International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – Vol. 15, No. 02, 2021 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the CAKA Media Based on Local Wisdom https://doi.org/10.3991/ijim.v15i02.11355 Heribertus Didik Kurniawan, Heru Kuswanto () Yogyakarta State University, Yogyakarta, Indonesia herukus61@uny.ac.id Abstract—This study aims to develop a learning media based on the local wisdom of becak (pedicab) assisted by the Android to improve the mathemati- cal representation and critical thinking abilities. It used the 4D model. The data were collected using a written test, and analysed by using the analysis of the gain scores. The result shows that the developed media based on the local wis- dom of pedicab assisted by the Android (CAKA) is in a very good category and can be used as a learning media. The CAKA media can improve the mathemati- cal representation and critical thinking abilities of grade X students of senior high school. Keywords—Android, critical thinking, mathematical representation, mobile learning, pedicab 1 Introduction The rapid development of technology in the 21st century has resulted in varieties of inventions which facilitate human activities [1]. These inventions bring about adop- tion of innovation in various aspects of human life [2]. This has impacts on human way of life [2]. One of them is the use of computer technology in communication devices like smartphones. This change has also started to enter the education domain. The change that occurs in the education domain is known as mobile learning [3]. The term mobile learning (m-learning) refers to the use of information technology, such as mobile phone, laptop, tablet, and PC. The use of information technology will affect learning achievement and every device will have different effects [4]. M-learning as an innovation in teaching enables teaching processes to be more flexible and not to be stuck on the teaching which is dominantly oriented to teachers (teacher-centered), but learning can be done individually by students (student-centered). This makes it possi- ble for learning to be done anywhere and anytime [5]–[7]. Learning that uses technology-based media has a significant effect on students. The use of such media stimulates students to learn. The use of technology can create a more interesting and enjoyable learning and learning atmosphere. This has impacts on students’ learning achievement [8]. The use of technology-based media in teaching 72 http://www.i-jim.org https://doi.org/10.3991/ijim.v15i02.11355 https://doi.org/10.3991/ijim.v15i02.11355 mailto:herukus61@uny.ac.id Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… processes provides many facilities and utilities, although in its implementation con- straints may occur. One of the possible constraints is the lack of technology-based medias which are suitable with teaching materials in school, especially in the teaching of physics. Another problem that often happens is the Internet connection when online medias are being used; not all schools have good Internet connection, and thus con- straints will occur when online medias are being used [9], [10]. The more and more advanced technology enables the society to get unlimited in- formation. This brings about the change of culture into modern society, so that they forget cultural bases they have inherited from their forefathers [11]. The integration of local wisdom in school instruction is one of the ways to make the people not lose their national self-identity. Education in school may not ignore local wisdom [12], [13]. The combination of local wisdom and science knowledge is very important in teach- ing. The local wisdom integrated in teaching can improve the teaching quality. This makes physics learning become more meaningful for students. Local wisdom-based teaching will also improve students’ learning achievement [14]. In physics learning, there are many abilities needed by the students in order to solve physics problems. The representation and critical thinking abilities are examples of abilities needed by the students for solving a physics problem [15]. Representation in the teaching of physics is fundamental issue. The use and choice of an accurate representation format will help students to solve physics problems [16]. Mathematical representation ability of the students of some high schools in Indonesia is in the medi- um or even low category [17], [18]. Therefore, a solution is needed in order that the students’ mathematical representation ability improves. An example of the solution that can be made is by administering practice tests and the teaching that trains stu- dents’ mathematical representation ability. Like the mathematical representation abil- ity, the critical thinking ability is also badly needed by students. This ability can help students analyse a problem and help them solve it. Empirical evidence shows that students’ critical thinking ability is still in a low category [19]. Based on the problems above, a media that can facilitate physics learning in school is needed. Not only will it facilitate learning in school, it will also be expected to improve students’ mathematical representation and critical thinking abilities. It is also expected to integrate the elements of local wisdom which can develop the students’ knowledge of their local culture. This article will describe the steps taken in develop- ing a local wisdom-based learning media which is practical and can be used offline and online and which can also improve the mathematical representation and critical thinking abilities of high school students. 