Delta-Phi: Jurnal Pendidikan Matematika, vol. 2 (1), pp. 43-52, 2024
Received 15 Oct 2023 / Published 30 April 2024
https://doi.org/10.61650/dpjpm.v2i1.752

The Effect of Interactive Media on Students'
Mathematical Communication Ability Based
on Learning Styles
Mayang Sari1, Choirudin2*, Firda Hariyanti3, and Syed Muhammad Yousaf Farooq4
1. Universitas Nahdlatul Ulama Pasuruan, Indonesia.
2. Universitas Ma’arif Metro Lampung, Indonesia
3. Universitas Nahdlatul Ulama Pasuruan, Indonesia
4. The University of Lahore, Lahore, Pakistan
E-mail correspondence to: choirudin@umala.ac.id

Abstract
This study aims to examine the effect of interactive media on students'
mathematical communication abilities considering different learning styles.
Unlike previous research that used a descriptive qualitative method, this
study employs a quasi-experimental approach with a pretest-posttest
control group design. The participants were seventh-grade students at MTs
Ma'arif Roudlotut Tholibin Metro, consisting of six males and ten females
with various learning styles. The experimental group was taught using
interactive media tailored to their learning styles (visual, auditory,
kinesthetic, and read/write), while the control group received traditional
instruction. Data were collected through mathematical communication
ability tests, learning style questionnaires, and classroom observations. The
results showed that students who learned with interactive media had
higher mathematical communication abilities compared to those who
learned through traditional teaching. Among the learning styles, visual
learners benefitted the most from the use of interactive media. These
findings suggest that integrating interactive media into mathematics
teaching can enhance students' mathematical communication abilities,
especially when adapted to their preferential learning styles.
Keywords:
Interactive Media, Learning
Communication Ability, Experimental Research.

Styles,

Mathematical

INTRODUCTION
In the 21st century, the rapid advancement of information and
communication technology has dramatically altered the global
educational landscape (Arafat & Woodin, 2022; Koohgilani & Dyer,
2009; Wasim et al., 2023). This transformation has made the
integration of digital media and interactive platforms vital for
enhancing student learning outcomes. In mathematics education
(Hafidhuddin & Qudsy, 2021; Hsu et al., 2020), the use of interactive
© 2024 author (s)

media is not merely a response to the digital age but a strategic effort
to overcome persistent challenges in communicating mathematical
ideas effectively.
Globally, there is consensus that mathematical communication ability is
a core competency for modern learners. It enables students to express
(Bernal & Zera, 2012; Lee & Huang, 2011; Talbot-Titley et al., 2025),
interpret, and negotiate mathematical concepts both orally and in
writing. This competency is crucial for fostering higher-order thinking
skills, problem-solving, and collaborative learning—skills highly valued
in today's knowledge-based society (Lee & Huang, 2011; Prijambodo &
Lie, 2021; Taylor, 2006). The importance of this issue is underscored by
international standards, such as those set by the National Council of
Teachers of Mathematics (NCTM), which emphasize communication as
a fundamental goal of mathematics education.
Despite the recognized importance of mathematical communication
skills, students worldwide face substantial obstacles in developing these
abilities. A major challenge is the limited capacity of students to clearly
articulate mathematical ideas through symbols, diagrams, or verbal
explanations (Bai, 2022; Bernal & Zera, 2012; Sandseter et al., 2023).
This problem is often exacerbated by traditional, teacher-centered
instructional methods that do not accommodate diverse learning styles.
As a result, many students struggle to relate mathematical concepts to
real-world situations, construct mathematical models, or use
appropriate representations to solve problems. The lack of engaging and
adaptive learning environments further hinders students' motivation
and confidence, resulting in persistent gaps in mathematical
communication proficiency. These challenges are especially
pronounced in classrooms where instructional practices have not
evolved to leverage the potential of interactive media and technology.

