Improving Students’ Mathematical Understanding and Problem-Solving Performance through the Integration of Quantum Learning and Interactive Digital Assessment
DOI:
https://doi.org/10.64268/jtse.v1i2.29Keywords:
Digital Assessment Integration, Mathematical Conceptual, Mathematics instruction, Quantum LearningAbstract
Background: Difficulties in developing mathematical conceptual understanding and problem-solving ability persist in secondary education, indicating the need for learning approaches that actively engage students and make use of digital assessment support.
Aims: This study sought to investigate how the integration of Quantum Learning with interactive digital assessment influences students’ mathematical conceptual understanding and problem-solving performance, both as separate outcomes and in combination.
Methods: The study adopted a quantitative quasi-experimental design involving 190 tenth-grade students selected through cluster random sampling. Two experimental groups and one control group were formed. Quantum Learning was applied in the experimental classes, with one group receiving additional support through interactive digital assessment, while the control class followed conventional instruction. Data were obtained through validated essay tests and analyzed using MANOVA after the assumptions of normality and homogeneity were fulfilled.
Result: The analysis revealed meaningful differences in both conceptual understanding and problem-solving performance between students in the experimental and control groups. Learners exposed to Quantum Learning supported by interactive digital assessment demonstrated higher achievement levels than those taught using conventional methods. Multivariate testing confirmed a statistically significant simultaneous effect of the instructional model on both learning outcomes.
Conclusion: Integrating Quantum Learning with interactive digital assessment contributes to stronger mathematical understanding and more effective problem-solving performance. This approach supports active participation and meaningful learning processes, suggesting its potential value for contemporary mathematics instruction.
References
Abildaeva, G., Mayur, M., Zharnitskiy, V., & Shilova, V. (2022). The interplay of dominant factors that influence adolescents’ academic performance: Motivation type and pressure vs involvement. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.912744 DOI: https://doi.org/10.3389/feduc.2022.912744
Alenezi, M. (2021). Deep Dive into Digital Transformation in Higher Education Institutions. Education Sciences, 11(12), Article 12. https://doi.org/10.3390/educsci11120770 DOI: https://doi.org/10.3390/educsci11120770
All, A., Castellar, E. N. P., & Van Looy, J. (2021). Digital Game-Based Learning effectiveness assessment: Reflections on study design. Computers & Education, 167, 104160. https://doi.org/10.1016/j.compedu.2021.104160 DOI: https://doi.org/10.1016/j.compedu.2021.104160
Bakioglu, G. (2025). Assessing the role of digital transition in achieving net zero carbon transport: A hybrid Q-Rung orthopair fuzzy approach. Environment, Development and Sustainability, 27(9), 23081–23131. https://doi.org/10.1007/s10668-025-06664-9 DOI: https://doi.org/10.1007/s10668-025-06664-9
Barana, A. (2021). From Formulas to Functions through Geometry: A Path to Understanding Algebraic Computations. European Journal of Investigation in Health, Psychology and Education, 11(4), 1485–1502. https://doi.org/10.3390/ejihpe11040106 DOI: https://doi.org/10.3390/ejihpe11040106
Boström, E., & Palm, T. (2023). The effect of a formative assessment practice on student achievement in mathematics. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1101192 DOI: https://doi.org/10.3389/feduc.2023.1101192
Castañeda, W. D., Angco, R. J. N., Lobrigas, M. R. S., & Damgo, B. A. A. (2025). Design and Evaluation of a Technology-Enhanced Professional Development Program for Secondary Mathematics Teachers. International Journal of Learning, Teaching and Educational Research, 24(10), 911–927. https://doi.org/10.26803/ijlter.24.10.43 DOI: https://doi.org/10.26803/ijlter.24.10.43