2 Literature Review 2.1 Mobile learning M-learning is the learning activity that uses a mobile media which enables students to access information and learning materials anytime and anywhere [20]. By using m- learning, students have freedom to choose when and where learning will be done. It iJIM ‒ Vol. 15, No. 02, 2021 73 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… also gives freedom to access information and learning materials which can improve the quality of their life regardless of their domicile, social status, and culture [21]. Its example is the use of smartphone in learning processes [3]. Its application in learning, particularly by using a smartphone or Android, can improve students’ learning ability [22], [23] The teaching content of m-learning consists of various kinds. It is highly related to the capacity of the device to display and operate. These various kinds of content require the programmer to make the content which is accurate and suitable with the characteristics of the device and users. Another important thing in m-learning is that not all content of conventional teaching can be transformed to the m-learning content. The content that can be presented in a device is texts, pictures, video, audio, and soft- ware application. There are three functions of m-learning in classroom instruction: Supplementary materials, which are optional; complementary materials; substitution materials [5]. Nowadays, Android is very popular in the society. Most people use it. There are some factors that make it very popular in the society, among others is the ease in us- ing its application. In addition, Android application is also flexible to use [24]. The process of making Android application is very easy, so that it can be made suitable for the users’ needs. Android application can help all kinds of human’s activities, includ- ing education. The use of Android application smartphone is one of the examples of m-learning. The use of Android in teaching processes gives some benefits. In addition to giving benefits to learning which can be done anytime and anywhere, the use of Android in education, for example m-learning also gives very important benefits, i.e. students can control their own learning pace by themselves, because their ability to understand learning materials is different from one another [25]. This is very im- portant to note because it will make students understand learning materials better and in the long run it will improve their learning achievement [26]. 3 Mathematical Representation and Critical Thinking Abilities Representation is human’s ability to construct something which has been seen in the form of symbols [27]. Mathematical representation ability is the ability to con- struct a problem into a symbolic form or mathematical equation. Students’ mathemat- ical representation ability is related to physics teaching. The students who have a good mathematical representation ability will find it easy to explain the symbols found in physics. This will have effects on the way the students determine the physics equa- tions they have to use and the way they work out the determined equations [28]. Thinking critically is a process that must be done to analyse the facts being faced and to result in an idea or opinion [29]. In science, thinking critically can be defined as the ability to obtain relevant and reliable knowledge about the universe. The knowledge is obtained through a set of systematic hypothesis testing, until a correct conclusion is obtained. The characteristic of critically thinking people is that they use their logic in drawing conclusions, understanding the differences between reasoning and rationality, and using facts intelligently and honestly [30]. 74 http://www.i-jim.org Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… 4 Local Wisdom of Pedicab Local wisdom is often called local policy, local knowledge, or local genius. In gen- eral, local wisdom is defined as a way of life and knowledge as well as various strate- gies of life which is realized in the activities done by the local community in solving various problems in order to satisfy their needs, including all aspects of life such as religion, economy, technology, social organization, language, and arts. Local wisdom can also be in the form of tradition, proverbs, wise words, or life mottos. The positive values of the local wisdom are potentials and basic capitals in building the self- identity and national character [12], [31]. The pedicab is one of the forms of Indonesian local wisdom. It is a means of land transportation that has three wheels moved by manpower. It was very much used before World War II [32]. This vehicle is a modification of a bicycle. It is a very pop- ular means of transportation in Indonesia. As a means of transportation, a pedicab is used not only for the mobility of the local people but also an attraction for foreign visitors. It is still maintained because it is a special attraction for tourists Fig. 1. Physics materials in pedicab The pedicab can also be utilized as a part of a teaching process, especially in phys- ics teaching. It can be used as an instructional media to understand some physics ma- terials. By using a pedicab as learning media, the students are expected to find it easy to understand physics materials and apply them in their real life. The pedicab is ana- lysed, and then physics materials are obtained (Figure 1), which can be learned through it. Some physics materials which can be learned through the use of pedicab include efforts and energy, Newton’s