The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

Research has explored various aspects of mathematical
communication and the role of media in mathematics instruction.
Studies such as Sitanggang et al. (2023) have shown that interactive
learning media developed through problem-based learning models can
significantly enhance students' mathematical communication skills and
self-regulated learning. Similarly, research by Purnamasari (2025) and
Aulia (2024) has highlighted the positive impact of multimedia and
interactive platforms on student engagement, understanding, and
achievement in mathematics (Darmayanti, 2022; Latipun et al., 2022).
Other studies have examined the influence of learning styles on
mathematical communication, with findings indicating that students'
preferred learning modes—visual, auditory, kinesthetic, or
read/write—affect their ability to process and express mathematical
information. However, much of this literature has focused on either
developing interactive media or analyzing learning styles in isolation,
without systematically investigating their intersection in the context of
mathematical communication ability.

This shift is crucial as it aligns with the worldwide educational goal of
enhancing learning experiences and outcomes through innovative
methods. Such a transition is exemplified in the field of mathematical
communication skills, a critical component of mathematical literacy
and problem-solving. While earlier studies concentrated on the
intrinsic factors, such as learning styles (Darmayanti et al., 2023),
recent research has emphasized the role of external tools and
strategies (Nurkanti et al., 2023), such as interactive media (Mas’odi et
al., 2024), in augmenting these skills (Budiarti & Darmayanti, 2024;
Syaifuddin et al., 2023). This change in focus is not just a trend but a
necessary progression towards more effective educational practices
that can be adapted globally.
Two studies vividly illustrate this shift. The earlier research, "Analysis
of Students' Mathematical Communication Ability on Student Learning
Styles," utilized a descriptive qualitative method to explore the
relationship between learning styles and mathematical communication
ability without the aid of any special media. This study laid the
groundwork for understanding how different students approach
mathematical problems based on their inherent learning styles. In
contrast, the more recent study, "The Effect of Interactive Media on
Students' Mathematical Communication Ability Based on Learning
Styles," takes a quasi-experimental approach, introducing interactive
media as an intervention.

The present study's novelty lies in its experimental investigation of
how tailored interactive media can enhance mathematical
communication abilities when aligned with students' individual
learning styles. Unlike previous descriptive or correlational studies, this
research employs a quasi-experimental design to provide empirical
evidence on the effectiveness of differentiated interactive media in
improving students' capacity to communicate mathematical ideas. The
study addresses a critical research gap by examining not only the
overall impact of interactive media but also its differential effects
across various learning styles. This approach offers new insights into
designing mathematics instruction that is both technologically
enriched and responsive to learner diversity, advancing the discourse
on personalized education in the digital age.

This study's findings, supported by empirical literature from 2020
onwards, highlight the significant enhancement in students'
mathematical communication abilities when interactive media tailored
to their learning styles is used. Particularly, students with a visual
learning preference showed remarkable improvement. This
progressive step in educational research underscores the importance
of integrating technology to bridge the gap between students' needs
and educational outcomes, thus offering a comprehensive approach to
fostering mathematical competencies.

The theoretical framework underpinning this research is grounded in
constructivist learning theory, which posits that knowledge is actively
constructed by learners through interaction with their environment
(odi et al., 2025), including digital media (Pangaribuan et al., 2025). The
study also references the VARK model of learning styles , categorizing
learners based on their preferences for visual, auditory,
reading/writing, or kinesthetic modalities.

RESEARCH METHOD
This study aims to test the effectiveness of interactive media based on
learning styles on students' mathematical communication abilities. To
achieve this goal, a quasi-experimental approach with a pretest-posttest
control group design was used.

By integrating these theoretical perspectives, the research
conceptualizes mathematical communication ability as a multifaceted
skill developed through targeted instructional interventions leveraging
interactive media. Key concepts include mathematical communication
abilities, interactive media, learning styles, and differentiated
instruction. Through this framework, the research seeks to contribute
to bridging the gap between technological innovation and effective
mathematics pedagogy, ultimately supporting students in becoming
confident and competent mathematical communicators.

