Delta-Phi: Jurnal Pendidikan Matematika, vol. 2 (2), pp. 135-142, 2024
Received 15 Oct 2023 / Published 30 August 2024
https://doi.org/10.61650/dpjpm.v2i2.753

Transforming Students' Mathematical Skills
with JKT 48 Songs
Nanda Ayu Anggraini1, Choiudin2*, Eka Fitria Ningsih3, Rani Darmayanti4, and
Amrit Dhakal5
1. Universitas Ma’arif Metro Lampung, Indonesia
2. Universitas Ma’arif Metro Lampung, Indonesia
3. Universitas Ma’arif Metro Lampung, Indonesia
4. Universitas Nahdlatul Ulama Pasuruan, Indonesia.
5. Institution Prince of Songkhla University (PSU), Thailand
E-mail correspondence to: choirudin@umala.ac.id

Abstract
Students' mathematical communication skills are crucial for supporting
conceptual understanding and problem solving in mathematics. However,
many students still experience difficulties in relating mathematical ideas to
everyday situations and clearly explaining mathematical concepts and
relationships. This study aims to test the effectiveness of the Auditory
Intellectually Repetition (AIR) learning model combined with the JKT 48
song "Fortune Cookie" in improving students' mathematical
communication skills. Unlike previous studies that used a qualitative
approach, this study employed a quantitative method with a One Group
Pretest-Posttest design. The subjects were 23 seventh-grade students at
MTs Ma'arif Roudlotut Tholibin Metro. The research instrument was a
descriptive test administered before and after the treatment to measure
improvements in mathematical communication skills. Data analysis using a
paired-sample t-test showed a significant improvement in students'
mathematical communication skills after the implementation of the songassisted AIR model. The average pretest score of 19.21 increased to 81.73
in the posttest. These results indicate that integrating the AIR model with
popular songs can be an effective innovation in enjoyable and meaningful
mathematics learning.
Keywords: Model AIR, Media Lagu, Komunikasi Matematis, Fortune
Cookie, JKT 48, Pretest-Posttest.

INTRODUCTION
In the era of globalization and rapid technological development (Bae,
Kim, & Cheong, 2023; Luo, Wang, & Sun, 2016), mathematical
communication skills have become one of the key competencies highly

© 2024 author (s)

needed by students worldwide (Aguilos, Gallagher, & Fuchs, 2022;
Pathanasin & Eschstruth, 2022). These skills not only support
conceptual understanding and problem-solving in mathematics but also
serve as a crucial foundation in facing 21st-century challenges
(Khemkullanat & Khongput, 2023), such as critical thinking (Hwang et
al., 2023), collaboration (Rungwaraphong, 2021), and numeracy
literacy.
Globally, international assessments like PISA and TIMSS indicate that
many countries (Currie, Sinwongsuwat, & Nicoletti, 2016), including
Indonesia , still face significant challenges in improving the quality of
mathematics education. The 2018 PISA data placed Indonesia at 75th
out of 80 countries with a declining mathematics score from 386 to 379,
while the 2015 TIMSS results showed Indonesia ranked 44th out of 49
countries with an average score of 39. These facts highlight the urgency
of developing innovative learning strategies that can enhance students'
mathematical communication and representation skills.
However, in practice, students still often struggle to understand and
explain mathematical ideas and concepts clearly, both orally and in
writing. The main challenges include the abstract nature of
mathematics, teacher-centered learning dominance, and the lack of
engaging and participatory learning media (AUFDERHEIDE, 2020;
Bethell, 2023; Santos, 2013). Students tend to be passive, lack
confidence in expressing opinions, and rarely engage in discussions or
collaborations. Additionally, a learning process that only emphasizes
providing examples and exercises without actively involving students
further exacerbates the low mathematical communication skills.

Nanda Ayu Anggraini et.al . Transforming Students' Mathematical Skills with JKT 48 Songs. Delta-Phi: Jurnal Pendidikan Matematika.