Law, and circular motion. iJIM ‒ Vol. 15, No. 02, 2021 75 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… 5 Research Method This research is research and development (R&D) using the 4D developmental model, which includes the stages of define, design, develop and disseminate [33]. The defining stage is the preliminary study where review of related theory and empirical review was done as detailed as possible. At this stage, the problem and the needs in teaching processes were defined so that it resulted in the idea of the media to be de- veloped and needed in teaching. At the designing stage, the researcher designed the form and content of the media to be developed (idea) in its initial display, in the form of a storyboard. This initial display contains the layout of buttons, menu to be used, choice of animation to be used, main menu display, materials, evaluation and menu of developers’ profiles and collection of material sources, animation, video, music, and the software used to make the learning media. The developing stage is the stage where the media began to be developed. All of the instruments used in the research were validated by experts. The suggestions and comments given were used as the inputs for the improvement of the learning media before it was used by practitioners. The dis- seminating stage is the final stage in this research. After the media had been improved through the revision process, it was disseminated in the form of application in An- droid mobile phones. The disseminating process was done in conferences, scientific journals, play store, teachers, and grade X science students of high schools. This research was conducted at State Senior High School 3 Yogyakarta. The re- search sample was grade X students of MIA. The students were divided into two classes: The control class consisting of 35 students, and the experimental class con- sisting of 34 students. The research used the pretest-posttest control group design, as presented in Table 1. Table 1. Pretests-Postest Control Group Design No. Class Pretest Treatment Postest 1. Experimental O1 X1 O2 2. Control O1 X2 O2 Where, O1 = Pretest O2 = Postest X1 = Using the CAKA Media X2 = Not Using the CAKA Media The improvement of the students’ mathematical representation and critical thinking abilities was measured using the gain score. The gain score calculated using Equation (1), and the gain score criteria are presented in Table 2. 𝑔 = 𝑆𝑓−𝑆𝑖 100−𝑆𝑖 (1) where Sf is the final score obtained in the posttest and Si is the initial score obtained in the pretest. 76 http://www.i-jim.org Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… Table 2. Criteria of gain score No. Gain score Criteria 1. g ≥ 0.70 High 2. 0.30 ≤ g < 0.70 Medium 3 g <0.30 Low 6 Result and Discussion 6.1 Basis of media development Based on the problems that arose and the research variables, a matrix which could become the guide for developing the learning media was constructed. The matrix helped the researcher determine the form and parts of the developed media. The ma- trix contained the indicators of the mathematical representation and critical thinking abilities, and any physics materials which can be learned using the pedicab and which were put in the media. The matrix also contained the objectives and targets that the students had to be able to do. The matrix of the learning media is presented in Table 3, Table 4 and Table 5. Table 3. Matrix of learning media on Effort and Energy materials Indicator Effort and Energy Efforts Kinetics Potensial Mechanical Inferencing Selecting true factual statements on efforts Selecting true factual statements on kinetics energy Selecting true factual statements on potensial energy Selecting true factual statements on mechanical energy Analysing Assumption Making decision from some assumptions of efforts Making decision from some assumptions of kinetics energy Making decision from some assump- tions of potensial energy Making decision from some assump- tions of mechanical energy Deducting Making conclusions of efforts Making conclusions of kinetic energy Making conclusions of potensial energy Making conclusions of mechanical energy Interpreting Concluding logically based on information of efforts Concluding logically based on information of kinetic energy Concluding logically based on information of potensial energy Concluding logically based on information of mechanical energy Evaluating Argument Evaluating if the argument of efforts is strong or weak Evaluating if the argument of kinetics energy is strong or weak Evaluating if the argument of potensial energy is strong or weak Evaluating if the argument of mechanical energy is strong or weak Determining correct equa- tion based on problems Determining correct equation according to efforts problems Determining correct equation according to kinetics energy prob- lems Determining correct equation according to potensial energy problems Determining correct equation according to mechanical energy problems Operating mathematical equation to solve prob- lems Operating mathemati- cal equation to solve problems on efforts Operating mathemati- cal equation to solve problems on kinetics energy Operating mathemat- ical equation to solve problems on potensial energy Operating mathemat- ical equation to solve problems on mechanical energy iJIM ‒ Vol. 15, No. 02, 2021 77 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… Table 4. Matrix of learning media on Newton Law materials. Indicator Newton Law Newton’s First Law Newton’s Second Law Inferencing Selecting true factual statements on Newton’s