Chand, S. P. (2024). Bridging the Gaps in Quality Education. The Educational Review, USA, 8(2). https://doi.org/10.26855/er.2024.02.001 DOI: https://doi.org/10.26855/er.2024.02.001
Chen, W. (2025). Problem-Solving Skills, Memory Power, and Early Childhood Mathematics: Understanding the Significance of the Early Childhood Mathematics in an Individual’s Life. Journal of the Knowledge Economy, 16(1), 1–25. https://doi.org/10.1007/s13132-023-01557-6 DOI: https://doi.org/10.1007/s13132-023-01557-6
Dong, H., Tang, L., Liu, J., Hu, X., & Shao, G. (2025). Remote sensing of urban tree carbon stocks: A methodological review. ISPRS Journal of Photogrammetry and Remote Sensing, 227, 570–593. https://doi.org/10.1016/j.isprsjprs.2025.06.030 DOI: https://doi.org/10.1016/j.isprsjprs.2025.06.030
Doolittle, P., Wojdak, K., & Walters, A. (2023a). Defining Active Learning: A Restricted Systematic Review. Teaching and Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.25
Doolittle, P., Wojdak, K., & Walters, A. (2023b). Defining Active Learning: A Restricted Systematic Review. Teaching and Learning Inquiry, 11. https://doi.org/10.20343/teachlearninqu.11.25 DOI: https://doi.org/10.20343/teachlearninqu.11.25
Emanet, E. A., & Kezer, F. (2021). The effects of student-centered teaching methods used in mathematics courses on mathematics achievement, attitude, and anxiety: A meta-analysis study. Participatory Educational Research, 8(2), 240–259. https://doi.org/10.17275/per.21.38.8.2 DOI: https://doi.org/10.17275/per.21.38.8.2
Erol, I., Peker, I., Medeni, I. T., & Yuce, F. (2025). Towards precision dentistry through artificial intelligence and blockchain-based digital Twins: Investigating challenges and solution strategies. Technology in Society, 83. https://doi.org/10.1016/j.techsoc.2025.103051 DOI: https://doi.org/10.1016/j.techsoc.2025.103051
Fathi, A., Moundy, K., Nfissi, I., Aimara, S., & Benabid, A. (2025). DIGITAL TOOLS AND THEIR ROLES IN ENHANCING GEOMETRIC CONCEPT UNDERSTANDING. International Journal on Technical and Physical Problems of Engineering, 17(3), 255–263.
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955 DOI: https://doi.org/10.1016/j.stueduc.2020.100955
Hodgson, L. M., & Wilkie, K. J. (2022). Modelling lessons for more than imitation: Investigating teachers’ reactions and decompositions of unfamiliar practices. Journal of Mathematics Teacher Education, 25(6), 749–775. https://doi.org/10.1007/s10857-021-09516-1 DOI: https://doi.org/10.1007/s10857-021-09516-1
Khozaei, S. A., Zare, N. V., Moneghi, H. K., Sadeghi, T., & Taraghdar, M. M. (2022). Effects of quantum-learning and conventional teaching methods on learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Smart Learning Environments, 9(1), 18. https://doi.org/10.1186/s40561-022-00198-7 DOI: https://doi.org/10.1186/s40561-022-00198-7
Kollosche, D. (2021). Styles of reasoning for mathematics education. Educational Studies in Mathematics, 107(3), 471–486. https://doi.org/10.1007/s10649-021-10046-z DOI: https://doi.org/10.1007/s10649-021-10046-z
Korchenko, O., Korystin, O., Shulha, V., Kazmirchuk, S., Demediuk, S., & Zybin, S. (2025). Sustainable Development of Smart Regions via Cybersecurity of National Infrastructure: A Fuzzy Risk Assessment Approach. Sustainability (Switzerland), 17(19). https://doi.org/10.3390/su17198757 DOI: https://doi.org/10.3390/su17198757
Koskinen, R., & Pitkäniemi, H. (2022). Meaningful Learning in Mathematics: A Research Synthesis of Teaching Approaches. International Electronic Journal of Mathematics Education, 17(2). https://doi.org/10.29333/iejme/11715 DOI: https://doi.org/10.29333/iejme/11715
Kritikos, G., Moutsios-Rentzos, A., & Panytsidou, P. (2025). Student-Created Digital Stories in Primary School, Interpreting the Day/Night Cycle Through Conceptual Representations. European Journal of Education, 60(4). https://doi.org/10.1111/ejed.70259 DOI: https://doi.org/10.1111/ejed.70259
