The Geometry E-module Based on Numerical Literacy for the Fifth Grade of Elementary School

As a learning innovation


INTRODUCTION
Entering the industrial revolution 4.0, the current era of education is closely related to the development of science and technology (Ramadhani & Fitri, 2020). The technology-based learning can make learning interactive, fun, and challenging. It can also motivate students to participate in developing their talents. Interest and creativity can affect the psychological development of students (Kemendikbud, 2020). As learning mathematics requires critical thinking skills, especially at the elementary school level, teacher creativity is needed in delivering mathematics learning innovatively to enhance the students' critical thinking skills (Septian et al., 2019). Therefore, to hone critical thinking skills and develop students' potential, learning mathematics can be supported using technology from the surrounding environment.
The results of research from Turel and Ozer Sanal (2018) revealed that the learning process using technology requires teaching materials that can be accessed anywhere so that it can improve student achievement and motivation, and reduce student anxiety. For instance, in teaching mathematics, usually teachers use textbooks provided by the school and student worksheets; however, to create a pleasant learning atmosphere that can attract the students' interest in learning, teachers can use various methods of learning innovation. As an example, in delivering learning materials to students, technology-based e-module books can be used in the distance learning process (Nita, 2020).
Combining print media and computer technology (Ayu & Wahyuningtyas, 2019), emodule can be used by the students as independent learning resources that can hone their Dyah Triwahyuningtyas, Wahyu Meganingrum, Arnelia Dwi Yasa, Nyamik Rahayu Sesanti, The Geometry E-module based on Numerical Literacy… cognitive learning competencies (Utami et al., 2018). In the e-module, there is learning information that is structured, interesting, and interactive. Using the e-module in the learning process, students does not depend largely on the teacher as a supervisor in providing sources of information in learning mathematics.
Learning mathematics helps communicate numbers using various symbols with factual thinking patterns (Saluky, 2016). One of the materials in learning mathematics is geometry.
Geometry is a shape that has three dimensions. Geometry is formed from pieces separated by groups using dotted lines on all the buildings' surfaces (Sipayung, 2018). According to Khasana et al. (2020), geometry has three sizes to become volume: length, width, and height.
Geometry can be implemented in real life based on the experiences of students (Vidermanova & Vallo, 2015). Geometry is one of the mathematics learning materials using straight lines consisting of length, width, and height. Through learning mathematics, students are expected to be able to solve everyday problems logically.
Mathematics learning includes numerical literacy easier for students to master because it is related to everyday life. Numerical literacy is knowledge of linking mathematical concepts in everyday life. Students are expected to improve their ability to communicate and explain various problems in their lives, such as when buying food at a store or other activities, by linking mathematical concepts (Fiangga et al., 2019). Literacy means the ability to understand, use, and interpret written texts and numeracy; it is the ability to access, use and interpret arithmetic operations (Lechner et al., 2021). Numerical literacy helps students, teachers, parents, and the community develop their ability to process numbers proficiently (Han, et.al, 2017) and examine the contribution of memory ability procedures in language and numeracy skills (Mimeau et al., 2016). Numerical literacy is part of basic mathematical concepts that cannot be separated in everyday life.
A previous study has shown that developing a geometry e-module using a realistic mathematical approach can make it easier for students to find concepts (Buchori & Rahmawati, 2017). Using e-book media in numerical literacy can also increase the students' reading interest by linking mathematical concepts in everyday life (Salim Nahdi & Cahyaningsih, 2018). In addition, the use of e-module can increase creativity and make learning more varied (Amir & Kusuma, 2018). Mathematics is closely related to everyday life and student learning activities (Heruman, 2014). The use of numerical literacy can develop the potential of students and teachers (Ekowati, et.al, 2019). Therefore, there is a need for electronic media innovation in mathematics learning especially that related to numerical literacy. In this study, mathematics learning will be developed in a numeric literacy-based  The first ADDIE stage done by the researchers was an analysis phase that consisted of four steps, namely: (1) curriculum analysis, (2) teaching material analysis, (3) material analysis, and (4) student characteristics analysis. The next stage was the design stage using the Microsoft Office Word 2016 application and the Flip pdf professional application. The next stage of development was the feasibility test and product revision before being tested.

Using
The next stage was the implementation phase with practicality tests. The last stage was the evaluation phase by improving the e-module, which aimed to enhance the quality of the products developed. Finally, the researchers produced the numerical literacy-based geometry e-module for the fifth grade of elementary school. The subjects of this research were ten students as a limited trial and one fifth-grade teacher at the state elementary school.
The developed e-module was an e-module based on numerical literacy. It contained geometry materials packaged innovatively by connecting learning materials in everyday life using mathematical concepts. It was also equipped with practice questions to enhance the students' learning abilities. This e-module provided scientific and activity-based learning using discovery and real-life learning approaches that lead to High Order Thinking Skills (HOTS) (Rohim, 2019). Data were collected using a questionnaire (Mardati, 2017). The questionnaire was given to validators with a score scale of (4) very good; (3)

