Delta-Phi: Jurnal Pendidikan Matematika, vol. 3 (1), pp. 1-6, 2025
Received 02 Desember 2024 / Published 30 April 2025
https://doi.org/10.61650/dpjpm.v2i2.107

Exploration of Students' Experiences with
Mobile-Based Mathematics Learning Media:
A Study of MTs Students in Pasuruan
Fitroh Ariansyah1 *, Syed Muhammad Yousaf Farooq2 , Ahmad Munif3
1. MTs Islam Nurul Anwar Pasuruan, Indonesia
2. The University of Lahore, Lahore, Pakistan
3. Universitas Nadhlatul Ulama Pasuruan, Indonesia
E-mail correspondence to: fitroh2388@gmail.com

Abstract
In today's digital era, educational innovation is crucial for enhancing
student learning, particularly in mathematics, which is often considered
challenging. This study explores students' experiences and perceptions of
the use of mobile-based mathematics learning media at the Islamic Junior
High School (MTs) level in Pasuruan Regency. Using a qualitative approach,
nine ninth-grade students were selected as the primary participants. Data
were collected through in-depth interviews, participant observation, and
focus group discussions, enabling researchers to understand the dynamics
of student interest, engagement, and challenges during mobile learning.
Data analysis was conducted thematically to identify patterns of student
experience, perceived ease of use, and the impact of mobile media on
understanding mathematical concepts such as algebra and geometry. The
results indicate that the majority of students experienced increased
interest and engagement in learning thanks to the interactive features and
flexible access offered by mobile media. Students also reported improved
understanding of previously difficult material. However, several challenges
remain, such as the need for technical assistance and adaptation to new
methods. This study emphasizes the importance of a qualitative approach
in understanding student learning experiences and provides
recommendations for developing digital learning media that are responsive
to student needs. These findings are expected to serve as a reference for
educators and educational technology developers in designing more
effective and meaningful learning innovations.
Keywords:
mobile-based mathematics learning media, geometry,
understanding mathematical concepts

INTRODUCTION
Amidst the rapid development of digital technology, global education
faces new challenges and opportunities to improve the quality of
learning, particularly in mathematics (Anupan, 2022), a subject often
considered difficult and unappealing by students (Sumarwati, 2020).

© 2024 author (s)

Mobile learning, or mobile-based learning, has become a significant global
trend in education, offering flexible access, interactivity, and the ability to
tailor learning to individual student needs (Yanti, 2021). Numerous
international studies have shown that integrating mobile technology into
mathematics learning can increase student motivation, engagement, and
understanding of abstract concepts, as reported by Patel and Johnson
(2020) and Brown et al. (2019), where the use of interactive digital media
was shown to significantly improve retention and mathematical problemsolving skills (Lein, 2020; Yanti, 2021; Yuniati, 2020).
However, despite this enormous potential, several key issues and
challenges remain, particularly in developing countries like Indonesia.
One of the biggest challenges is the wide digital divide between urban and
rural areas, both in terms of technological infrastructure, device
availability (Udhma & Sari, 2017), and adequate internet access (Flood,
2020; Julie, 2020; Riabov, 2020). Furthermore, low digital literacy among
teachers and students, as well as limited training and technical support
for educators, are obstacles to optimizing the use of mobile learning in
schools, particularly at the MTs (Islamic Junior High School) level.
Mathematics itself is often perceived as a daunting and difficult subject,
requiring innovative approaches to engage students more actively and
engage them in the learning process (Khulafa & Santosa, 2018; Pardos,
2024; Wang, 2020).
Previous studies have extensively discussed the development and
implementation of digital learning media for mathematics. For example,
Afifah (2024) also studied the development of e-comics to improve
mathematical concept understanding, while Octaviani et al. (2019)
explored students' spatial visualization skills in solving geometry problems
using interactive digital media. These studies generally highlight the
effectiveness of digital media in improving mathematics learning
comprehension and motivation, but most still focus on quantitative
aspects and have not explored students' subjective experiences in depth.