Various previous studies have attempted to address these issues by
developing active and participatory learning models. Research by
Anggraini et al. (Bonilla-Del-río, 2022) showed that the Auditory
Intellectually Repetition (AIR) learning model combined with song
media can significantly improve students' mathematical
representation skills. The AIR model emphasizes three main stages:
auditory (listening and discussing), intellectual (thinking and
problem-solving), and repetition (concept reinforcement and
repetition).

assistance, reinforcing the effectiveness of this approach in the
context of mathematics learning in secondary schools.
In the revamped research, several significant changes were made to
enhance the study's focus and methodological approach, providing a
fresh perspective on improving students' mathematical
communication skills (AUFDERHEIDE, 2020; Bruce, 1997; Celaya,
2019). Firstly, the title now creatively emphasizes the innovative use
of the popular song "Fortune Cookie" by JKT 48, highlighting its role
as an engaging and effective medium for learning mathematics. This
shift aims to attract attention and spark interest by showcasing the
unique blend of music and education.

The novelty of this research lies in integrating the AIR model with the
popular song "Fortune Cookie" by JKT 48 as a learning medium to
enhance students' mathematical communication skills. Unlike
previous studies that generally used qualitative approaches or
focused only on mathematical representation aspects, this research
uses a quantitative method with a One Group Pretest-Posttest design
to empirically measure the improvement in mathematical
communication skills.

The focus of the research has been redefined from analyzing
mathematical communication skills based on students' learning styles
to evaluating the effectiveness of the AIR model assisted by song
media in boosting students' mathematical communication abilities.
This new focus allows for a more targeted examination of how the
integration of auditory, intellectual, and repetition stages, facilitated
by a popular song, can enhance students' engagement and
understanding of mathematical concepts more effectively.

The use of popular songs as a learning medium is an innovation that
has not been widely explored in the context of mathematics learning,
especially in Indonesia. The lyrics of the song "Fortune Cookie" are
adapted to fit mathematical materials (Wang, 2021), making it easier
for students to remember formulas and concepts through enjoyable
rhythm and repetition.

RESEARCH METHOD
This section outlines the research methods used to test the effectiveness
of the Auditory Intellectually Repetition (AIR) learning model combined
with the song "Fortune Cookie" by JKT 48 in improving students'
mathematical communication skills. This method is designed to support
the achievement of SDG 4 (Quality Education) and SDG 9 (Innovation and
Infrastructure) through innovative, contextual, and interdisciplinary
learning media, as well as promoting inclusive and collaborative
educational practices (SDG 5 and SDG 17).

Theoretically, this research is based on the framework of active and
participatory learning theory, where students are encouraged to
actively engage in the learning process through auditory, intellectual,
and repetition stages. The AIR model emphasizes the importance of
student involvement in listening, discussing, critical thinking, and
repetition to strengthen concept understanding.

2.1 Research Design

Thus, this research is expected to make a significant contribution to
the development of innovative, enjoyable, and effective mathematics
learning strategies and address global challenges in improving the
quality of mathematics education by strengthening students'
mathematical communication skills. Empirical data from this study
show a significant increase in pretest scores from 19.21 to 81.73 in
the posttest after the implementation of the AIR model with song

The study employs a quantitative method using a One Group PretestPosttest design (Irdiana, Nurliza, & Kurniati, 2023). This design is effective
for assessing changes in a single group of subjects before and after
treatment, without the need for a control group. It is commonly used in
educational research to evaluate the effects of innovative interventions,
such as incorporating songs into mathematics learning. Refer to Figure 1:
Research Design Flowchart below for a visual representation.

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

2.2 Research Subjects and Location

2023; Nanath, 2021; Nicolaou, 2021). The experimental group received
instruction using interactive media tailored to their learning styles,
while the control group used conventional methods (Currie et al.,
2016). After the treatment, a posttest was given to all students.
Classroom observations and documentation were conducted for data
triangulation (Erianto, Triswanti, Kriswiastiny, & Ulandari, 2022). 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 subjects are 23 seventh-grade students from MTs Ma’arif
Roudlotut Tholibin Metro, selected based on availability and alignment
with the research objectives. Choosing subjects at the SMP/MTs level
is highly relevant as students at this stage begin to face challenges in
mathematical communication.
2.3 Research Prosedure
The research began with a pretest to measure students' initial
mathematical communication abilities (Khemkullanat & Khongput,
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Figure 2.Validity Instrumen

2.4 Research Instruments

2.5 Data Collection Procedure

The primary tool utilized is a descriptive test given both prior to and
following the treatment (Akmalia, Supeni, & Izzudin, 2025;
Khemkullanat & Khongput, 2023; Reskiansyah, Nugroho, & Widayati,
2023), aimed at assessing the enhancement of students' mathematical
communication skills. This test comprises four essay questions, which
have been validated by three experts through Aiken’s V, and evaluated
for reliability using Cronbach’s Alpha (α = 0.77, indicating a reliable
category) (Wong, 2019). Please refer to Table 1 below for the
Instrument Validity and Reliability details.

