Effectiveness of contextualized digital worksheets (e-lkpd) using liveworksheets to enhance mathematical critical thinking and self-regulated learning
DOI:
https://doi.org/10.58524/jasme.v6i2.1180Keywords:
Contextualized E-LKPD, Liveworksheets, Mathematical Critical Thinking, Self-Regulated Learning, Mathematics EducationAbstract
Background: The integration of digital technology in mathematics education is essential for fostering 21st-century skills, particularly mathematical critical thinking and self-regulated learning. However, conventional teaching practices still dominate classrooms, limiting students’ active engagement and independent learning. The use of contextualized Electronic Student Worksheets (E-LKPD) integrated with Liveworksheets and real-life contexts such as online shopping offers a promising approach to create meaningful and student-centered learning experiences.
Aims: This study aims to develop a valid and practical contextualized E-LKPD using Liveworksheets and to examine its effectiveness in enhancing students’ mathematical critical thinking skills and self-regulated learning.
Method: This study employed a Research and Development (R&D) approach using the ADDIE model. Participants were eighth-grade students at SMP Negeri 2 Cikarang Pusat, divided into experimental and control groups. Data were collected through validation sheets, questionnaires, tests, observations, and interviews. Data analysis used a mixed-method approach, including descriptive qualitative analysis and quantitative analysis through normality, homogeneity, and independent samples t-tests.
Results: The results indicate that the developed E-LKPD is valid and practical. Statistical analysis showed no significant difference in students’ mathematical critical thinking skills between the experimental and control groups (p = 0.412), although the experimental group demonstrated slightly higher mean scores. In contrast, a significant improvement was found in self-regulated learning (p < 0.001), with higher mean scores in the experimental group.
Conclusion: The contextualized E-LKPD effectively enhances students’ self-regulated learning but shows limited impact on mathematical critical thinking. Further optimization in instructional design, implementation duration, and pedagogical integration is required to improve higher-order thinking outcomes.
References
Abassian, A., Safi, F., Bush, S., & Bostic, J. (2020). Five different perspectives on mathematical modeling in mathematics education. Investigations in Mathematics Learning, 12(1), 53–65. https://doi.org/10.1080/19477503.2019.1595360
Achtypi, A., Isiaka, A. B., Schildt, J., & Arico, F. (2026). Technology-enhanced learning in higher education institutions: Exploring the lived experiences of students with specific learning differences and their lecturers. British Educational Research Journal, 52(2), 864–885. https://doi.org/10.1002/berj.70039
Afonso, A., Morgado, L., Carvalho, I. C., & Spilker, M. J. (2025). Facing challenges in higher education: Enhancing accessibility and inclusion through flexible learning design. Education Sciences, 15(8). https://doi.org/10.3390/educsci15081013
Ahmad, N. A., Abd Rauf, M. F., Mohd Zaid, N. N., Zainal, A., Tengku Shahdan, T. S., & Abdul Razak, F. H. (2022). Effectiveness of instructional strategies designed for older adults in learning digital technologies: A systematic literature review. SN Computer Science, 3(2), 130. https://doi.org/10.1007/s42979-022-01016-0
Anthonysamy, L., Ah Choo, K., & Soon Hin, H. (2021). Investigating self-regulated learning strategies for digital learning relevancy. Malaysian Journal of Learning and Instruction, 18(1), 29–64. https://doi.org/10.32890/mjli2021.18.1.2
Arianto, F., & Hanif, M. (2024). Evaluating metacognitive strategies and self-regulated learning to predict primary school students’ self-efficacy and problem-solving skills in science learning. Journal of Pedagogical Research, 8(3), 301–319. https://doi.org/10.33902/JPR.202428575
Arisoy, B., & Aybek, B. (2021). The effects of subject-based critical thinking education in mathematics on students’ critical thinking skills and virtues. Eurasian Journal of Educational Research. https://doi.org/10.14689/ejer.2021.92.6
Babayıgıt, B. B., & Guven, M. (2020). Self-regulated learning skills of undergraduate students and the role of higher education in promoting self-regulation. Eurasian Journal of Educational Research, 20(89), 47–70. https://doi.org/10.14689/ejer.2020.89.3
Basid, A., Sutrisno, E., & Aliyeva, L. R. (2024). Analysis of the effect of contextual problem solving on students’ mathematical reasoning ability. International Journal of Science and Mathematics Education, 1(3), 24–33. https://doi.org/10.62951/ijsme.v1i3.258
Bento Silva, J., Nardi Silva, I., & Meister Sommer Bilessimo, S. (2020). Technological structure for technology integration in the classroom, inspired by the maker culture. Journal of Information Technology Education: Research, 19, 167–204. https://doi.org/10.28945/4532
Bhardwaj, V., Zhang, S., Tan, Y. Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1518602
Boonmoh, A., Jumpakate, T., & Karpklon, S. (2021). Teachers’ perceptions and experience in using technology for the classroom. Computer-Assisted Language Learning Electronic Journal, 22(1), 1–24.