First Law Selecting true factual statements on Newton’s Second Law Analysing Assump- tions Making decision from some Assump- tions of Newton’s First Law Making decision from some Assump- tions of Newton’s Second Law Deducting Making conclusions of Newton’s First Law Making conclusions of Newton’s Second Law Interpreting Concluding logically based on infor- mation of Newton’s First Law Concluding logically based on infor- mation of Newton’s Second Law Evaluating Arguments Evaluating if the argument of Newton’s First Law is strong or weak Evaluating if the argument of Newton’s Second Law is strong or weak Determining correct equation based on problems Determining correct equation according to Newton’s First Law problems Determining correct equation according to Newton’s Second Law problems Operating mathemati- cal equation to solve problems Operating mathematical equation to solve problems on Newton’s First Law Operating mathematical equation to solve problems on Newton’s Second Law 6.2 Media The learning media was developed using the 4D model. It consists of competen- cies, materials, simulation, and practice tests. It is the learning realized in the form of materials, test, quiz and other ways of learning through network [34]. This media is named CAKA. It is the physics learning media which contains the materials on efforts and energy, Newton’s Law, and circular motion. It includes the element of local wis- dom, i.e., pedicab, which is used as the learning aid to understand physics materials. Through the use of the pedicab, some physics materials such as efforts and energy, Newton’s Law, and circular motion can be learned. Figures 2, 3, and 4 show the sam- ples of media. Table 5. Learning media matrix with Circular Motion. Indicator Circular Motion Period Frequency Linear Velocity Angular Velocity Inferencing Selecting true factual statements on Period Selecting true factual statements on frequency Selecting true factual statements on linear velocity Selecting true factual statements on angular velocity Analysing Assumption Making decision from some Assump- tions of Period Making decision from some Assump- tions of frequency Making decision from some Assump- tions of linear velocity Making decision from some Assump- tions of angular velocity Deducting Making conclusions of Period Making conclusions of frequency Making conclusions of linear velocity Making conclusions of angular velocity Interpreting Concluding logically based on information of Period Concluding logical- ly based on infor- mation of frequency Concluding logically based on information of linear velocity Concluding logically based on information of angular velocity Evaluating argu- ments Evaluating if the argument of Period is strong or weak Evaluating if the argument of frequency is strong Evaluating if the argument of linear velocity is strong or Evaluating if the argument of angular velocity is strong or 78 http://www.i-jim.org Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… or weak weak weak Determining correct equation based on problems Determining correct equation according to Period problems Determining correct equation according to frequency prob- lems Determining correct equation according to linear velocity prob- lems Determining correct equation according to angular velocity problems Operating mathe- matical equation to solve problems Operating mathemat- ical equation to solve problems on Period Operating mathe- matical equation to solve problems on frequency Operating mathemat- ical equation to solve problems on linear velocity Operating mathemat- ical equation to solve problems on angular velocity Fig. 2. Application Initial Display Fig. 3. Material Display Fig. 4. Practice Test Display. iJIM ‒ Vol. 15, No. 02, 2021 79 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… 6.3 Media validation result CAKA application has gone through the validation by materials experts and media experts, and the evaluation by high school physics teachers and peer reviewers. The evaluation has also been done by high school students in the limited and field try-outs. In the aspects of materials and media, CAKA application is considered very good in terms of quality and suitability according to the evaluation done by experts, high school physics teachers and peer reviewers and it has good quality according to stu- dents. The result of the evaluation on the quality of the media in terms of the aspect of the software engineering and visual communication according to media experts, peer reviewers, and high school physics teachers is presented in Table 6. Table 6. Result of Evaluation on Audio Visual Aspect and Software Technology No. Aspects Total Maximum Score Category 1. Software Engineering 34 36 Very Good 2. Visual Communication 23 27 Good Total 57 63 Good By converting the data on the result of the evaluation by media experts, peer re- viewers, and physics teachers in the two aspects as the basis, the researcher found that the developed learning media was in the good category. The total score obtained for the two aspects is 57 (out of the maximum score of 63). The result of material experts and peer reviewers, and physics teachers’ evaluation on the aspects of teaching and the content adequacy of the materials is presented in Table 7. Table 7. Result of Evaluation on Teaching and Material Aspects by Material Experts, Peer Reviewer (PR) and Physics Teacher (PT). No. Aspects Total Highest Score Category 1. Teaching 18 18 Very Good 2. Content/Material Adequacy 26 27 Very Good Total 44 45 Very Good From the result of the evaluation by materials