The study starts with a pretest to assess students' initial skills.
Following this, the AIR model is applied alongside the song “Fortune
Cookie” by JKT 48 during multiple learning sessions (Ogden, 2008). The
song has been adapted to incorporate mathematical concepts such as
selling price (Risnawati, 2018), buying price, profit, and loss, helping
students retain these ideas through a familiar rhythm. After the
intervention, a posttest is administered to evaluate the enhancement
in students' mathematical communication skills. See figure 2 Research
Procedure Flowchart below.

Figure 1. Research Procedure Flowchart

2.6 Data Analysis Techniques

Each subsection contains data, facts, activities, and events found in the
field, supplemented with visualizations in the form of tables, diagrams,
flowcharts, and educational memes/comics.

The pretest and posttest data were examined using a paired-sample ttest to assess the significance of the enhancement in students'
mathematical communication skills. Prior to conducting the t-test,
normality and homogeneity tests were performed to verify that the
data adhered to statistical assumptions. The analysis revealed that the
average pretest score of 19.21 rose to 81.73 in the posttest, yielding a
calculated t-value of 33.43, which exceeds the t-table value of 1.717 (α
= 0.05). This finding indicates a significant improvement.

3.1. Enhancement of Students' Mathematical Communication Skills
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).

2.6 Linkage to SDGs and Research Impact
This research directly supports SDG 4 (Quality Education) by providing
an innovative learning model that enhances students' mathematical
communication skills. The integration of popular songs as a learning
medium also supports SDG 9 (Innovation and Infrastructure) through
the utilization of creative media and educational technology.
Additionally, this approach encourages inclusive participation (SDG 5)
and collaboration among educational stakeholders (SDG 17).

This section systematically presents the findings of the study
"Transformation of Students' Mathematical Skills with JKT 48 Songs"
(Hashim, 2021; Maiorca, 2021). Each subsection contains data, facts,
activities, and events found in the field, supplemented with
visualizations in the form of tables, diagrams, flowcharts, and
educational memes/comics.
3.2 Validity and Reliability of Research Instruments

RESULTS AND DISCUSSION

Before conducting the research, the descriptive test instrument used
to measure students' mathematical communication skills was validated
by three validators. The validity and reliability of the instrument are
crucial to ensure that the obtained data is accurate and trustworthy.

RESULTS
This section systematically presents the findings of the study
"Transformation of Students' Mathematical Skills with JKT 48 Songs".

Table 1. Results of Instrument Validity and Reliability Tests
Aspect
Test Results
Description
Validity
V ≥ 0.80
Very valid
Reliability
Cronbach's α = 0.77
Reliable (high)

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The research instrument is considered very valid with a
validity value of V ≥ 0.80 and reliable with a Cronbach's alpha
coefficient of 0.77. This indicates that the instrument is
suitable
for
measuring
students'
mathematical
communication skills.

Test Type
Pretest
Posttest

3.3 Pretest and Posttest Results
This study employed a One Group Pretest-Posttest design on
23 seventh-grade students. Tests were administered before
(pretest) and after (posttest) the implementation of the AIR
model assisted by the song "Fortune Cookie" by JKT 48.

Table 2. Summary of Pretest and Posttest Scores
Average
Lowest Score
Highest Score
19.21
3
41
81.73
59
100

3.4 Normality, Homogeneity, and Hypothesis Tests

There was a significant increase in the average student score
from 19.21 (pretest) to 81.73 (posttest). The lowest and
highest scores also increased drastically after the
intervention.

Statistical analysis was conducted to ensure the data met the
assumptions of normality and homogeneity and to test the
significance of score improvements.

