Made Juniantari, I. Nyoman Sudana Degeng, Saida Ulfa, Ayami Nakaya
Introduction. In the digital age, the implementation of innovative strategies and technology-based approaches that enhance conceptual understanding in mathematics education is becoming increasingly essential. By utilising mobile technology, mobile seamless inquiry media (MoSIM) enables students to engage in research activities anytime and anywhere, thereby overcoming the constraints of traditional classroom learning. Aim. This study aims to develop and evaluate tools for MoSIM. Methodology and research methods. The study was conducted using the ADDIE pedagogical design model. Data analysis included a paired t-test and growth calculation (N-gain) to evaluate improvements in conceptual learning outcomes. Results and scientific novelty. The results indicate that MoSIM significantly enhances students' conceptual understanding, showing a statistically significant difference (Sig. < 0.001) and an N-gain percentage of 72.42%. This research presents an innovative educational solution by integrating inquiry-based learning (IBL) and seamless learning in a mobile-based format, specifically designed to align with the learning preferences of Generation Z, who are proficient with technology. Practical significance. MoSIM provides a practical and flexible solution for teaching abstract mathematical concepts beyond classroom limitations. Its successful application highlights its potential to improve mathematics education and serve as a model for integrating mobile technology into other instructional contexts. © Juniantari M., Degeng I.N.S., Ulfa S., Nakaya A.
Educational Technology Department, Universitas Negeri Malang, Malang, Indonesia; Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan
