MathSTEAM Space: A Design-Based Digital Learning Ecosystem Bridging Contextual Mathematics and STEAM Pedagogy in Junior Secondary Education
Keywords:
Contextual mathematics learning; steam education; design-based research; ADDIE model; digital learning ecosystem; Indonesia; education quality; educational environmentAbstract
Despite growing calls for contextual mathematics learning and the integration of science, technology, engineering, arts and mathematics (STEAM) into mathematics learning, few digital platforms integrate contextual problem framing, project-based activity, formative feedback, and progress monitoring within a single pedagogically coherent environment. This gap is particularly acute in resource-constrained junior secondary settings. This study reports the design-based development of MathSTEAM Space, a web-based digital learning ecosystem that integrates contextual mathematics learning and STEAM pedagogy in Indonesian junior secondary education. The study was guided by a design-based research framework operationalized through an analysis, design, development, implementation, and evaluation (ADDIE) development cycle. Evidence was drawn from a needs analysis of 26 in-service mathematics teachers (analyzed via reflective thematic analysis of 104 open-response units and a Likert-type questionnaire), platform development documentation, and a proof-of-concept classroom trial with 80 seventh-grade students. Teachers identified digital worksheets, contextual project exemplars, scaffolded feedback, and learning-progress monitoring as priority needs. These needs were translated into a Laravel–MySQL ecosystem organized around the six-stage MathSTEAM cycle, which includes context, concept, conceptualize, create, confirm, and communicate. The system features role-based access, contextual modules, project submission, formative feedback, and comprehensive tracking for learning and activity progress. Teacher evaluations were consistently positive, with construct means ranging from 4.27 to 4.43 out of 5 and positive-response rates between 96.2% and 100%. In the classroom trial, 74 of 80 students (92.5%) logged in without major difficulty and 73 (91.2%) independently uploaded their mini projects. These findings suggest that MathSTEAM Space may function as a pedagogically structured ecosystem instead of a conventional content-delivery learning management system, thereby supporting contextual and project-based STEAM mathematics. The study contributes transferable, resource-aware design principles derived from the first design-based research cycle. These guidelines may support the development of similar pedagogically coherent ecosystems in other resource-constrained junior secondary contexts, although broader longitudinal studies are warranted to examine learning effectiveness and scalability at scale.
https://doi.org/10.26803/ijlter.25.9.35
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