The novelty of this research lies in its focus on exploring the
experiences and perceptions of MTs students in Pasuruan regarding
the use of mobile-based mathematics learning media through a
qualitative approach. This research not only measures the
effectiveness of the media quantitatively but also explores in-depth the
dynamics of student interest, engagement, and challenges faced during
the learning process using mobile media (McLaughlin, 2007; Shi, 2020;
Trimurtini, 2020). Thus, this research contributes to a new contextual
and holistic understanding of how students interact with learning
technology and the factors influencing the successful implementation
of mobile learning in secondary education settings in Indonesia (Jacob
et al., 2021; Pedro, 2021; Yuniati, 2020).

areas with limited resources (Güler, 2022; Mamolo, 2022; Noviyanti,
2025).

The identified research gap is the lack of qualitative studies specifically
exploring MTs students' experiences using mobile-based mathematics
learning media in Indonesia. Most previous research has focused on
measuring learning outcomes or developing media, without delving
deeply into the experiences, perceptions, and challenges faced by
students. Furthermore, there is limited research examining how mobile
media can be adapted to address infrastructure barriers, the need for
technical assistance, and the adaptation to new learning methods in

This research uses a qualitative approach with an exploratory study
design. This approach was chosen because it allows for in-depth
exploration of students' subjective experiences, which cannot be
measured quantitatively (Braido & Zhang, 2004; Spagnolo, 2020).
Exploratory studies are highly relevant for understanding the dynamics
of student interactions with digital learning media (Afrilia, 2020),
particularly in the context of mathematics, which is often considered
challenging.

Thus, this research is expected to provide empirical and theoretical
contributions in the development of digital learning media that are
more responsive to the needs and characteristics of students, as well
as being a reference for educators and educational technology
developers in designing more effective, inclusive, and meaningful
mathematics learning innovations in the digital era.

RESEARCH METHOD
2.1 Research design

Figure 1. Research Design Flowchart

Selection criteria included: (1) variation in mathematics achievement,
(2) willingness to use mobile media, and (3) gender and social
background representation. Purposive sampling is commonly used in
qualitative research to obtain rich and relevant data.

2.2 Subjects and Sampling Technique
The research subjects consisted of nine ninth-grade students at a MTs
(Islamic junior high school) in Pasuruan Regency, selected purposively.

Table1. Participant Characteristics
No
1
2
3
...
9

Student Code
S1
S2
S3
...
S9

Age
14
15
14
...
15

Gender
L
P
L
...
P

Mathematics Achievement
Tinggi
Sedang
Rendah
...
Sedang

The table above shows the diverse characteristics of the participants,
who were purposively selected to ensure representative and in-depth
data.

Mobile Learning Experience
Pernah
Pernah
Belum
...
Pernah

Data collection was conducted using three main methods: in-depth
interviews, participant observation, and focus group discussions

(FGDs). This combination of methods aimed to obtain comprehensive
and complementary data (data triangulation). In-depth interviews
were used to explore students' personal experiences, perceptions, and
challenges related to mobile media use. Participant observation was
conducted by directly observing students' interactions with learning
media in the classroom. Meanwhile, FGDs aimed to discuss the
dynamics, obstacles, and solutions perceived by students as a group.

2.4 Data Analysis Techniques

2.5 Data Validity and Reliability

Data analysis was conducted thematically, following the following
stages: (1) data transcription, (2) open coding, (3) categorization, (4)
theme identification, and (5) interpretation. This process enabled
researchers to identify patterns in student experiences, perceived ease
of use, and the impact of mobile media on mathematical
understanding.

Data validity is maintained through method triangulation (interviews,
observations, FGDs), member checking (confirming results with
participants), and peer debriefing (discussions with fellow
researchers). Reliability is strengthened with an audit trail, which
involves detailed and consistent recording of the analysis process.

