The importance of developing interactive digital modules based on character education with local cultural contents in mathematics lessons in elementary school.

The background of this research is the lack of interesting, non-monotonous, and technology-based learning resources that teachers in elementary schools can use according to the needs of schools and students. This study is observational on the importance of developing an interactive digital module based on character education, containing local culture in mathematics. Observation activities were carried out in 10 elementary schools in Kudus Regency. The research method used is research and development with a modified Borg and Gall model. Observation activities were conducted by giving questionnaires to teachers and students in grade 4 elementary school and interviews with teachers. Observation results show that teachers have never used interactive digital modules. They are also still trying to find learning resources based on character education that includes the local culture of the Kudus Regency. The results of daily assessments on the area and perimeter of squares, rectangles, and triangles obtained a relatively low average score of 61. Based on the results of questionnaires from students, this is because 76% because the area and perimeter materials are challenging to understand, 75% answered that there is a formula in the material so that it seems rote, and 85% answered because of the lack of learning resources. 93% of students want technology-based learning resources to use anytime and anywhere. This can support their understanding of the material being studied. Thus, it can be concluded that 93% of students and 100% of teachers choose to agree if the researcher develops an interactive digital module based on character education containing the local culture of Kudus Regency in the mathematics subject matter of area and perimeter of squares, rectangles, and triangles. [ABSTRACT FROM AUTHOR]