Pengembangan Media Interaktif Berbantuan Prezi Terhadap Kemampuan Pemahaman Matematis Topik Sistem Persamaan Linier Dua Variabel

  • Setiyani Setiyani Universitas Swadaya Gunung Jati http://orcid.org/0000-0002-6680-789X
  • Trusti Hapsari Universitas Swadaya Gunung Jati Cirebon
  • Ferry Ferdianto Universitas Swadaya Gunung Jati
  • Laela Sagita Universitas PGRI Yogyakarta
  • Ade Citra Irawanti Universitas Swadaya Gunung Jati
Abstract views: 583 , PDF downloads: 476

Abstract

Abstract

The purpose of this research is to produce a valid interactive learning media assisted by Prezi. This research is development research using the ADDIE model which consists of 5 stages, namely Analysis, Design, Development, Implementation, Evaluation. The analysis stage consists of two activities namely needs analysis and needs identification. Furthermore, at the design stage, the researcher carried out four activities, namely collecting references, compiling texts, selecting media, and media design. At the development stage, validation activities are carried out by media experts and material experts. The instruments in this study were media validation sheets and a matter of mathematical understanding abilities. Based on the results of the study, it was found that interactive media assisted by Prezi to the ability of mathematical understanding was valid with an average value of 90.5% which was categorized as very valid. The developed interactive media makes it easy for students to understand the LESTV material, ranging from delivering material in the form of video, using voice and text in a user-friendly interface, and containing exercises based on interactive concept understanding indicators with the addition of adobe flash software and active presenter. Furthermore, interactive media assisted by Prezi on mathematical comprehension skills can be used on the topic of Linear Equation System in Two Variables (LESTV).

Keywords: Interactive Media Prezi, LESTV, Mathematical Comprehension Ability

 

Abstrak

Tujuan dari penelitian ini adalah menghasilkan suatu media pembelajaran interaktif berbantuan Prezi yang valid. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model ADDIE yang terdiri dari 5 tahap yaitu Analysis, Desain, Development, Implementation, Evaluation. Pada Tahap analysis terdiri dari dua kegiatan yaitu analisis kebutuhan dan identifikasi kebutuhan. Selanjutnya pada tahap design peneliti melakukan empat kegiatan yaitu mengumpulkan referensi, penyusunan teks, pemilihan media dan desain media. Pada tahap development dilakukan kegiatan validasi oleh ahli media dan ahli materi. Instrumen dalam penelitian ini adalah lembar validasi media dan soal kemampuan pemahaman matematis. Berdasarkan hasil penelitian, diperoleh bahwa media interaktif berbantuan Prezi terhadap kemampuan pemahaman matematis valid digunakan dengan nilai rata- rata sebesar 90,5% termasuk kategori sangat valid. Media interaktif yang dikembangkan memberikan kemudahan bagi siswa untuk memahami materi SPLDV, variatif mulai dari penyampaian materi dalam bentuk video, penggunaan suara dan teks interface yang user friendly, dan memuat latihan soal berdasarkan indikator pemahaman konsep yang interaktif dengan tambahan software adobe flash dan active presenter. Selanjutnya media interaktif berbantuan prezi terhadap kemampuan pemahaman matematis dapat digunakan pada topik sistem persamaan linier dua variabel.

Kata Kunci: Media Interaktif Prezi, SPLDV, kemampuan Pemahaman Matematis

Downloads

Download data is not yet available.

Author Biographies

Setiyani Setiyani, Universitas Swadaya Gunung Jati

Pendidikan Matematika

Trusti Hapsari, Universitas Swadaya Gunung Jati Cirebon

Pendidikan Matematika

Ferry Ferdianto, Universitas Swadaya Gunung Jati

Pendidikan Matematika

Laela Sagita, Universitas PGRI Yogyakarta

Pendidikan Matematika

Ade Citra Irawanti, Universitas Swadaya Gunung Jati

Pendidikan Matematika

References

[1] F. Reimers, A. Schleicher, J. Saavedra, and S. Tuominen, “Supporting the continuation of teaching and learning during the COVID-19 pandemic. Annotated resources for online learning,” OECD, pp. 1–38, 2020.

[2] G. Orlov et al., “Learning during the covid-19 pandemic: it is not who you teach, but how you teach,” J. Chem. Inf. Model., p. 11, 2020.

