The purpose of this study was developing an interactive instructional media using Adobe Flash in a form of the game at the geometry lesson (cube and cuboid) and analyzing the effectiveness of the media. The type of this study was Research and Development (R&D). The media development was started from potential and problem phase, data collection, product design, design validation, design revision, and product trial. The instruments of the study were the questionnaire validation and the questionnaire response of teacher and students. The results showed that development of interactive instructional media using Adobe Flash in a form of the game was valid. The average score of material expert was 3.43 and the average score of media expert was 3.61. The effectiveness of the media using Adobe Flash in a form of the game was effective. It was based on the score of teacher’s response was 78.57% and the score of students’ response was 86.42%.

Masalah yang melatarbelakangi penelitian ini, peserta didik mengalami kesulitan dalam menyelesaikan soal High Order Thinking Skill (HOTS) terkait materi lingkaran, ini terjadi karena rata-rata kemampuan berpikir kritis peserta didik tergolong rendah sampai sedang. Salah satu alternatif meningkatkan kemampuan berpikir kritis adalah menerapkan model pembelajaran Group Investigation. Penelitian ini bertujuan meningkatkan kemampuan berpikir kritis dalam memahami materi lingkaran melalui metode pembelajaran Group Investigation. Penelitian ini adalah penelitian tindakan kelas (PTK) dengan dua siklus. Setiap siklus terdiri dari empat tahap yaitu, tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan adalah lembar observasi dan lembar tes. Bahan ajar adalah Unit Kegiatan Belajar Mandiri (UKBM) dengan materi lingkaran. Pada siklus pertama kemampuan berpikir kritis peserta didik sebesar 48,90% dengan kriteria sedang, pada sikus kedua kemampuan berpikir kritis peserta didik meningkat menjadi 74,34% dengan kriteria tinggi. Hasil penelitian menunjukkan bahwa metode pembelajaran Group Investigation dapat meningkatkan kemampuan berpikir kritis peserta didik sebesar 25,44%.

AbstrakBanyak sekolah yang belum memahami dan siap menerapkan kurikulum prototipe dan belum pernah menerapkan pembelajaran berbasis proyek. Tujuan penelitian ini difokuskan pada cara pandang dan kinerja guru matematika dalam mempersiapkan implementasi kurikulum prototipe. Penelitian ini menggunakan metode penelitian kualitatif dengan data yang diperoleh dari observasi dan wawancara. Selanjutnya, analisis data dilakukan dengan menunjukkan bukti kinerja dan naskah wawancara tentang perspektif guru untuk meninjau kesesuaiannya dengan penelitian sebelumnya. Hasil penelitian menunjukkan bahwa kinerja guru matematika selama penyusunan modul pembelajaran berbasis proyek adalah kesulitan dalam menyusun topik proyek dan mengoperasikan aplikasi komputer sehingga tampilan modul menjadi menarik. Perspektif guru terkait dengan kurikulum prototipe adalah adanya tantangan dalam mengembangkan modul pembelajaran berbasis proyek dimana proyek tersebut merupakan integrasi dari beberapa mata pelajaran. Penyusunan soal jenis AKM juga dinilai sulit dan produk penilaian dengan soal jenis AKM yang dihasilkan guru antara lain soal pilihan ganda, menjodohkan, esai pendek dan esai lengkap. AbstractMany schools do not understand, are ready to implement the curriculum prototype, and have never implemented project-based learning. This research aims to focus on the perspective and performance of mathematics teachers in preparing the curriculum prototype implementation. This study uses qualitative research methods with data obtained from observation and interviews. Furthermore, data analysis was carried out by showing evidence of performance and interview scripts about the teacher's perspective to review its suitability with previous research. The results showed that the mathematics teacher's performance during the preparation of project-based learning modules was the difficulty in compiling project topics and operating computer applications so that the module's appearance became attractive. The teacher's perspective on the curriculum prototype is that there are challenges in developing project-based learning modules where the project integrates several subjects. The preparation of AKM-type questions was also considered problematic, and the assessment products with AKM-type questions produced by the teacher included multiple choice questions, matchmaking, short essays, and complete essays.

This research aimed to develop a media uno stacko mathematics based on a realistic mathematical approach to improve students’ understanding of mathematical concepts. The development model used was ADDIE with the pretest and posttest research designs in the control and experimental classes. The instruments used in this study were documentation, tests, and questionnaires. The analysis showed that students have problems in understanding the concepts and need engaging learning media. Then we think to design a media uno stacko mathematics. After that, media and learning tools that have been made subsequently validated by media experts, material experts, and learning design experts, each of whom with an average validation result in the very high category. In its implementation in the field shows that this media is effectively used for learning by obtaining an average N-Gain in the experimental higher than the control class with a significant difference. Furthermore, the practicality questionnaire showed that the media unomat based on a realistic approach to practical mathematics was used to obtain very good results. Based on data obtained, it was concluded that the uno stacko mathematics media was valid, effective, and practical.

Learning in post-pandemic schools is experiencing a transition where students are used to operating gadgets for learning while teachers are inexperienced in developing application-based media. In addition, students are also not used to solving AKM types of questions. Therefore, this study aims to describe the development of learning media using codular applications to identify student responses in solving AKM questions contained in the media. This study uses a 4D development model with a limited stage of disseminating development results. The test subjects of this study were junior high school students where the test data obtained was analyzed qualitatively from the response results after operating the media. The results of the research show that at the defining analysis stage it is done by distributing online questionnaires to teachers. The results of the questionnaire show that schools need learning media so that mathematics learning is integrated with technology. The learning media should be practical to learn and access anywhere and anytime. This resulted in the selection of learning media to be application-based and accessible through student gadgets. Next, at the design stage. Next, look for references about using Kodular applications and designing media. The results of the validation show that the media is feasible to be tested on students. Media trials as a development stage show a variety of responses. The results of identifying student responses based on questionnaires show that students like application-based learning media because they are easy to operate and practical to use for learning on various occasions. Students also stated that all navigation buttons function properly and the layout is consistent. The dissemination stage was carried out by training teachers in making application-based learning media and the result was that 2 teachers produced media.