experts, peer reviewers, and physics teachers on the learning media and materials aspects, the total score gained is 44 (out of the maximum score of 45). The total score ranges in the A category, which is very good. The evaluation of the media aspect involved 30 grade X students of high school. The aspects under evaluation are teaching and materials as well as the graphics and operation of the media. The result is presented in Table 8. Table 8. Result of Evaluation on Limited Try-out Media No. Aspects Limited Test Maximum Score Category 1. Teaching/material 14 16 Good 2. Operation and Navigation 25 28 Good 3. Program Appeal 15 16 Very Good 4. Program Utility 7 8 Very Good Total 61 68 Good 80 http://www.i-jim.org Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… 6.4 The result of improving mathematical representation and critical thinking abilities The field try-out used the pretest-posttest group design, involving grade X students of MIPA 3 as the control class and those of MIPA 2 as the experimental class. This try-out aimed to see whether or not there were differences between learning by using Android-assisted media and that by using the traditional teaching which is often used by teachers in the school. Besides, it aimed to see whether the Android-assisted media could improve the students’ mathematical representation and critical thinking abilities. The result of the pretest-posttest can be seen in Tables 9 and 10. Table 9. Result of Improving Students’ Mathematical Representation Ability No Class Number of Students Average Mathematical Representation Average n-gain Category Pretest Posttest 1 Experimental 34 21.14 77.94 0.72 High 2 Control 35 22.68 65.89 0.55 Moderate Table 10. Result of Improving Students’ Critical Thinking Ability No Class Number of Students Critical Thinking Average Average n-gain Category Pretest Posttest 1 Experimental 34 20.74 61.18 0.51 Medium 2 Control 35 21.14 40.14 0.24 Low 6.5 The result of the test of the media effectiveness in improving mathematical representation and critical thinking abilities The effectiveness test is carried out by giving a question about the measurement of critical thinking ability and mathematical representation in each group (experimental class) in the pretest-posttest activity then the scores obtained by students in the pretest-posttest activity are analyzed using the ANAVA mix design. The ANAVA analysis was carried out to review the significance of the differences in each class. The ANAVA mix design analysis on general linear models used statistical analysis program. There are two hypothesis tests that must be done before the effectiveness test, namely the test for changes in the pretest-posttest score and the test to find out the increase in the pretest-posttest score in the experimental and control classes. The results of the first hypothesis test show changes in the pretest-posttest score in the experimental and control classes. The changes in the pretest-posttest scores for the two classes are significantly different. The results of the second Hypothesis Test show an increase in scores. The biggest increase in the increase from pretest to posttest occurred in the experimental class that used the physics learning media, that is - 56.801 in mathematical representation and an increase of -40.441 for critical thinking skills can be seen in Table 11 and Table 12. iJIM ‒ Vol. 15, No. 02, 2021 81 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… Table 11. Result of Pairwise Comparison for Testing the Second Hypothesis of Mathematical Representation Ability Class (I) Time (J)Ttime Mean Difference (I-J) Std. Error Sig.a Experimental 1 2 -56.801* 2.441 .000 2 1 56.801* 2.441 .000 Control 1 2 -43.214* 2.406 .000 2 1 43.214* 2.406 .000 Table 12. Result of Pairwise Comparison for Testing the Second Hypothesis of Critical Thinking Ability Class (I) Time (J) Time Mean Difference (I-J) Std. Error Sig.a Experimental 1 2 -40.441* 2.390 .000 2 1 40.441* 2.390 .000 Control 1 2 -19.000* 2.355 .000 2 1 19.000* 2.355 .000 The developed media effectiveness testing was conducted to find out the effectiveness (contributions) of the treatment given to each group. The effectiveness value can be seen in the effectiveness of the multivariate test column from the results of the ANAVA analysis by reviewing partial eta squared. The greatest partial eta squared value informs the effectiveness of the treatment done in the class in improving the critical thinking and mathematical representation abilities. Table 13 and Table 14 present the result of the comparison between the partial eta squared value in the experimental class and that in the control class on the mathematical representation and critical thinking abilities. Table 13. Effectiveness Test Results of Mathematical Representation Ability Class Sig. Partial Eta Squared Experimental Pillai’s trace .000 .890 Wilks’ lambda .000 . 890 Hotelling’s trace .000 . 890 Roy’s largest root .000 . 890 Control Pillai’s trace .000 .528 Wilks’ lambda .000 . 528 Hotelling’s trace .000 . 528 Roy’s largest root .000 . 528 82 http://www.i-jim.org Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… Table 14. Effectiveness Test Results of Critical Thinking Ability Class Sig. Partial Eta Squared Experimental Pillai’s trace .000 .810 Wilks’ lambda .000 . 810 Hotelling’s trace .000 . 810 Roy’s largest root .000 . 810 Control Pillai’s trace .000 .493 Wilks’ lambda .000 . 493 Hotelling’s trace .000 . 493 Roy’s largest root .000 . 