[3] R. M. Duffy, A. Guerandel, P. Casey, K. Malone, and B. D. Kelly, “Experiences of using prezi in psychiatry teaching,” Acad. Psychiatry, vol. 39, no. 6, pp. 615–619, 2015.

[4] S. Al-Hammouri, “The Effect of Using Prezi on Al Zaytoonah University Students’ Performance in French Language Reading Skills,” Int. Educ. Stud., vol. 12, no. 1, p. 128, 2018.

[5] R. N. Yanti, A. S. Melati, and L. S. Zanty, “Analisis Kemampuan Pemahaman dan Kemampuan Komunikasi Matematis Siswa SMP Pada Materi Relasi dan Fungsi,” J. Cendekia J. Pendidik. Mat., vol. 3, no. 1, pp. 209–219, 2019.

[6] U. Mulbar, S. F. Assagaf, and A. Arfah, “Communication skill and mathematics conceptual understanding of senior high school students,” J. Phys. Conf. Ser., vol. 1387, no. 1, 2019.

[7] A. A. Rakhim, K. Kartono, and S. Supriyadi, “Concept Understanding Skill of 8 th Grade Junior High School Students in Missouri Mathematics Project Learning Based Curiosity With Scaffolding,” vol. 11, no. 1, pp. 70–75, 2020.

[8] N. Pongsakdi, A. Kajamies, K. Veermans, K. Lertola, M. Vauras, and E. Lehtinen, “What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills,” ZDM - Math. Educ., vol. 52, no. 1, pp. 33–44, 2020.

[9] R. Rosdiana, “Pengembangan Media Pembelajaran Berbasis Komputer,” Al-Khwarizmi J. Pendidik. Mat. dan Ilmu Pengetah. Alam, vol. 1, no. 2, pp. 87–100, 2018.

[10] E. Y. Putri Nasution and N. F. Siregar, “Pengembangan Media Pembelajaran Berbasis Prezi,” J. Tarbawi J. Ilmu Pendidik., vol. 15, no. 02, pp. 205–221, 2018.

[11] R. Rohiman and B. S. Anggoro, “Penggunaan Prezi untuk Media Pembelajaran Matematika Materi Fungsi,” Desimal J. Mat., vol. 2, no. 1, pp. 23–32, 2019.

[12] W. Wahyudi, I. S. Rufiana, and D. A. Nurhidayah, “Quizizz: Alternatif Penilaian di Masa Pandemi Covid-19,” J. Ilm. Soulmath J. Edukasi Pendidik. Mat., vol. 8, no. 2, p. 95, 2020.

[13] Y. Sulistyowati, “Pengembangan Media Pembelajaran Interaktif Dengan Pendekatan Contextual Teaching and Learning ( Ctl ) Pada Materi Volume Bangun Ruang,” Semin. Nas. Mat. dan Pendidik. Mat. dengan tema ” Penguatan Peran Mat. dan Pendidik. Mat. untuk Indones. yang Lebih Baik", no. November, pp. 978–979, 2013.

[14] R. R. Pulungan and Suhendra, “Analysis of student’s misconception in solving system of linear equation in two variables,” J. Phys. Conf. Ser., vol. 1157, no. 4, 2019.

[15] W. Widada, D. Herawaty, M. H. Rahman, D. Yustika, E. P. Gusvarini, and A. Falaq Dwi Anggoro, “Overcoming the difficulty of understanding systems of linear equations through learning ethnomathematics,” J. Phys. Conf. Ser., vol. 1470, no. 1, 2020.

[16] P. Studi, T. Industri, F. Sains, U. I. N. Sunan, and K. Yogyakarta, “1 st Conference on Industrial Engineering and Halal Industries ( CIEHIS ) INTEGRASI RANTAI PASOK : TINJAUAN TEORI BERBASIS SUMBER DAYA 1 st Conference on Industrial Engineering and Halal Industries ( CIEHIS ),” pp. 308–312, 2019.

[17] K. De Witte and N. Rogge, “Does ICT matter for effectiveness and efficiency in mathematics education?,” Comput. Educ., vol. 75, pp. 173–184, 2014.

[18] D. Wahyuningsih and C. A. Budiningsih, “Implementation of Blended Learning By the Constructive Approach (BLCA) in Learning Human-Computer Interaction,” Innov. Journal. Educ. Technol., vol. 1, no. 1, pp. 15–27, 2014.
Published
2021-01-15
Section
Articles