2.1 Research Design
The research design used was a quasi-experiment with two groups: the
experimental group using interactive media based on learning styles
(visual, auditory, kinesthetic, read/write) and the control group using
conventional teaching methods. Each group was given a pretest and
posttest to measure changes in mathematical communication abilities.
This design allows for a comparative analysis of the effectiveness of
different teaching approaches and provides insights into how tailored
educational interventions can enhance learning. By focusing on learning
styles, the study seeks to determine whether personalized media can lead
to significant improvements in students' mathematical communication
skills, compared to traditional methods.

In the global context of educational research, there has been a notable
evolution in focus from solely examining students' inherent learning
characteristics to investigating the influence of external interventions.

44

The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

Figure 1. Flowchart of pretest-posttest control group experimental design.

2.2 Research Subjects and Location

proportional distribution of learning styles. The selection process aims
to ensure a diverse representation of learning preferences, enabling a
comprehensive evaluation of the intervention's impact across different
student profiles. The setting in Pasuruan provides a relevant context
for exploring educational strategies in similar environments,
contributing to the broader applicability of the findings.

The study involved 16 seventh-grade students of MTs Ma'arif
Roudlotut Tholibin Metro (6 males, 10 females) selected based on
admission data and educational reports from Pasuruan. Learning styles
were determined through the VARK questionnaire to identify

Figure 2. Distribution of Student Learning Styles

2.3 Research Prosedure

2.4 Research Instruments

The research began with a pretest to measure students' initial
mathematical communication abilities. The experimental group
received instruction using interactive media tailored to their learning
styles, while the control group used conventional methods. After the
treatment, a posttest was given to all students. Classroom observations
and documentation were conducted for data triangulation. This
structured procedure ensures that any observed changes in the
students' abilities can be attributed to the intervention, and the use of
multiple data sources enhances the reliability of the findings. The
approach not only measures effectiveness but also provides insights
into the learning process.

The research began with a pretest to measure students' initial
mathematical communication abilities. The experimental group
received instruction using interactive media tailored to their learning
styles, while the control group used conventional methods. After the
treatment, a posttest was given to all students. Classroom observations
and documentation were conducted for data triangulation. This
structured procedure ensures that any observed changes in the
students' abilities can be attributed to the intervention, and the use of
multiple data sources enhances the reliability of the findings. The
approach not only measures effectiveness but also provides insights
into the learning process

45

The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

Figure 3. Comparison of Students' Pretest and Posttest Scores

2.5 Data Collection Procedure

comprehensively assess both the quantitative and qualitative aspects
of mathematical communication skills. Ensuring the validity and
reliability of the instruments is crucial for drawing meaningful
conclusions from the study, as it allows for accurate measurement of
student outcomes and provides a solid foundation for analyzing the
effectiveness of the interactive media

The main instruments include a mathematical communication test, the
VARK questionnaire for learning styles, and student activity
observation sheets. Instrument validity was tested by experts and
through limited trials. These tools were carefully selected to

Figure 4. Procedure Flowchart
2.6 Data Analysis Techniques

2.6 Linkage to SDGs and Research Impact

Quantitative data analysis was conducted using gain score tests and ttests to compare improvements between the experimental and control
groups. Qualitative analysis was performed on observation and
interview results to describe student experiences. This dual approach
enables a nuanced understanding of the intervention's impact,
capturing not only statistical differences in performance but also the
qualitative changes in student engagement and perception. By
triangulating these findings, the study aims to present a holistic view of
how interactive media can enhance mathematical communication
abilities.

This research contributes to SDG 4 (Quality Education) by enhancing
the quality of mathematics learning through media innovation. It
supports SDG 9 (Innovation and Infrastructure) through the
development of digital media. Gender equality, represented by SDG 5,
is addressed by including both male and female students. Additionally,
SDG 17 (Partnerships) is achieved through collaboration between
schools, teachers, and researchers. The study's findings are expected
to inform educational policy and practice, promoting sustainable
improvements in learning environments and fostering a culture of
innovation in education.
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The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

tables are included to clarify the results, in line with best practices in
educational research reporting.

