mata pelajaran PAI dan budi pekerti di SMA 2 Padang Panjang. At-Tarbiyah Al-Mustamirrah: Jurnal Pendidikan Islam, 4(2), 83. https://doi.org/10.31958/atjpi.v4i2.10706

Han, X. (2025). Associations between effectiveness of blended learning, student engagement, student learning outcomes, and student academic motivation in higher education. Education and Information Technologies, 30(8), 10535-10565. https://doi.org/10.1007/s10639-024-13246-1

Hassan, G. (2023). Technology and the transformation of educational practices: A future perspective. International journal of economic, business, accounting, agriculture management and sharia administration (IJEBAS), 3(1), 1596-1603.

Himmah, F. I., & Nugraheni, N. (2023). Analisis gaya belajar siswa untuk pembelajaran berdiferensiasi. Jurnal Riset Pendidikan Dasar (JRPD), 4(1), 31–39. https://doi.org/10.30595/jrpd.v4i1.16045

Iyamuremye, E., & Burns, D. (2025). Concrete-Pictorial-Abstract instruction: enhancing students’ learning motivation and achievement in mathematics. Cogent Education, 12(1), 2558303. https://doi.org/10.1080/2331186X.2025.2558303

Kaur, H., Selvakumar, P., Haashni, S., Anute, N., Sharma, M., & Manjunath, T. C. (2025). Representations in Developing Thinking Regarding Probabilities in Higher Education. In Modes of Representation in Developing Statistical Thinking in Education (pp. 89-118). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-9934-7.ch006

Kholid, M. N., Imawati, A., Swastika, A., Maharani, S., & Pradana, L. N. (2018). How are students’ conceptual understanding for solving mathematical problem? Journal of Physics: Conference Series. https://doi.org/10.1088/1742-6596/1776/1/012018

Kleftodimos, A. (2024). Computer-animated videos in education: A comprehensive review and teacher experiences from animation creation. Digital, 4(3), 613-647.

Li, J., King, R. B., & Wang, C. (2022). Profiles of motivation and engagement in foreign language learning: Associations with emotional factors, academic achievement, and demographic features. System, 108, 102820. https://doi.org/10.1016/j.system.2022.102820

Li, S., Chua, C., Campo, J., & Raza, K. (2022). Mental models and engineering education: A literature review. Proceedings of the Canadian Engineering Education Association (CEEA). https://doi.org/10.24908/pceea.vi.15918

Lotfi, F. Z., Suwartono, T., Maziane, B., Nurhayati, S., Laajan, Y., & Nachit, B. (2025). Collaborative Concept Maps in Higher Education: Pedagogical Contributions, Cognitive Challenges, and Optimization Strategies for Interactive Visual Learning. Educational Process: International Journal, 14, e2025085. https://doi.org/10.22521/edupij.2025.14.85

Mhlanga, D. (2024). Digital transformation of education, the limitations and prospects of introducing the fourth industrial revolution asynchronous online learning in emerging markets. Discover education, 3(1), 32. https://doi.org/10.1007/s44217-024-00115-9

Moeis, D., & Harmin, A. (2022). Media pembelajaran interaktif berbasis Articulate Storyline 3 pada mata kuliah pemrograman berorientasi objek. Jurnal Informasi dan Komputer, 10(1), 97–106. https://doi.org/10.35959/jik.v10i1.281

Muhali, M. (2019). Pembelajaran inovatif abad ke-21. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: E-Saintika, 3(2), 25. https://doi.org/10.36312/e-saintika.v3i2.126

Nabila, C., Utami, R., Ayu, R., & Ngazizah, N. (2025). Penggunaan media PowerPoint interaktif dalam meningkatkan pemahaman konsep matematika materi pola gambar dan pola bilangan pada kelas 4 SD. Jurnal Review Pendidikan dan Pengajaran, 8(1), 1787–1798. https://doi.org/10.31004/jrpp.v8i1.41996

Ningrum, D. P. N., Usodo, B., & Subanti, S. (2022, November). Students’ mathematical conceptual understanding: What happens to proficient students?. In AIP Conference Proceedings (Vol. 2566, No. 1, p. 020017). AIP Publishing LLC. https://doi.org/10.1063/5.0116651

Pitriyana, S., & Razali, M. (2024). Analisis penerapan media digital interaktif dalam pembelajaran matematika untuk meningkatkan pemahaman konsep kalkulus pada mahasiswa. All Fields of Science Journal Liaison Academia and Society, 4(4), 79–85. https://doi.org/10.58939/afosj-las.v4i4.845

Rahmatyas, S. (2025). Pengaruh penggunaan media digital interaktif terhadap pemahaman konsep matematika siswa. Dikmat: Jurnal Pendidikan Matematika, 5(1), 19–23. https://doi.org/10.56842/dikmat.v5i01.510

Ramadani, F., Desyandri, D., Sukma, E., & Erita, Y. (2024). Development of interactive multimedia Indonesian language teaching material based on problem-based learning (PBL) in elementary schools. Al-Ishlah: Jurnal Pendidikan, 16(2). https://doi.org/10.35445/alishlah.v16i2.4742

Rauhun, S., Indrawati, I., Samsul, B., Sudirman, S., & Olivero-Acuña, R. R. (2025). Phenomenological exploration of low conceptual understanding in mathematical story problem-solving among Indonesian Junior High School Students. International Journal of Mathematics and Sciences Education, 3(2), 93-104.