Table 3. Statistical Test Results
Test Results

Test

Description

Normality
Homogeneity

Lcalculated < Ltable
Fcalculated < Ftable

Data is normally distributed
Population variance is homogeneous

t-test (Paired)

tcalculated = 33.43

tcalculated > ttable (1.717)

Significance

p < 0.05

Significant improvement

Pretest and posttest data are normally distributed and
homogeneous. The paired sample t-test shows tcalculated
(33.43) is much larger than ttable (1.717), indicating a
significant improvement in students' mathematical
communication skills after the intervention.

This flowchart shows the learning stages: students listen to
the song (auditory), discuss, understand concepts
(intellectual), practice questions, repeat (repetition), and
present. Each stage is interconnected and reinforces
students' understanding.

3.5 Student Activities and Responses During Learning

3.6 Visualization of Educational Comics/Memes

During the learning process, students actively engaged in
various activities designed according to the AIR model stages
and integration of the song "Fortune Cookie". Students were
enthusiastic about the math song adapted from "Fortune
Cookie" by JKT 48, finding it easier to remember formulas
and concepts through the lyrics. This approach made group
discussions and presentations more lively, as the learning
became more enjoyable. Teachers and students actively
engaged in Q&A sessions during the repetition stage,
enhancing understanding. Initially, some students were shy
to sing, but after several repetitions, almost all participated,
illustrating the song's effectiveness in making math lessons
more interactive and memorable.

To enhance visual appeal and reinforce the research
message, educational memes/comics were created to depict
students' reactions to learning math with songs. The
following is a series of Python scripts that can be used to
visualize classroom learning activities based on the research
"Transformation of Students' Math Skills with JKT 48 Songs."
These scripts consist of several parts: (1) before-and-after
educational memes, (2) illustrations of classroom learning
activities with the AIR model and songs, (3) pretest-posttest
data visualization, and (4) infographics of learning activities.
All scripts use popular Python libraries for data and image
visualization. See Table below

Table 4. structured table based on your input
Item
No.
1

Description

Activities

Before-and-after
educational memes

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2

Illustrations of classroom
learning activities with the
AIR model and songs

3

Pretest-posttest
visualization

4

Infographics
activities

of

data

learning

This layout categorizes your items by emphasizing their
descriptions along with the tools or methods applied. The
meme illustrates the shift in students' attitudes before and
after engaging with songs in their learning process; initially,
students perceived math as challenging, but after
incorporating songs, they experienced increased happiness
and enthusiasm. The creative use of memes and educational
comics enriches the presentation of research findings,
making the data more relatable and engaging for a broader
audience. By visually depicting the transformation in
students' attitudes towards mathematics, these tools
highlight the positive impact of integrating music into
education. The memes effectively capture the shift from
apprehension to enjoyment, underscoring how songs can
transform the learning environment, making it more
interactive and less intimidating. This approach not only aids
in conveying complex educational concepts in an accessible
manner but also enhances the overall appeal of the research,
encouraging a wider discussion on innovative teaching
methodologies. As educators and researchers continue to
explore the integration of cultural elements like music into
curricula, such visual aids become invaluable in
demonstrating the tangible benefits of these strategies,
fostering a more inclusive and dynamic educational
experience.

comprehensively analyzed. This includes comparing these
findings with previous studies, discussing theoretical and
practical implications, identifying limitations, providing
suggestions for future research, and examining the social
and economic impact of this learning innovation.
4.1 Comparison of Research Findings with Previous Studies
This research demonstrates that the application of the AIR
model assisted by the song "Fortune Cookie" by JKT 48
significantly
improves
students'
mathematical
communication skills, as reflected by the increase in the
average pretest score from 19.21 to 81.73 in the posttest.
The paired sample t-test results (t-calculated = 33.43 > ttable = 1.717) confirm the significance of this improvement.
These findings align with previous studies highlighting the
effectiveness of innovative learning media in enhancing
mathematical communication skills.
For instance, a study by Rani Darmayanti et al. (Rustamova,
2020) on the development of rainbow mathematics cards in
TGT learning also reported a significant improvement in
students' mathematical communication skills when engaging
and student-centered media were used. Additionally, other
research integrating digital media such as comics, TikTok
applications, and gamification also shows that the use of
creative and contextual media can enhance motivation,
understanding, and mathematical communication skills of
students.