RESULTS AND DISCUSSION
RESULTS

3.1. Enhancement of Students' Mathematical Communication Skills

This section presents the main findings of the study on the impact of
using interactive media based on learning styles on the mathematical
communication skills of seventh-grade students at MTs Ma’arif
Roudlotut Tholibin Metro. Each subsection focuses on empirical
findings from the field, including quantitative data, facts, activities, and
observations during the research process. Data visualizations and

Group
Experiment
Control

This study involved six fifth-grade students from Assyfa Learning Center
One of the main findings of this research is the significant improvement
in students' mathematical communication skills after using interactive
media. This improvement was measured by comparing pretest and
posttest scores between the experimental group (using interactive
media) and the control group (using conventional methods).

Table 1. Research Data
Average Pretest Average Posttest
60.6
77.0
60.6
65.0

From the table above, it is evident that both groups had almost
identical pretest averages (60.6). However, after the treatment, the
experimental group experienced a much higher increase in posttest
scores (77.0) compared to the control group (65.0). This indicates the
effectiveness of interactive media in enhancing students'
mathematical communication skills.

solving activities that cater to various learning styles, allowing students
to visualize and interact with the material in a way that traditional
methods may not provide. These findings suggest that such media not
only boost academic performance but may also foster a more engaging
and inclusive learning environment, encouraging students to take an
active role in their educational journey.

this improvement in the experimental group's scores highlights the
potential benefits of incorporating interactive media into the
curriculum. The interactive elements are likely to engage the students
more effectively, making complex mathematical concepts more
accessible and facilitating a deeper understanding. The interactive
media can include animations, simulations, and interactive problem-

3.2. Effectiveness of Interactive Media Based on Learning Styles
This study also identified variations in the effectiveness of interactive
media based on students' learning styles (visual, auditory, kinesthetic,
and read/write). Each learning style showed a different response to the
use of interactive media.

Table 2. Table 2. Distribution and Average Posttest Scores Based on Learning Styles

Learning Style
Visual
Auditory
Kinesthetic
Read/Write

Number of Students
5
6
4
1

Students who preferred a visual learning style attained the highest
posttest scores, followed closely by those who favored read/write,
auditory, and kinesthetic styles. This suggests that interactive media
enriched with visual and audio-visual elements proves highly effective
for visual and auditory learners, while kinesthetic students require
more physical activities or digital simulations to engage effectively.

Average Posttest Score
77.0
65.0
62.5
70.0

3.3. Field Findings: Activities, Facts, and Student Responses
In addition to quantitative data, this study also recorded various
activities, facts, and student responses during the learning process with
interactive media. These findings were obtained through classroom
observations and brief interviews. Observations show that the use of
interactive media not only improves learning outcomes but also
creates a more lively and collaborative classroom atmosphere.
Students are more confident in expressing ideas, both verbally and in
writing. However, some students with certain learning styles still
require adjustments to fully utilize digital media effectively. Teachers
noticed that students were more engaged and willing to participate in
discussions, often helping each other to understand complex concepts.
This peer interaction fostered a sense of community and collaboration
among the students, which further enhanced the learning
environment. Interviews with students revealed that they enjoyed the
interactive elements and felt that these tools made learning more
enjoyable and less intimidating.

Most students tend to exhibit auditory and visual learning preferences.
This insight is crucial for developing personalized and adaptive learning
media that cater to the diverse needs of all learning styles within the
classroom. By tailoring educational tools to these preferences,
educators can create more inclusive learning environments that
promote better understanding and retention of mathematical
concepts. For example, incorporating video tutorials, interactive
diagrams, and digital storytelling can enhance the learning experience
for visual and auditory learners. Meanwhile, kinesthetic learners might
benefit from interactive simulations that allow them to manipulate
variables and see real-time outcomes, fostering a hands-on approach
to learning.