Li, R., Lund, A., & Nordsteien, A. (2023). The link between flipped and active learning: A scoping review. Teaching in Higher Education, 28(8), 1993–2027. https://doi.org/10.1080/13562517.2021.1943655 DOI: https://doi.org/10.1080/13562517.2021.1943655
Li, X., Lin, X., Zhang, F., & Tian, Y. (2022). What Matters in Online Education: Exploring the Impacts of Instructional Interactions on Learning Outcomes. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.792464 DOI: https://doi.org/10.3389/fpsyg.2021.792464
Liu, M., & Yu, D. (2023). Towards intelligent E-learning systems. Education and Information Technologies, 28(7), 7845–7876. https://doi.org/10.1007/s10639-022-11479-6 DOI: https://doi.org/10.1007/s10639-022-11479-6
Lugosi, E., & Uribe, G. (2022). Active learning strategies with positive effects on students’ achievements in undergraduate mathematics education. International Journal of Mathematical Education in Science and Technology, 53(2), 403–424. https://doi.org/10.1080/0020739X.2020.1773555 DOI: https://doi.org/10.1080/0020739X.2020.1773555
Major, L., Francis, G. A., & Tsapali, M. (2021). The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology, 52(5), 1935–1964. https://doi.org/10.1111/bjet.13116 DOI: https://doi.org/10.1111/bjet.13116
O’Connor, K. (2022). Constructivism, curriculum and the knowledge question: Tensions and challenges for higher education. Studies in Higher Education, 47(2), 412–422. https://doi.org/10.1080/03075079.2020.1750585 DOI: https://doi.org/10.1080/03075079.2020.1750585
Polman, J., Hornstra, L., & Volman, M. (2021). The meaning of meaningful learning in mathematics in upper-primary education. Learning Environments Research, 24(3), 469–486. https://doi.org/10.1007/s10984-020-09337-8 DOI: https://doi.org/10.1007/s10984-020-09337-8
Rycroft-Smith, L. (2022). Knowledge brokering to bridge the research-practice gap in education: Where are we now? Review of Education, 10(1), e3341. https://doi.org/10.1002/rev3.3341 DOI: https://doi.org/10.1002/rev3.3341
Sinaga, B., Sitorus, J., & Situmeang, T. (2023). The influence of students’ problem-solving understanding and results of students’ mathematics learning. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1088556 DOI: https://doi.org/10.3389/feduc.2023.1088556
Stovner, R. B., & Klette, K. (2022). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education, 110, 103593. https://doi.org/10.1016/j.tate.2021.103593 DOI: https://doi.org/10.1016/j.tate.2021.103593
Thuy, P. T. D., Van, N. T., Trang, N. H., Thuong, N. M., Hien, V. T. T., & Chung, V. Q. (2025). Designing an AI-Supported Formative Assessment Model for Pre-Service Mathematics Teacher Self-Study in Vietnam. International Journal of Interactive Mobile Technologies, 19(22), 50–68. https://doi.org/10.3991/ijim.v19i22.57723 DOI: https://doi.org/10.3991/ijim.v19i22.57723
Valverde-Berrocoso, J., Fernández-Sánchez, M. R., Dominguez, F. I. R., & Sosa-Díaz, M. J. (2021). The educational integration of digital technologies preCovid-19: Lessons for teacher education. PLOS ONE, 16(8), e0256283. https://doi.org/10.1371/journal.pone.0256283 DOI: https://doi.org/10.1371/journal.pone.0256283
Wang, M., Mohd Matore, M. E. E., & Rosli, R. (2025). A systematic literature review on analytical thinking development in mathematics education: Trends across time and countries. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1523836 DOI: https://doi.org/10.3389/fpsyg.2025.1523836
Zhang, Y., Deng, Q., Zheng, X., Xu, X., & Wang, F. (2025). Online continuing education for midwives in China: Current trends, barriers, and future directions. BMC Medical Education, 25(1). Scopus. https://doi.org/10.1186/s12909-025-07180-0 DOI: https://doi.org/10.1186/s12909-025-07180-0
Zhang, Y., & Star, J. R. (2025). Trajectories of Change in Mathematical Creative Self-Efficacy Under Student-Centered and Teacher-Centered Pedagogies. Creativity Research Journal, 0(0), 1–17. https://doi.org/10.1080/10400419.2025.2585033 DOI: https://doi.org/10.1080/10400419.2025.2585033
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Anelia Kusuma Ningrum, Netriwati Netriwati, Siska Andriani
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