Carter, R. A., Jr., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5–6), 321–329. https://doi.org/10.1108/ILS-04-2020-0114
Chang, C.-Y., Panjaburee, P., Lin, H.-C., Lai, C.-L., & Hwang, G.-H. (2022). Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses. Educational Technology Research and Development, 70(1), 185–204. https://doi.org/10.1007/s11423-021-10071-y
Chou, C.-Y., & Zou, N.-B. (2020). An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models. International Journal of Educational Technology in Higher Education, 17(1), 55. https://doi.org/10.1186/s41239-020-00233-y
Chugh, R., Turnbull, D., Cowling, M. A., Vanderburg, R., & Vanderburg, M. A. (2023). Implementing educational technology in higher education institutions: A review of technologies, stakeholder perceptions, frameworks and metrics. Education and Information Technologies, 28(12), 16403–16429. https://doi.org/10.1007/s10639-023-11846-x
Cirneanu, A.-L., & Moldoveanu, C.-E. (2024). Use of digital technology in integrated mathematics education. Applied System Innovation, 7(4). https://doi.org/10.3390/asi7040066
Daryanes, F., Darmadi, D., Fikri, K., Sayuti, I., Rusandi, M. A., & Situmorang, D. D. B. (2023). The development of articulate storyline interactive learning media based on case methods to train student’s problem-solving ability. Heliyon, 9(4). https://doi.org/10.1016/j.heliyon.2023.e15082
Dolapcioglu, S., & Doğanay, A. (2022). Development of critical thinking in mathematics classes via authentic learning: An action research. International Journal of Mathematical Education in Science and Technology, 53(6), 1363–1386. https://doi.org/10.1080/0020739X.2020.1819573
Downie, S., Gao, X., Bedford, S., Bell, K., & Kuit, T. (2021). Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions. Journal of University Teaching and Learning Practice, 18(4), 1–23. https://doi.org/10.53761/1.18.4.12
Dyrvold, A., & Bergvall, I. (2023). Static, dynamic and interactive elements in digital teaching materials in mathematics: How do they foster interaction, exploration and persistence? LUMAT: International Journal on Math, Science and Technology Education, 11(3), 103–131. https://doi.org/10.31129/LUMAT.11.3.1941
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: Systematic literature review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.792422
Evans, T., Thomas, M. O. J., & Klymchuk, S. (2021). Non-routine problem solving through the lens of self-efficacy. Higher Education Research & Development, 40(7), 1403–1420. https://doi.org/10.1080/07294360.2020.1818061
Fülöp, É. (2021). Developing problem-solving abilities by learning problem-solving strategies: An exploration of teaching intervention in authentic mathematics classes. Scandinavian Journal of Educational Research, 65(7), 1309–1326. https://doi.org/10.1080/00313831.2020.1869070
Galanti, T. M., Baker, C. K., Morrow-Leong, K., & Kraft, T. (2020). Enriching TPACK in mathematics education: Using digital interactive notebooks in synchronous online learning environments. Interactive Technology and Smart Education, 18(3), 345–361. https://doi.org/10.1108/ITSE-08-2020-0175
Gameil, A. A., & Al-Abdullatif, A. M. (2023). Using digital learning platforms to enhance the instructional design competencies and learning engagement of preservice teachers. Education Sciences, 13(4). https://doi.org/10.3390/educsci13040334
Goh, E., & Sigala, M. (2020). Integrating information & communication technologies (ICT) into classroom instruction: Teaching tips for hospitality educators from a diffusion of innovation approach. Journal of Teaching in Travel & Tourism, 20(2), 156–165. https://doi.org/10.1080/15313220.2020.1740636