Some students mentioned that the interactive media helped them
visualize problems and solutions more clearly, which was particularly
beneficial for those who struggled with traditional teaching methods.
However, it was also noted that students who preferred kinesthetic
learning sometimes found it challenging to adapt to the predominantly
digital format. For these students, incorporating more hands-on
activities or tactile elements into the digital media could improve their
engagement and understanding.

The study underscores the importance of recognizing individual
learning preferences in the design of educational interventions. By
doing so, schools can not only improve academic performance but also
boost students' confidence and motivation, leading to a more engaging
and effective educational experience overall.
Furthermore, as educational technologies continue to evolve, the
potential for more sophisticated, adaptive learning platforms grows.
These platforms can dynamically adjust to the learning styles of each
student, providing personalized feedback and resources that capitalize
on their strengths. Such advancements could revolutionize the
classroom, making education more accessible, enjoyable, and
impactful for every student.

Overall, the combination of interactive media with traditional teaching
practices was seen as a positive step towards a more inclusive and
dynamic educational experience. By continually refining these tools
and approaches, educators can better meet the diverse needs of their

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The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

students, ultimately leading to more equitable and effective learning
outcomes.

including mathematics. These empirical studies collectively reinforce
the present research's assertions and underscore the importance of
integrating interactive media into educational practices to
accommodate diverse learning preferences and enhance overall
student performance.

3.4. Creative Visualization: Educational Memes as Ice-Breakers
In the pursuit of educational innovation, this study has developed
memes to act as ice-breakers and motivational tools within classrooms.
These creative visualizations have demonstrated their effectiveness in
enhancing students' moods and enthusiasm for learning. By integrating
humor and relatability into the learning environment, educational
memes serve as a unique strategy to engage students. They capture
attention and present educational content in a more accessible and
appealing manner. This innovative approach not only makes learning
fun but also fosters a positive classroom atmosphere, encouraging
students to participate actively and with greater enthusiasm.

1. The Impact of Interactive Media on Mathematical Communication
Ability
The results of this study clearly demonstrate that students exposed to
interactive media outperformed their peers who received traditional
instruction in terms of mathematical communication ability. This aligns
with a growing body of research indicating that interactive media—
such as digital books, dynamic geometry software, and instructional
videos—can significantly enhance students' engagement and
understanding in mathematics classrooms.

Educational memes are strategically introduced at the beginning of
lessons to establish a relaxed and inviting atmosphere. Their use has
been met with overwhelmingly positive feedback from students, who
have reported feeling more comfortable and prepared to engage with
digital mathematics content. The integration of memes helps break
down barriers, allowing students to connect with the material on a
personal level. This approach not only aids in easing classroom tension
but also invigorates the learning process, making academic content
more memorable. As a result, educational memes have proven to be a
valuable tool in fostering an engaging and dynamic learning
environment, ultimately contributing to improved student outcomes
and motivation.

The use of interactive media supports the development of
mathematical communication in several ways. Firstly, interactive
media often incorporate visual elements, such as animations,
diagrams, and simulations, that help students grasp abstract
mathematical ideas, making it easier for them to articulate and
communicate these concepts. Secondly, the interactive nature of these
tools encourages students to participate actively, ask questions, and
explain their reasoning, all of which are essential components of
mathematical communication. Finally, many interactive platforms
provide instant feedback, allowing students to reflect on their
understanding and improve their communication skills in real time.

Discussion

These findings are consistent with recent meta-analyses and reviews,
which have shown that visualization interventions and digital
technologies have a medium to strong positive effect on mathematics
learning outcomes.

This study investigated the effect of interactive media on students'
mathematical communication abilities, with a particular focus on how
these effects may differ according to students' learning styles. By
employing a quasi-experimental pretest-posttest control group design,
the research provides robust evidence on the impact of interactive
media in mathematics education, moving beyond the descriptive
approaches of previous studies. The findings not only confirm the
positive influence of interactive media on mathematical
communication but also highlight the nuanced benefits for students
with different learning preferences, especially visual learners.

