Developing Digital Descriptive Statistics Modules Through Hybrid Flipped Classroom Learning to Improve Students' Statistical Thinking Skills

Abstract

This study addresses the challenge of enhancing statistical thinking among prospective mathematics students’ through the development of interactive digital modules delivered via Android applications. Traditional learning resources in descriptive statistics often emphasize computational procedures at the expense of conceptual understanding and reasoning. Guided by the ADDIE (Analysis, Design, Develop, Implement, Evaluate) model within a research and development framework, this study designed and evaluated a digital module integrating learning activities, multimedia explanations, practice videos, exercises, and formative assessments. Validation by subject matter, media, and pedagogical experts indicated high levels of validity (0.90–0.91). Pilot and field trials demonstrated strong practicality (74.73% and 82.67%), while a paired sample t-test and N-Gain analysis confirmed significant improvements in students’ statistical thinking skills, with effectiveness reaching 80.36%. These findings suggest that Android-based modules not only provide valid and practical learning resources but also deliver measurable learning gains. The study contributes to the growing body of research on mobile and technology-enhanced learning by highlighting the pedagogical potential of interactive digital modules in higher education, particularly in bridging the gap between procedural knowledge and conceptual reasoning in statistics education.