RESULTS AND DISCUSSION
The e-module based on numerical literacy for the fifth grade of elementary school was developed according to the five stages in the ADDIE model (Kurnia et al., 2019) namely the analysis stage that includes analysis in the curriculum, analysis of the characteristics of students, and analysis of teaching materials applied in the teaching and learning process (Cahyadi, 2019). In implementing distance learning, students and teachers only employed textbooks and student worksheets provided by the school. Based on the analysis results, innovative teaching materials in e-module were needed to increase student interest in the learning process both directly (offline) and indirectly (online).
In the design stage, the researchers developed an electronic mathematics module of geometry materials that could be used by the fifth-grade students. At the stage, the materials on geometry were compiled using the steps of the numerical literacy basis. Components such as videos and images related to objects in everyday life were added by creating stories to improve students' reading activities using the Microsoft Office Word application, designed through a professional flip pdf application. At the stage of development, improvements of the products were made to achieve the learning objectives. In designing the e-module, themes consisting of background and knowledge information were included. The numerical literacybased geometry e-module consisted of a front cover, concept map, introduction, numerical literacy components, core competencies, basic competencies and indicators, literacy, scientific-based learning process, activities, discovery, my teacher said, real-life, video The introduction to the e-module consists of a description and instructions for using the e-module.

Scientific
In the early learning activities, they observe the pictures in everyday life, namely the form of geometry, which aims to increase the students' interest in learning.

Activity
In the e-module, some activities aim to improve student-oriented learning abilities.

5.
Discovery There are activities to find concepts based on the data provided in the cube and block geometry materials.
Students are expected to solve problems in the learning activities.

6.
Real Life the e-module allows students to have skills in solving problems in real contexts in everyday life.

7.
High Order Thinking Skill (HOTS) In addition to the material in the emodule, five practice questions use higher thinking skills that aim to measure the students' ability to understand the materials.

Rubric in practice questions
Presented with an attractive image, the front cover showcased the contents of the emodule development stage based on numerical literacy. An introduction to the contents of the e-module contained a brief description of the e-module and instructions for its use. In the initial stage of learning, the students observed the pictures around them in the form of solid images. They were given activities to hone their abilities. Students tried to make discoveries through the materials provided. Students were given problems to solve. Besides, the solid images of the e-module were presented with HOTS practice questions. Furthermore, there were rubrics in student assessment that contained the understanding of the materials, socializing, problem-solving skills and practice questions, glossary, developer profile, and  (Asrial et al., 2020).
At the Implementation stage, the researcher conducted a trial with ten students as the subject of a limited trial of e-modules. The class teacher randomly selected the users as subjects (Putri et al., 2016). Trials were conducted to determine the practicality of the products that had been developed. At the evaluation stage, a practicality test was carried out to determine product improvements from potential users by determining the results of the analysis of the geometry e-module on the results of the practicality assessment of teachers and students (Syahrial et al., 2019). The researcher gave a questionnaire to 10 students as research subjects and fifth-grade homeroom teachers in this study. The results of the assessment of the practicality of teachers and students can be seen in table 2. Based on the data in table 2, of the total teacher practicality questionnaire assessment, the practicality of the e-module gets an average percentage value of 94%. Based on the interpretation, it is categorized as excellent to be applied to students. Similarly, the total assessment of the practicality of students' questionnaires gets an average value of 96% with excellent interpretations. These results are in line with the opinion of Syukra (2019) regarding the use of e-module in terms of the practical test of teachers. The practicality category is considered very high. It can be concluded that the numerical literacy-based geometry emodule that has been developed is easy to use for students because it is practical to be implemented (Salim Nahdi & Cahyaningsih, 2018). In addition, using the e-module can attract the students in using it because of their positive response in the learning process (Suarjana et al., 2017).
The feasibility analysis of the spatial literacy-based e-module was carried out to determine the feasibility of the e-module. Based on the results of expert validation in the validation sheet instrument, the data were obtained in the form of the percentage value of the feasibility level. The assessment of expert validation results and categories can be seen in   Based on the results in table 5, the feasibility level of discussing e-modules is determined from two aspects including the cover display, the foreword and the content of emodule. It can be seen that the geometry e-module based on numerical literacy obtains an average value of 87%. It is categorized as worthy. A study by Roskos et al., (2017) states that the e-module is categorized as feasible if it allows students to develop a learning motivation, independency, and numerical literacy skills.
Based on the evaluation results, the geometry e-module based on numerical literacy for the fifth grade of elementary school has met the practicality criteria. In addition to be practical to apply, the e-module has met the eligibility criteria. Therefore, the e-learning geometry module is suitable for application in the fifth grade of elementary school. The numerical literacy-based e-module is packaged into an electronic book containing learning materials by linking them into everyday life according to mathematical concepts. Its application uses smartphones to access data in the learning process to attract the students' learning attention.
The use of the numerical literacy-based e-module is expected to develop the students' passion in mathematics learning.

CONCLUSION
Based on the results of this study, the numerical literacy-based geometry e-module for the fifth grade of elementary school was considered practical for teachers and students, with a very good category. But the feasibility results from the materials, media, and language experts were still under the criteria. The researchers hope that the e-module can be developed in other elementary schools in Indonesia as independent materials for student companions. In addition, further research could delve into how the e-module can increase the students' motivation in learning. Further research can also shed light on the innovations in packaging the materials and the application of concepts. Such innovations will provide meaningful contribution in the field of education, especially in mathematics.