Development of GeoGebra-Assisted E-Module in Multiple Integral Calculus Course

Limited interaction between students and lecturers during the learning process often leads to suboptimal information transfer. This issue becomes more critical when addressing multiple integral calculus, a subject that is abstract and requires strong visual comprehension. To address this challenge, innovative learning media that promote student autonomy and support the visualization of complex concepts are needed. This study aims to evaluate the feasibility of a GeoGebra-assisted electronic module (e-module) for a multiple integral calculus course. The research employed a development design based on Sugiyono’s model, consisting of seven stages: identifying potential and problems, data collection, product design, design validation, design revision, product trial, and final product revision. The participants were 35 mathematics education students selected through purposive sampling. Data were collected using validation sheets to assess product quality, student response questionnaires to measure practicality, and learning outcome tests to determine effectiveness. The data were analyzed using descriptive statistics, with the percentage of students achieving a minimum score of 70% used as the indicator of effectiveness. The validation results categorized the module as “very valid,” while student responses indicated that it was “very practical.” Furthermore, 72.4% of students achieved learning outcomes above the minimum mastery level, which falls into the “good” category. Therefore, the GeoGebra-assisted e-module is considered feasible, practical, and effective as a digital learning resource to enhance students’ conceptual understanding and visualization skills in multiple integral calculus.