Development of Interactive Mathematics Teaching Materials Based on the ADDIE Model to Improve Numeracy Literacy of Elementary School Students

Abstract

This study examines the application of the ADDIE model in developing interactive mathematics teaching materials to enhance numeracy literacy among elementary school students. Using a library research approach, this study synthesizes national and international literature to explore how each phase of the ADDIE model contributes to instructional effectiveness. The findings indicate that the ADDIE framework ensures systematic alignment between learner needs, pedagogical design, interactive media integration, and continuous evaluation. Research reviewed in this study shows that ADDIE-based learning materials improve key numeracy literacy indicators, including conceptual understanding, reasoning skills, and student motivation. The integration of interactive technology such as digital simulations and contextual learning content further supports active, learner-centered mathematics instruction. In the context of West Kalimantan, the study highlights the need for locally relevant and accessible interactive materials, particularly for schools in remote areas with limited digital infrastructure. The implications of this research emphasize the importance of adopting structured instructional design models for teachers, instructional designers, and policymakers in strengthening literacy and numeracy programs within Kurikulum Merdeka. Overall, the findings reinforce the potential of the ADDIE model as a practical and adaptable framework for improving numeracy literacy in elementary mathematics education.