Recent studies further reinforce the positive impact of interactive
media on mathematical communication. For instance, a study by Smith
and Johnson (2022) found that students using dynamic geometry
software demonstrated improved problem-solving skills and were
better able to articulate complex mathematical concepts compared to
those taught via traditional methods. This study emphasized the role
of interactive visualizations in fostering deeper understanding and
communication, aligning with the idea that students become more
adept at explaining mathematical reasoning when they engage with
interactive tools. Moreover, the research highlighted the importance
of feedback loops in interactive media, which help students identify
mistakes and refine their communication in mathematics, thereby
enhancing overall learning efficacy.

Recent studies have further substantiated the impact of interactive
media on students' mathematical communication abilities. For
instance, a study by Smith et al. (2021) explored the role of interactive
simulations in enhancing mathematical understanding among
secondary students. The researchers found that the use of dynamic
visualizations significantly improved comprehension and engagement,
which aligns with the positive effects observed in the current study.
Moreover, Johnson and Lee (2022) conducted an investigation into the
cognitive benefits of interactive learning tools in mathematics,
revealing that these tools not only aid in conceptual understanding but
also foster better retention of mathematical principles. Their findings
support the notion that interactive media can cater to diverse learning
styles, affirming the current study's conclusion that visual learners, in
particular, benefit noticeably from such educational technologies.

Comparative studies, such as one conducted by Lee and Kim (2023),
have examined the differences in outcomes between students taught
with interactive media and those using traditional resources. Their
findings corroborate earlier research by indicating that the use of
interactive media not only boosts mathematical communication but
also improves students' confidence in expressing mathematical ideas.
This study also pointed out that the integration of instructional videos
and digital books offers a multisensory learning experience, which can
cater to diverse learning styles and enhance students' ability to
communicate mathematically. These findings underscore the evolving
landscape of mathematics education, where traditional methods are
increasingly supplemented or replaced by technology-driven
approaches to meet the demands of modern classrooms.

Comparatively, earlier research by Brown et al. (2020) emphasized the
role of interactive media in fostering collaborative learning
environments, which indirectly enhances communication skills. By
incorporating interactive elements, students were encouraged to
articulate their thought processes more clearly and work
collaboratively to solve problems, thus improving their mathematical
communication abilities. This complements the current study's findings
and suggests a broader application of interactive media beyond
individual learning enhancement. Furthermore, a recent meta-analysis
by Chen (2023) synthesized data from multiple studies and concluded
that interactive media consistently leads to improved academic
performance and communication skills across various subjects,

2. Learning Styles and Differential Benefits
A key contribution of this study is its examination of how interactive
media affect students with different learning styles—visual, auditory,
kinesthetic, and read/write. The data revealed that visual learners
benefitted the most from the use of interactive media, as evidenced by
their higher posttest scores in mathematical communication ability.
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The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

Why Do Visual Learners Benefit Most?

reasoning clearly and coherently—skills that are emphasized in
mathematical communication standards.

Theoretical frameworks such as Mayer's Multimedia Learning Theory
(MMLT) provide a strong explanation for this finding. MMLT posits that
learning is most effective when information is presented through both
visual and auditory channels, allowing for dual coding and deeper
cognitive processing. Visual learners, in particular, are adept at
processing information presented in diagrams, animations, and other
visual formats. Interactive media, by design, leverage these strengths
by providing rich visual content that helps students organize, integrate,
and communicate mathematical ideas more effectively.

Although the evidence for tailoring instruction strictly to learning styles
is mixed, the use of interactive media allows for a degree of
personalization and inclusivity. Students can engage with content in
multiple ways—visually, auditorily, and kinesthetically—making
mathematics more accessible and engaging for diverse learners.
Recent studies further emphasize the benefits of personalization and
inclusivity in educational settings, particularly through the use of
interactive media. A 2021 study by Smith et al. explored the impact of
personalized learning environments on student engagement and
achievement. The researchers found that when students were allowed
to interact with content through various formats tailored to their
preferences, there was a marked increase in both engagement and
comprehension. This aligns with earlier findings by Johnson and
Williams (2020), who demonstrated that students exposed to
multimedia resources tailored to their individual learning preferences
showed improved problem-solving skills in mathematics. These
findings highlight the potential of technology to create more inclusive
classrooms by accommodating different learning needs and styles,
even when the efficacy of learning styles themselves is debated.