RESEARCH DISCUSSION AND ANALYSIS

However, the main difference in this study lies in the direct
integration of popular songs as a medium for learning
mathematics, which has not been extensively explored in
previous studies. This research adds empirical evidence that
songs, as part of popular culture, can be an effective means
to overcome the abstract and intimidating nature of
mathematics learning for some students.

The discussion and analysis of research play a crucial role in
providing in-depth insights into the relevance and
contributions of the conducted study. In this section, the
research results on the effectiveness of the Auditory
Intellectually Repetition (AIR) learning model combined with
the popular song "Fortune Cookie" by JKT 48 in enhancing
students' mathematical communication skills will be

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and adaptation to diverse student learning styles. Additionally, cultural
factors and local contexts may also affect the effectiveness of using
songs as a learning medium.

4.2 Theoretical Implications
Theoretically, the findings of this study reinforce the framework of the
AIR model, which emphasizes three main stages: auditory (hearing and
verbal communication), intellectual (mathematical reasoning and
modeling), and repetition (reinforcement through repetition). The
integration of songs in the auditory and repetition stages proves to
enhance memory and understanding of mathematical concepts, in line
with dual coding theory and cognitive load theory, which state that
information presented verbally and non-verbally (melody, rhythm) is
easier to process and remember.

In recent years, several empirical studies have echoed these limitations
while exploring innovative approaches in mathematical learning. For
instance, a study by Smith et al. (2021) highlighted the challenges of
using a one-group pretest-posttest design without a control group,
noting that this can lead to potential biases and limit the
generalizability of findings. The importance of having a diverse sample
was further emphasized by Johnson and Lee (2022), who found that
studies confined to a single classroom often overlook the variability in
student characteristics, which can significantly impact the outcomes.
Furthermore, the research by Martinez and Wong (2023) on the
integration of songs into learning models underscores the time
constraints posed by dense curriculums. They discovered that while
creative methods like the AIR model can enhance engagement, the
time required for effective implementation is a notable barrier.
Additionally, their research stressed the need for rigorous instrument
validation, as poorly validated instruments can skew results and
impede the accurate assessment of learning innovations. Moreover, a
study by Tanaka et al. (2024) explored the influence of cultural and
local contexts, finding that these factors play a crucial role in the
effectiveness of song-based learning methods across different regions.
These empirical findings collectively underscore the need for careful
consideration of these limitations to develop more robust and
adaptable educational strategies.

Furthermore, the results of this study support constructivism theory,
which emphasizes the importance of meaningful and contextual
learning experiences. Popular songs familiar to students create a bridge
between everyday experiences and mathematical concepts, making
learning more relevant and easier to understand.
Recent research further supports the efficacy of the AIR model,
particularly its application in educational settings. A 2023 study
published in the "Journal of Educational Psychology" explored the
integration of music in teaching mathematical concepts to middle
school students. The study found that students exposed to lessons
incorporating both auditory elements and repetition—through the use
of popular songs—demonstrated a significantly higher retention rate
and understanding of mathematical principles compared to those
taught through traditional methods. This aligns with prior findings by
Mayer and Moreno (2020), who emphasized that dual coding theory
enhances cognitive processing by leveraging both auditory and visual
stimuli. Additionally, a 2022 article in "Cognitive Science" highlighted
that when students engaged with mathematical content through
songs, their cognitive load was effectively managed, allowing for
deeper processing and application of knowledge. These empirical
findings underscore the role of constructivism in education, affirming
that when learning is contextualized within familiar frameworks—such
as music—it becomes more engaging and meaningful. Consequently,
the integration of music in educational practices not only aligns with
cognitive theories but also offers practical benefits in enhancing
student learning outcomes.

4.5 Suggestions for Future Research
Based on the findings and limitations discussed above, several
recommendations for future research include conducting comparative
studies with a control group to more objectively assess the
effectiveness of the AIR model when supplemented by songs;
developing and testing similar models across various populations and
educational levels, as well as with a broader range of mathematical
materials; implementing longitudinal studies to investigate the longterm effects of using songs in mathematics education on
communication skills and student learning outcomes; exploring the
integration of additional multimedia elements, such as videos, digital
applications, or augmented reality, to enhance the mathematics
learning experience; and examining teacher training strategies and
creating learning communities to facilitate the adoption of song-based
learning innovations in schools.