Guo, L. (2022). Using metacognitive prompts to enhance self-regulated learning and learning outcomes: A meta-analysis of experimental studies in computer-based learning environments. Journal of Computer Assisted Learning, 38(3), 811–832. https://doi.org/10.1111/jcal.12650
Gvozdic, K., & Sander, E. (2020). Learning to be an opportunistic word problem solver: Going beyond informal solving strategies. ZDM, 52(1), 111–123. https://doi.org/10.1007/s11858-019-01114-z
Hachem, K., Ansari, M. J., Saleh, R. O., Kzar, H. H., Al-Gazally, M. E., Altimari, U. S., Hussein, S. A., Mohammed, H. T., Hammid, A. T., & Kianfar, E. (2022). Methods of chemical synthesis in the synthesis of nanomaterial and nanoparticles by the chemical deposition method: A review. BioNanoScience, 12(3), 1032–1057. https://doi.org/10.1007/s12668-022-00996-w
Hase, A., & Kuhl, P. (2024). Teachers’ use of data from digital learning platforms for instructional design: A systematic review. Educational Technology Research and Development, 72(4), 1925–1945. https://doi.org/10.1007/s11423-024-10356-y
Hsbollah, H. M., & Hassan, H. (2022). Creating meaningful learning experiences with active, fun, and technology elements in the problem-based learning approach and its implications. Malaysian Journal of Learning and Instruction, 19(1), 147–181. https://doi.org/10.32890/mjli2022.19.1.6
Huda, M. (2023). Between accessibility and adaptability of digital platform: Investigating learners’ perspectives on digital learning infrastructure. Higher Education, Skills and Work-Based Learning, 14(1), 1–21. https://doi.org/10.1108/HESWBL-03-2022-0069
Indrašienė, V., Jegelevičienė, V., Merfeldaitė, O., Penkauskienė, D., Pivorienė, J., Railienė, A., & Sadauskas, J. (2023). Critical reflection in students’ critical thinking teaching and learning experiences. Sustainability, 15(18). https://doi.org/10.3390/su151813500
Jin, S.-H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, 20(1), 37. https://doi.org/10.1186/s41239-023-00406-5
Kablan, Z., & Günen, A. (2021). The relationship between students’ reflective thinking skills and levels of solving routine and non-routine science problems. Science Education International, 32(1), 55–62. https://doi.org/10.33828/sei.v32.i1.6
Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: A systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8
Kiryakova, G. (2022). Engaging learning content for digital learners. TEM Journal, 11(4), 1958–1964. https://doi.org/10.18421/TEM114-65
Koehler, A. A., & Vilarinho-Pereira, D. R. (2023). Using social media affordances to support ill-structured problem-solving skills: Considering possibilities and challenges. Educational Technology Research and Development, 71(2), 199–235. https://doi.org/10.1007/s11423-021-10060-1
Konstantinidou, A., & Nisiforou, E. (2022). Assuring the quality of online learning in higher education: Adaptations in design and implementation. Australasian Journal of Educational Technology, 38(4), 127–142. https://doi.org/10.14742/ajet.7910
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful learning in mathematics: A research synthesis of teaching approaches. International Electronic Journal of Mathematics Education, 17(2). https://doi.org/10.29333/iejme/11715
Liu, J., Ma, Y., Sun, X., Zhu, Z., & Xu, Y. (2022). A systematic review of higher-order thinking by visualizing its structure through HistCite and CiteSpace software. The Asia-Pacific Education Researcher, 31(6), 635–645. https://doi.org/10.1007/s40299-021-00614-5
Lu, D. (2021). Students’ perceptions of a blended learning environment to promote critical thinking. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.696845
Mahmud, M. S., Wan Pa, W. A. M., Zainal, M. S., & Mohd Drus, N. F. (2021). Improving students’ critical thinking through oral questioning in mathematics teaching. International Journal of Learning, Teaching and Educational Research, 20(11), 407–421. https://doi.org/10.26803/ijlter.20.11.22