Furthermore, the cognitive theory of multimedia learning suggests that
combining words and pictures leads to better understanding than
words alone, which directly supports the use of interactive media for
visual learners.
Recent studies have reinforced the effectiveness of visual learning
strategies, particularly in the context of interactive media. A 2021 study
by Smith and Johnson explored the impact of multimedia instructional
tools on student engagement and understanding in STEM subjects.
Their findings indicated that students who engaged with visual content,
such as videos and interactive simulations, demonstrated a
significantly higher retention rate compared to those who only
received traditional text-based instruction. This aligns with Mayer's
Multimedia Learning Theory, which emphasizes the importance of dual
coding—processing information through both visual and auditory
channels. Smith and Johnson's research further revealed that students
who identified as visual learners were more adept at synthesizing
complex concepts when they were presented through visually rich
media. This suggests that educational tools that incorporate diverse
visual elements can enhance learning experiences, particularly for
those who naturally gravitate towards visual information processing.

In contrast, a 2023 study by Lee and Chen examined the limitations of
personalization when not implemented thoughtfully. They argued that
while personalization can enhance learning experiences, it can also
lead to dependency on specific formats, potentially hindering
adaptability and critical thinking. Their research suggests that a
balanced approach, which includes fostering adaptability and
encouraging exposure to various learning methods, may yield the best
outcomes. This study builds on the work of earlier researchers, like
Martinez (2022), who advocated for a blended approach that combines
personalized learning with traditional methods to support diverse
learners. Together, these studies underscore the importance of using
empirical evidence to guide the integration of personalized and
inclusive practices in education.

In contrast, earlier literature, such as a 2020 study by Lee et al.,
highlighted the challenges faced by visual learners in traditional
classroom settings where lectures and textbooks predominate. Lee and
colleagues noted that without visual aids, these learners often struggle
to grasp abstract concepts, which can hinder their academic
performance. This discrepancy between traditional and multimedia
learning environments underscores the necessity for educators to
integrate visual content into their teaching practices. By doing so, they
can cater to the diverse learning preferences of their students, thereby
promoting more inclusive and effective educational experiences. The
comparison between these studies highlights the evolution of teaching
methodologies and the growing recognition of the benefits of
multimedia learning for visual learners, particularly in enhancing
comprehension and engagement.

Teachers can incorporate interactive simulations, videos, and digital
manipulatives to support mathematical communication. Additionally,
interactive media can be used for formative assessment, providing
immediate feedback and opportunities for students to explain their
thinking in various formats. Educators should also receive training on
how to effectively integrate interactive media into their teaching
practices to maximize student engagement and learning outcomes.
4. Limitations and Future Directions
While the study provides compelling evidence for the benefits of
interactive media, it is important to acknowledge certain limitations.
The study was conducted with a relatively small sample from a single
school, which may limit the generalizability of the findings. Moreover,
the ongoing debate about the validity of learning styles theory suggests
that future research should focus on the effectiveness of multimodal
and evidence-based instructional strategies rather than strict matching
to learning styles.

While visual learners showed the greatest gains, the study also found
that students with auditory, kinesthetic, and read/write preferences
benefitted from interactive media, albeit to a lesser extent. This
suggests that while tailoring media to learning styles can be beneficial,
the overall use of diverse, multimodal instructional strategies is likely
to support a broader range of learners.
However, it is important to note that recent research has questioned
the effectiveness of strictly matching instruction to learning styles.
Instead, the benefits observed may be due to the engaging and
multimodal nature of interactive media, which can support learning for
all students, regardless of their preferred style.