493 Table 13 shows the largest partial eta squared value in the mathematical representation ability to occur in the experimental class (using the developed physics learning media based on local pedicab wisdom with the help of Android). In Group 1 (experimental class) the developed media is effective in improving mathematical representation ability by 0.890 or 89%. The value obtained by group 2 (control class) is 0.528 or 52.8%. Table 14 shows the largest partial eta squared value in the experimental class (using the developed physics learning media). The treatment given to the experimental class can increase the ability to think critically by 0.810 or 81.0% and for the control class, the partial eta squared value is 0.493 or 49.3%. 7 Discussion The CAKA learning media was developed based on the matrix shown in Table 1 and Table 2. In the matrix, there are the variables of mathematical representation and critical thinking abilities. The physics materials which can be learned through the pedicab are also included in the matrix. Through the matrix, the researchers can know the goals that have to be achieved by students. It helped the researchers to determine the content which can be used to improve students’ mathematical representation and critical thinking abilities. The CAKA learning media consists of some parts including: Competencies, mate- rials, simulation, practice test, references, and glossaries. It contains three materials which students can learn: Efforts and energy, Newton’s Law, and circular motion. Each material is accompanied with simulation which students can do in order to have deeper understanding of the available materials. There is also a video program con- taining the history of pedicabs and any physics materials which can be learned from pedicabs in addition to the presented materials. CAKA media also provides practice tests which students can do. The available test items are suitable with the criteria of mathematical representation and critical thinking abilities. When the students finished doing the practice test, their mathematical representation and critical thinking abilities have been improving. The learning media developed using the 4D model is feasible to use by students, as shown by the good result of the validation done by materials experts, media experts, teachers, and peers. After the validation, a limited try-out was conducted through iJIM ‒ Vol. 15, No. 02, 2021 83 Paper—Improving Students’ Mathematical Representation and Critical Thinking Abilities Using the… students’ response questionnaire. The product validation in the aspects of materials and media shows that the developed media is in a very good category. The result of the limited try-out using students’ response questionnaire shows that the developed media is in a very good category. The CAKA media was applied in teaching processes, in which a pre-test and post- test were administered to students. The result of the pre-test and post-test was used to see the effect of the CAKA media on the students’ mathematical representation and critical thinking abilities. The result of the analysis shows that there is a difference in the average gain score of the students in the control class and that of those in the ex- perimental class. The average gain score in mathematical representation of the exper- imental class is 0.72, which is in a high category, while that of the control class is 0.55, which is in a medium category. This shows that the use of the CAKA media has a good impact on the students’ mathematical representation ability. This also applies to the critical thinking ability. The average gain score of the experimental class is 0.51, which is in the medium category. This score is higher than the score of the con- trol class, i.e., 0.24, which is in the low category. That the use of local wisdom also has good impacts is in line with the research by Kurniawati [35] which reported that the teaching that integrates local wisdom can improve students’ understanding and motivation. The students also like the local wisdom-based learning materials. This result is in line with the finding of the research by Abadi, Asih, and Jupri [36]. CAKA learning media is effective in increasing scores in the experimental class by 89% for mathematical representation abilities and 81% for critical thinking ability. 8 Conclusion Based on the result of this research, it can be concluded that the CAKA media is feasible to use. This is based on the result of the validation by media experts, materi- als experts, physics teachers, and peer reviewers, resulting in the total score which is in a very good category. While the result of the limited try-out shows that the devel- oped media is in a good category. 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[36] M. K. Abadi, E. C. M. Asih, and A. Jupri, “The Development of Interactive Mathematics Learning Material Based on Local Wisdom with .swf Format,” IOP Conf. Ser. J. Phys. Conf. Ser., vol. 1013, pp. 1–6, 20. https://doi.org/10.1088/1742-6596/1013/1/012131 10 Authors Heribertus Didik Kurniawan is a master student in Physics Education at Yogya- karta State University in 2018. heribertus.didik2016@student.uny.ac.id Heru Kuswanto is Professor in the Department of Physics Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Indonesia. He got his master’s degree from Gajahmada University, Indonesia, and Doctoral degree from Université Jean Monnet de Saint Etienne, France. Article submitted 2019-07-22. Resubmitted 2020-03-30. Final acceptance 2020-07-28. Final version published as submitted by the authors iJIM ‒ Vol. 15, No. 02, 2021 87 https://doi.org/10.1088/1742-6596/1013/1/012131 mailto:heribertus.didik2016@student.uny.ac.id