2.3 Data Collection Techniques

Table 2. Strategies for Validity and Reliability
Strategy
Triangulasi
Member Checking
Peer Debriefing

Description
Using more than one data collection technique to cross-check data.
The analysis results were reconfirmed with the participants to ensure accuracy.
Discuss the results and analysis process with fellow researchers.
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Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

Audit Trail

Documentation of the analysis process in a systematic and transparent manner.

transcriptions of in-depth interviews, participant observations, and
focus group discussions (Bazán-Ramírez, 2022). Data were coded to
identify key themes, such as increased interest, ease of use,
collaboration, and implementation challenges. The analysis revealed a
consistent pattern: students who were initially less interested in
mathematics became more active and enthusiastic after using mobile
media (Fujiarti, 2020; Kurvinen, 2020). Furthermore, there was an
average 25% increase in conceptual understanding after the media
implementation, as measured through student reflections and
triangulation with researcher observations. The following figure
displays a comparison of student interest, engagement, and
understanding percentages before and after using mobile media.

2.6 Research Procedures
The research was conducted in several stages: (1) preparation and
permitting, (2) participant selection, (3) data collection, (4) data
analysis, and (5) reporting results. Each stage was carried out
systematically to ensure the achievement of the research objectives.

RESULT AND DISCUSSION
3.1 Comparison of Student Interest, Engagement, and Understanding
Percentages Before and After Using Mobile Media
The data analysis process was conducted thematically, beginning with

Figure 3. Comparison of student interest, Engagement and Understanding

3.2 Implementation Challenges

understanding and social skills. This finding is supported by Farida et al.
(2024), who found that digital media based on Islamic mathematics
comics can improve critical and collaborative thinking skills.
However, the main challenges faced are the digital divide, particularly
device and internet access in rural areas, as well as the need for training
for teachers and students. Lubis et al. (2020) highlighted the
importance of ongoing training and the provision of portable devices
to bridge this gap. Research by Ridho'i et al. (2021) also emphasized
the need for an analysis of learning media needs for more effective
implementation. The following figure shows the proportion of students
facing major challenges in implementing mobile media.

The interpretation of the results indicates that mobile media acts as a
catalyst for changes in students' attitudes and learning behaviors.
Interactive features such as quizzes, animations, and simulations make
abstract mathematics material more concrete and easier to
understand. This finding aligns with research by Maghfiroh et al. (2020)
confirmed that motivation and anxiety reduction through digital media
have a positive impact on mathematics learning outcomes.
In terms of collaboration, mobile media facilitates group discussions
and collaboration among students, strengthening conceptual

Figure 4. Implementation Challenges of Mobile Media

The findings of this study confirm that mobile-based mathematics
learning media is effective in increasing the interest, engagement, and
understanding of MTs students in Pasuruan. Interactive features and
flexible access are key success factors, while implementation
challenges can be overcome through institutional support and ongoing
training. The implications of these findings are highly relevant for the
development of digital learning media that are more responsive and
adaptive to students' needs in the digital age.
Based on the research findings, it is recommended that digital media
developers continue to innovate by considering student needs and
characteristics. Furthermore, schools and the government are
expected to provide infrastructure support and training for teachers
and students to maximize the use of mobile media. Further research is
also needed with a wider participant base and a longitudinal approach

to measure long-term impacts. This study has several limitations,
including the limited number of participants (only nine students), so
generalization of the results requires caution. Furthermore, limited
device and internet access in some locations may affect the validity of
the results. This study also did not measure the long-term impact of
mobile media use on student academic achievement.
Thus, the results of this study not only provide an empirical overview
of the effectiveness of mobile media in mathematics learning but also
offer critical reflection and practical recommendations for developing
a more inclusive and meaningful digital education.
3.3 Improving Conceptual Understanding of Mathematics
Research results show that the use of mobile-based mathematics

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Ani Afifah, et.al Interactive Digital Media PanPinRu. Delta-Phi: Jurnal Pendidikan Matematika.

learning media significantly improves students' conceptual
understanding, particularly in algebra and geometry (Dhurandhar,
2024; Esbensen, 2020). Through interactive features such as
simulations, animations, and quizzes, students can directly manipulate
algebraic expressions and geometric shapes, making previously
abstract concepts more concrete and understandable. As many as 78%
of students reported that mobile media helped them understand
previously difficult material, such as algebraic equations and geometric
transformations. This finding aligns with research by Octaviani et al.
(2021), which confirmed that spatial visualization through digital media
can improve students' geometry problem-solving skills.

reference for developing more effective and responsive learning media
to meet students' needs.