Future research could explore the long-term effects of interactive
media on mathematical communication, investigate its impact in
different educational contexts, and examine how best to support
students with varying needs and preferences.
In summary, this study confirms that interactive media can significantly
enhance students' mathematical communication abilities, particularly
for visual learners. While the idea of matching instruction to learning
styles remains controversial, the use of interactive, multimodal media
appears to benefit all students by making mathematics more engaging,
accessible, and communicative. These findings support the continued
integration of interactive media in mathematics education and

3. Educational Implications
The findings underscore the value of integrating interactive media into
mathematics instruction to foster students' mathematical
communication abilities. By providing opportunities for students to
visualize, discuss, and manipulate mathematical ideas, interactive
media can help students develop the skills needed to express their
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The Effect of Interactive Media on Students' Mathematical Communication Ability Based on Learning Styles

highlight the need for ongoing research and professional development
in this area.

but also prepares students with the skills necessary for success in a
rapidly evolving, technology-driven world. The findings underscore
the importance of continued innovation and research in mathematics
education to ensure that teaching practices remain responsive to the
diverse needs of learners and the demands of the 21st century.

CONCLUSION
This study sets out to investigate the effect of interactive media on
students' mathematical communication abilities, with a particular
focus on the role of different learning styles. Employing a quasiexperimental pretest-posttest control group design, the research
involved seventh-grade students at MTs Ma'arif Roudlotut Tholibin
Metro, representing a diverse mix of learning preferences and
gender. The experimental group received mathematics instruction
through interactive media tailored to their individual learning
styles—visual, auditory, kinesthetic, and read/write—while the
control group was taught using traditional methods.

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The findings of this study provide clear and compelling evidence that
the integration of interactive media into mathematics instruction
significantly enhances students' mathematical communication
abilities. Students in the experimental group consistently
outperformed their peers in the control group on posttest measures
of mathematical communication, demonstrating not only improved
understanding but also greater confidence in expressing
mathematical ideas both orally and in writing. This result is in line
with recent literature, which highlights the potential of interactive
and multimedia tools to make abstract mathematical concepts more
accessible, engaging, and meaningful for learners.
A key insight from the research is the differential impact of
interactive media across learning styles. Visual learners, in particular,
showed the greatest improvement, benefiting from the rich
visualizations, animations, and graphical representations provided by
the interactive media. This supports theoretical frameworks such as
Mayer's Multimedia Learning Theory, which posits that learning is
most effective when information is presented through both visual
and auditory channels . However, the study also found that students
with auditory, kinesthetic, and read/write preferences experienced
gains, albeit to a lesser extent, suggesting that interactive media—
when designed to be multimodal—can support a broad spectrum of
learners.
Beyond cognitive gains, the use of interactive media fostered greater
student engagement, motivation, and collaboration in the classroom.
Observational data indicated that students were more enthusiastic,
participated more actively in discussions, and demonstrated
improved digital literacy and soft skills. These outcomes are
particularly relevant in the context of 21st-century education, where
communication, collaboration, and technological fluency are
essential competencies.
Despite these positive outcomes, the study acknowledges several
limitations. The sample size was relatively small and drawn from a
single educational context, which may affect the generalizability of
the findings. Additionally, while the study tailored media to students'
self-reported learning styles, the ongoing debate regarding the
efficacy of learning styles theory suggests that future research should
further explore the benefits of multimodal and universally designed
instructional strategies .
In light of these findings, the study offers several recommendations
for practice and future research. Educators are encouraged to
integrate interactive media into mathematics instruction, ensuring
that materials are varied and adaptable to different learning
preferences. Professional development for teachers in the effective
use of technology is also essential. Future research should consider
larger and more diverse samples, investigate the long-term effects of
interactive media on mathematical communication, and explore how
these tools can be optimized for all learners, regardless of their
preferred learning style.
In conclusion, this study demonstrates that interactive media,
especially when adapted to students' learning styles, can play a
pivotal role in enhancing mathematical communication abilities. The
integration of such media not only supports academic achievement
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