The effect of using animaker-based audiovisual media on students’ mathematical literacy skills

Ani Handayani; Dwi Laila Sulistiowati

doi:10.32332/linear.v7i1.97-113

Authors

Ani Handayani Universitas Islam Negeri Jurai Siwo Lampung
Dwi Laila Sulistiowati Universitas Islam Negeri Jurai Siwo Lampung

DOI:

https://doi.org/10.32332/linear.v7i1.97-113

Keywords:

Animaker, Animated video, Learning media, Mathematical literacy

Abstract

This research addresses the low level of students' mathematical literacy, as evidenced by the 2022 PISA results and a preliminary survey conducted at SMA Negeri 5 Metro. The study aimed to evaluate the impact of Animaker-based audiovisual media on the mathematical literacy of tenth-grade students, specifically regarding measures of central tendency and data distribution. Utilizing a quantitative, quasi-experimental approach with a post-test-only control group design, the study sampled 70 students from the total population of 286 tenth-graders across eight classes. Participants were selected via cluster random sampling, with class X7 assigned to the experimental group and class X5 to the control group. Data were analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, and the Mann–Whitney U test. The findings revealed that the mean score of the experimental group (74.86) was significantly higher than that of the control group (50.38), with a significance value of p < 0.05$. Furthermore, an effect size of 0.96 confirms a substantial practical impact of the intervention. These findings indicate that students taught with Animaker-based audiovisual media achieved significantly higher mathematical literacy scores than those in conventional instruction, suggesting that this media is a promising alternative for mathematics learning.

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