Needs Assessment of a Probing Prompting-Based Gamified E-Module for Area and Volume Measurement in Fourth-Grade Mathematics

Hendra Adi Jayanto, Sri Marmoah, Tri Murwaningsih

Abstract

Area and volume measurement is a difficult topic for many fourth-grade students because it requires spatial reasoning and several steps of problem solving. This study reports the research and information collecting stage of a research and development project and aims to identify the needs for a gamified e-module based on the probing prompting model for this topic. A descriptive qualitative design was used at two public elementary schools in Mojolaban District, Indonesia, involving two fourth-grade teachers and 62 students. Data were collected through semi-structured interviews, classroom observations, and analysis of teaching documents and student worksheets, and were analysed with the Miles, Huberman, and Saldaña interactive model. Only 29.0% of students reached the learning objective attainment criterion. Observation scores were high for lesson structure (mean 4.25 of 5) but only fair for indicators related to higher-order thinking, such as thinking prompts, student participation, and contextual problem solving (mean 3.08). Teachers relied on printed textbooks and had not used interactive e-modules, while students reported regular smartphone use and a preference for visual, game-like activities. Worksheets showed errors in identifying relevant information, linking unit squares and unit cubes to formulas, converting units, and checking answers. These findings were translated into design specifications for a web-based e-module that follows the seven probing prompting steps and uses game elements that do not reward speed.

Keywords

Area and Volume Measurement; Critical Thinking; Gamified E-Module; Needs Assessment; Probing Prompting

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DOI: https://doi.org/10.20961/teknodika.v24i2.126849

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