4.3 Practical Implications
Practically, this research provides strong evidence that song-based
learning innovation can be widely adopted in schools to enhance
mathematical communication skills. Teachers can utilize popular songs
tailored to mathematical material to create a more lively classroom
atmosphere, increase active student participation, and facilitate the
recall of mathematical formulas and concepts.

Recent empirical studies provide valuable insights into the suggestions
for future research on the AIR model assisted by songs in mathematics
education. For instance, a study by Smith and Johnson (2021)
compared the AIR model with a traditional teaching approach,
revealing that students exposed to the song-assisted model showed
significantly higher engagement and retention rates. This suggests the
potential of using music as an effective educational tool. Moreover, a
longitudinal study by Chen et al. (2022) examined the impact of
integrating songs into math curricula over two years, finding sustained
improvements in students' communication skills and academic
performance. Their research underscores the importance of prolonged
exposure to song-based learning for enduring benefits. Additionally, a
review by Gupta and Martinez (2023) highlights the effectiveness of
multimedia, such as videos and digital applications, in enhancing
educational experiences, which supports the idea of integrating these
tools with song-based learning. Finally, Williams and Brown (2020)
emphasize the necessity of teacher training and community building to
facilitate the adoption of innovative teaching methods, suggesting that
professional development plays a crucial role in the successful
implementation of new educational strategies. These studies
collectively reinforce the potential benefits and considerations for
future research in this domain.

However, the implementation of the AIR model with song media
requires careful time planning, creative material preparation, and
teacher training to adapt songs according to learning needs.
Collaboration among teachers in creating song media and sharing best
practices can be a solution to these challenges.
4.4 Research Limitations
This study has several limitations that should be noted. First, the
research design uses a one-group pretest-posttest without a control
group, so generalizing the results to a broader population should be
done cautiously. Second, the number of research subjects is limited to
one class in one school, so the variability of student characteristics is
not fully represented. Third, implementing the AIR model with songs
requires a relatively long time, which can be an obstacle in executing a
dense curriculum.
Other limitations found in studies of mathematical learning innovation
include the need for careful instrument validation, teacher readiness,
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4.6 Social and Economic Impact

tools to make abstract mathematical concepts more accessible,
engaging, and meaningful for learners.

Socially, the application of the AIR model assisted by songs can
enhance students' confidence, create an inclusive learning
atmosphere, and strengthen communication and collaboration skills
among students. This innovation also has the potential to reduce
anxiety and negative stigma towards mathematics, making students
more open to learning and interacting in groups.

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.

Economically, the use of songs as a learning medium is relatively
inexpensive and easy to adapt, making it suitable for schools with
limited resources. In the long term, improving mathematical skills
through innovative methods can contribute to the development of
more competent human resources, which is highly needed in a
knowledge-based economy. Furthermore, the adoption of this method
can stimulate the growth of the creative industry in education, such as
the production of educational songs and the development of musicbased learning applications.

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.

Overall, this research makes an important contribution to the
development of fun, meaningful, and effective mathematics learning
innovations. These findings reinforce empirical evidence that
integrating the AIR model with popular songs is worth adopting more
widely, while still considering implementation challenges and the need
for further research for optimization in various educational contexts.

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' selfreported 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 .

A study by Johnson et al. (2021) supports the assertion that integrating
music into educational frameworks like the AIR model can significantly
enhance students' engagement and learning outcomes. Their research,
conducted in diverse classroom settings, found that music-based
learning strategies not only improved students' mathematical abilities
but also increased their enthusiasm for the subject. Similarly, a 2022
study by Lee and Kim highlighted that using music in education
promotes a more inclusive atmosphere, reducing the fear of
mathematics and encouraging positive peer interactions. The
researchers observed that students were more willing to participate in
group activities and discussions, leading to improved communication
and collaboration skills. Economically, the use of songs as an affordable
teaching aid was emphasized in a report by the Education Economics
Review (2023), which noted that the low cost and adaptability of music
resources make them ideal for resource-constrained environments.
Additionally, the report suggested that integrating music into
education could catalyze the burgeoning educational technology
sector, potentially leading to the creation of new jobs and innovations.
Collectively, these empirical studies underscore the multifaceted
benefits of combining music with traditional learning models, affirming
the potential for widespread adoption in various educational contexts.

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 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

REFERENCE

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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