Meier, E. B. (2021). Designing and using digital platforms for 21st century learning. Educational Technology Research and Development, 69(1), 217–220. https://doi.org/10.1007/s11423-020-09880-4
Monteleone, C., Miller, J., & Warren, E. (2023). Conceptualising critical mathematical thinking in young students. Mathematics Education Research Journal, 35(2), 339–359. https://doi.org/10.1007/s13394-023-00445-1
Müller, C., & Mildenberger, T. (2021). Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education. Educational Research Review, 34, 100394. https://doi.org/10.1016/j.edurev.2021.100394
Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: Why are some courses more effective than others? International Journal of Educational Technology in Higher Education, 20(1), 10. https://doi.org/10.1186/s41239-022-00379-x
Ninomiya, Y., Iwata, T., Terai, H., & Miwa, K. (2024). Effect of cognitive load and working memory capacity on the efficiency of discovering better alternatives: A survival analysis. Memory & Cognition, 52(1), 115–131. https://doi.org/10.3758/s13421-023-01448-w
Palalas, A., & Wark, N. (2020). The relationship between mobile learning and self-regulated learning: A systematic review. Australasian Journal of Educational Technology, 36(4), 151–172. https://doi.org/10.14742/ajet.5650
Ritz, E., Rietsche, R., & Leimeister, J. M. (2023). How to support students’ self-regulated learning in times of crisis: An embedded technology-based intervention in blended learning pedagogies. Academy of Management Learning & Education, 22(3), 357–382. https://doi.org/10.5465/amle.2022.0188
Sachdeva, S., & Eggen, P.-O. (2021). Learners’ critical thinking about learning mathematics. International Electronic Journal of Mathematics Education, 16(3), em0644. https://doi.org/10.29333/iejme/11003
Sasson, I., & Yehuda, I. (2023). Redesigning the learning environment: Student motivation and personal responsibility for learning. Current Psychology, 42(35), 31251–31262. https://doi.org/10.1007/s12144-022-04140-5
Setiana, D. S., Purwoko, R. Y., & Sugiman, S. (2021). The application of mathematics learning model to stimulate mathematical critical thinking skills of senior high school students. European Journal of Educational Research, 10(1), 509–523. https://doi.org/10.12973/eu-jer.10.1.509
Sitthiworachart, J., Joy, M., King, E., Sinclair, J., & Foss, J. (2022). Technology-supported active learning in a flexible teaching space. Education Sciences, 12(9). https://doi.org/10.3390/educsci12090634
Smith, C., Onofre-Martínez, K., Contrino, M. F., & Membrillo-Hernández, J. (2021). Course design process in a technology-enhanced learning environment. Computers & Electrical Engineering, 93, 107263. https://doi.org/10.1016/j.compeleceng.2021.107263
Spatioti, A., Kazanidis, I., & Pange, J. (2023). Educational design and evaluation models of the learning effectiveness in e-learning process: A systematic review. Turkish Online Journal of Distance Education, 24(4), 318–347. https://doi.org/10.17718/tojde.1177297
Sui, C.-J., Yen, M.-H., & Chang, C.-Y. (2024). Investigating effects of perceived technology-enhanced environment on self-regulated learning. Education and Information Technologies, 29(1), 161–183. https://doi.org/10.1007/s10639-023-12270-x
Swai, C. T. (2025). A systematic review of classroom technologies supporting student-centered teaching. Discover Education, 4(1), 564. https://doi.org/10.1007/s44217-025-00932-6
Szabo, Z. K., Körtesi, P., Guncaga, J., Szabo, D., & Neag, R. (2020). Examples of problem-solving strategies in mathematics education supporting the sustainability of 21st-century skills. Sustainability, 12(23). https://doi.org/10.3390/su122310113
Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66, 101976. https://doi.org/10.1016/j.cedpsych.2021.101976
