Enhancing Pre-Service Teachers' Mathematical Reasoning and Connections through Experiential Learning-Based Modules

This study aims to evaluate the effectiveness of an experiential learning-based learning module in improving the mathematical reasoning and connection skills of pre-service teachers. The study used a quasi-experimental design with a non-equivalent pretest-posttest control group involving 71 pre-service teachers from the University Riau, Indonesia. Data were collected through valid and reliable essay tests before and after the intervention or treatment. Data analysis used Analysis of Covariance (ANCOVA) to test for significant differences while controlling for initial skill, and Normalized Gain (N-Gain) analysis to measure the level of improvement. The ANCOVA results showed that the experimental group achieved significantly higher final scores than the control group (p 0.50). In contrast, the control group only reached the lower limit of the "moderate" category (N-Gain > 0.30). These findings provide strong evidence that a structured experiential learning approach not only results in higher achievement but also drives greater levels of improvement. The implications of this study underscore the importance of integrating experiential learning approaches into the curriculum for prospective mathematics teachers, thereby bridging the gap between theory and pedagogical practice in the classroom. Received: 22 October 2025 / Accepted: 11 December 2025 / Published: January 2026

Analysis of covariance · Covariance · Curriculum · Experiential learning · E-Learning and COVID-19 · Innovative Education Methods and Tools · Mathematics Education and Pedagogy