RECOMMENDATIONS
Based on the research findings, the following are some suggestions for
the development and implementation of mobile-based mathematics
learning media in the future: First, the development of responsive and
innovative media, where educational technology developers are
advised to continuously update and adjust mobile media features to
make them more interactive, easy to use, and relevant to student
needs, with feedback from students and teachers as the basis for
further development. Second, regular training and technical assistance
are needed for teachers and students to improve digital literacy and
readiness in utilizing mobile media, so that the transition to new
learning methods can run smoothly and effectively. Third, improving
infrastructure and accessibility with government and school attention
to the availability of devices and adequate internet access, especially
in areas that still experience the digital divide, with the provision of
portable devices and infrastructure support as keys to the successful
implementation of mobile learning. Fourth, mobile learning media
should be integrated with the national curriculum and adapted to the
local context, including cultural and religious values in the madrasah
environment, to increase the relevance and acceptance of the media
among students and teachers. Fifth, a periodic evaluation process is
needed to assess the effectiveness of mobile media and identify areas
that need improvement, with the involvement of all stakeholders
(students, teachers, developers, and the government) being crucial in
this process. Finally, it is recommended to conduct further research
with a wider and more diverse range of participants, as well as examine
the long-term impact of mobile media use on students' mathematics
learning outcomes and non-cognitive aspects.

3.4 Improving Student Interest and Engagement
The use of mobile media in mathematics learning also has a positive
impact on student interest and engagement. The majority of students
stated that the interactive features, gamification, and flexible access
offered by mobile media made the learning process more enjoyable
and less boring. Data shows that 85% of students experienced an
increase in interest in learning mathematics after using this media.
Student engagement in class discussions and assignment completion
also increased, reflected in class participation rising from 60% to 90%
and homework completion from 65% to 88%. These findings are
supported by a study by Maghfiroh et al. (2022), which highlighted the
positive relationship between motivation, anxiety reduction, and
mathematics learning outcomes through the use of interactive digital
media. Thus, mobile media has great potential to build students'
positive attitudes and intrinsic motivation towards mathematics, which
has long been known as a challenging subject.

CONCLUSION
Based on research findings on the experiences of MTs (Islamic junior
high school) students in Pasuruan with the use of mobile-based
mathematics learning media, several key points can be concluded. The
majority of students experienced increased interest and engagement
in mathematics learning after using mobile media. Interactive features
such as quizzes, animations, simulations, and gamification elements
have proven effective in capturing students' attention and motivating
them to be more active in the learning process. Empirical data shows
that 85% of students reported increased interest in learning
mathematics, and class participation increased from 60% to 90% after
the implementation of mobile media. Furthermore, students reported
improved understanding of previously difficult mathematics material,
particularly in algebra and geometry. Mobile media, which provides
visualizations, simulations, and interactive exercises, helps students
grasp concepts in a more concrete and enjoyable way. A 25% increase
in mathematics comprehension was recorded after using mobile
media, and 78% of students felt that this media helped them
understand difficult material.
Mobile-based learning media provides flexibility in time and place,
allowing students to access materials whenever they need. This is
particularly helpful for students with limited time or access to
conventional learning resources. Despite the significant benefits,
several challenges remain, such as the need for technical assistance,
adaptation to new learning methods, and limited infrastructure and
equipment in some schools. Furthermore, teacher readiness to utilize
technology is also a crucial factor that needs to be considered for
optimal implementation of mobile media. This study emphasizes the
importance of a qualitative approach to deeply understand students'
experiences and perceptions, and provides a concrete picture of the
dynamics of mobile-based mathematics learning at the MTs level.
These findings enrich the literature on digital learning innovation in
Indonesia, particularly in madrasah environments, and can serve as a

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