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J.-M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., Hayek, S. E., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3). https://doi.org/10.3390/jintelligence11030054
Tran, T. M., & Hasegawa, S. (2022). An empirical study on the relationship between cognition and metacognition in technology-enhanced self-regulated learning. Sustainability, 14(7). https://doi.org/10.3390/su14073837
Tran, T., Nguyen, T.-T., & Thao, T. (2020). Mathematics teaching in Vietnam in the context of technological advancement and the need of connecting to the real world. International Journal of Learning, Teaching and Educational Research, 19, 255–275. https://doi.org/10.26803/ijlter.19.3.14
Urbina, S., Villatoro, S., & Salinas, J. (2021). Self-regulated learning and technology-enhanced learning environments in higher education: A scoping review. Sustainability, 13(13). https://doi.org/10.3390/su13137281
Valtonen, T., Leppänen, U., Hyypiä, M., Kokko, A., Manninen, J., Vartiainen, H., Sointu, E., & Hirsto, L. (2021). Learning environments preferred by university students: A shift toward informal and flexible learning environments. Learning Environments Research, 24(3), 371–388. https://doi.org/10.1007/s10984-020-09339-6
Verschaffel, L., Schukajlow, S., Star, J., & Van Dooren, W. (2020). Word problems in mathematics education: A survey. ZDM, 52(1), 1–16. https://doi.org/10.1007/s11858-020-01130-4
Vosniadou, S. (2020). Bridging secondary and higher education: The importance of self-regulated learning. European Review, 28(S1), S94–S103. https://doi.org/10.1017/S1062798720000939
Wale, B. D., & Bishaw, K. S. (2020). Effects of using inquiry-based learning on EFL students’ critical thinking skills. Asian-Pacific Journal of Second and Foreign Language Education, 5(1), 9. https://doi.org/10.1186/s40862-020-00090-2
Weinhandl, R., Hohenwarter, M., Lavicza, Z., & Houghton, T. (2021). Using GeoGebra Notes to dynamically organise digital learning resources and enhance students’ mathematics skills. International Journal for Technology in Mathematics Education, 28(3), 171–181. https://doi.org/10.1564/tme_v28.3.07
Wolters, C. A., & Brady, A. C. (2021). College students’ time management: A self-regulated learning perspective. Educational Psychology Review, 33(4), 1319–1351. https://doi.org/10.1007/s10648-020-09519-z
Woods, P. J., & Copur-Gencturk, Y. (2024). Examining the role of student-centered versus teacher-centered pedagogical approaches to self-directed learning through teaching. Teaching and Teacher Education, 138, 104415. https://doi.org/10.1016/j.tate.2023.104415
Xu, Z., Zhao, Y., Zhang, B., Liew, J., & Kogut, A. (2023). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour & Information Technology, 42(16), 2911–2931. https://doi.org/10.1080/0144929X.2022.2151935
Yurtseven Avci, Z., O’Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https://doi.org/10.1111/jcal.12394
Zheng, B., & Zhang, Y. (2020). Self-regulated learning: The effect on medical student learning outcomes in a flipped classroom environment. BMC Medical Education, 20(1), 100. https://doi.org/10.1186/s12909-020-02023-6
Zou, Y., Kuek, F., Feng, W., & Cheng, X. (2025). Digital learning in the 21st century: Trends, challenges, and innovations in technology integration. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1562391
Zvoch, K., Holveck, S., & Porter, L. (2021). Teaching for conceptual change in a density unit provided to seventh graders: A comparison of teacher- and student-centered approaches. Research in Science Education, 51(5), 1395–1421. https://doi.org/10.1007/s11165-019-09907-8
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Helmy Wahyu Widiarti, Anton Jaelani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