Rofiah, N. H., Sinta, T. N. A., & Dewi, R. (2024). Development of articulate storyline media for enhancing learning outcomes in natural and social sciences among elementary school students. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 16(1), 19-40. https://doi.org/10.14421/al-bidayah.v16i1.9559

Sabri, S. M., Ismail, I., Annuar, N., Rahman, N. R. A., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750-769. https://doi.org/10.35631/IJEPC.955051

Safitri, A. H. I., & Ahyansyah, A. (2025). Etnomatematika pada permainan tradisional di Indonesia: Systematic literature review. Diksi: Jurnal Kajian Pendidikan dan Sosial, 6(3), 399–406. https://doi.org/10.53299/diksi.v6i3.2421

Sánchez-Vera, F. (2024). Subject-specialized chatbot in higher education as a tutor for autonomous exam preparation: Analysis of the impact on academic performance and students’ perception of its usefulness. Education Sciences, 15(1), 26. https://www.mdpi.com/2227-7102/15/1/26

Saputra, A., Andayani, S., & Noor, M. (2025). A Development of Interactive Learning Multimedia Based on Articulate Storyline 3 to Increase Student’s Interest in Learning English. International Journal of Education, Culture and Technology, 2(1), 38-49. https://doi.org/10.69747/edu-ij.v2i1.117

Schmid, J. M., Veith, J., & Bitzenbauer, P. (2026). Cognitive dimensions in students’ mental models of linear light polarization. Physical Review Physics Education Research, 22(1), 010118. https://doi.org/10.1103/hng2-97bk

Siregar, M. L., Winarni, S., & Marlina, M. (2024). Analisis kemampuan pemahaman konsep matematika model discovery learning pada siswa SMP. Jurnal Pendidikan MIPA, 14(1), 175–186. https://doi.org/10.37630/jpm.v14i1.1503

Sitanggang, V. S. (2025). Investigasi peningkatan kemampuan pemahaman konsep matematis siswa dalam kelas pembelajaran dengan pendekatan pendidikan matematika realistik. Jagomipa: Jurnal Pendidikan Matematika dan IPA, 5(4), 1549–1559. https://doi.org/10.53299/jagomipa.v5i4.2779

Sumarni, S., Darhim, D., Fatimah, S., Priatna, N., Anjelita, A., & Taufik, A. (2018). The students’ mathematical concept understanding ability through cooperative learning type jigsaw assisted visual media. Journal of Physics: Conference Series, 1132(1), 012051. https://doi.org/10.1088/1742-6596/1132/1/012051

Thoms, L. J., Blick, G., Schmidt, L., Furrer, F., Purandare, M., Loch, F., & Huwer, J. (2026). Chemistry Teachers’ Perception of Students’ Difficulties in Reading and Drawing Chemical Structures. Journal of Chemical Education. https://doi.org/10.1021/acs.jchemed.5c00204

Wahyuni, S. E., Tendri, M., & Kusumawati, N. I. (2021). Hubungan gaya belajar dengan prestasi belajar matematika siswa kelas XI SMK Muhammadiyah 1 Palembang. Indiktika: Jurnal Inovasi Pendidikan Matematika, 3(2), 208–216. https://doi.org/10.31851/indiktika.v3i2.5357

Wathoni, N. (2024). Penggunaan media konkret dalam pembelajaran konsep matematika abstrak. Jurnal Ilmiah IPA dan Matematika, 2(4), 101–105. https://doi.org/10.61116/jiim.v2i4.484

Widiastuti, W., & Yurita, H. O. (2023). Tantangan implementasi Kurikulum 2013 dalam pembelajaran matematika di sekolah dasar. JISPE: Journal of Islamic Primary Education, 4(2), 71–77. https://doi.org/10.51875/jispe.v4i2.266

Yuniarto, E., Rahayuningsih, S., Wulandari, Y. O., & Widayanti, F. D. (2024). Analisis kemampuan mahasiswa calon guru matematika dalam memecahkan masalah berdasarkan gaya belajar. Science: Jurnal Inovasi Pendidikan Matematika dan IPA, 4(4), 310–317. https://doi.org/10.51878/science.v4i4.3376

Yunita, Y. (2023). Penerapan komponen bahasa pada framework ELPSA untuk meningkatkan pemahaman konsep matematika siswa kelas VII pada materi melukis sudut. Media Pendidikan Matematika, 11(2), 208. https://doi.org/10.33394/mpm.v11i2.9638