No abstract

Mathematical literacy is very important for the society in the 21st century. An individual is able to see literate not only understands mathematical concepts or materials but can also apply his understanding in solving problems according to the context of the real world. However, mathematical literacy skills at junior high school level are still relatively low, this is obtained from PISA results and initial observations (field). One solution that can be done to overcome the low mathematical literacy is to design a mathematics textbook to support these literacy skills. This research aims to develop junior high school mathematics textbooks that can support mathematical literacy skills. This research is part of a development study that uses a 4-D development model. The 4-D model development stage consists of 4 steps: (1) define, (2) design, (3) develop, and (4) disseminate. This product was validated by 5 experts, namely 2 design experts, 2 material experts, and 1 instrument expert. This Research Instrument consists of a validation sheet of design experts, materials, and instruments (tests of mathematical literacy capabilities). The validator's suggestions and comments on the mathematics textbook of teaching junior high school were analyzed descriptively, while the data in the form of scores were analyzed descriptively and quantitatively. The results of this study indicate that the design validation of the first and second validators met the valid criteria of 80.53% and 81.58%. The material validation of the first and second validators met the valid criteria, namely 79.31% and 80%. The instrument validation also met the valid criteria of 81.82%. So it can be concluded that the product in the form of junior high school mathematics textbooks meets the valid criteria and is feasible to apply

Students' ability to think logically is needed when making decisions in solving problems, making decisions from existing problems, and processing problems after being given a problem. This study aims to produce a practical differential equation module. This research is part of development research using the 4-D development model. The stages of developing the 4-D model consist of 4 stages, namely (1) define, (2) design, (3) develop, and ( 4) disseminate. This research only reached the practicality test of this product. It can be seen from the responses of 2 lecturers who have taught differential equations and 15 students and will be continued in the field trial stage. The research instrument consisted of individual test sheets (lecturer response questionnaire), and limited test sheets (student response questionnaires). Suggestions and comments from the lecturers and students' responses to the differential equation module learning were analyzed descriptively, while the data in the form of scores were analyzed descriptively quantitatively. The results of this study indicate that the small group trial on 2 lecturers (lecturer responses) met the very practical criteria, with an average score proportion of 89.6%. While the results of the limited trial of 15 students (student response perception questionnaire) met the very practical criteria with an average score proportion of 84.48%. So it can be denied that the product in the form of a differential module to improve logical thinking skills meets practical criteria and is feasible to apply.

ABSTRACT During the COVID-19 pandemic, the government implemented bold learning at various levels of education, from kindergarten to university. There is a possibility that the applied learning can result in low student interest in learning. This is because the learning process carried out only transfers recordings of learning patterns to WhatsApp text messages, so there is no other innovation to help students' interest in learning become better. As teachers we must be able to make interesting learning media according to the characteristics of students, where one of the learning media is to make animated films that students can see and do while studying at home. The purpose of this activity is to help and train junior high school teachers in making animated film learning media using the Toontastic 3D application so that it can support students' interest in learning. The method used in the implementation of this service activity is to use the method of discussion and question and answer, demo, and expository. Participants in this service activity are partners of MGMP SMP in Muaro Jambi in the field of mathematics as many as 35 teachers and 20 students. The instrument used in this service is a teacher motivation response questionnaire after training and a student interest response questionnaire after learning with learning media in the form of animated films. Based on the results of the training, it was obtained that most of the teachers who participated were very satisfied and happy with this training, this can be seen from the teacher's motivation, most of the teachers answered on average the statements given agreed and strongly agreed agree category. Furthermore, student learning interest can also be said to be good, this can be seen based on the results of the student learning interest questionnaire where the average student on a positive statement is in the agree and strongly agree category, while in the negative statement questionnaire on average are in the category of strongly disagree and disagree. . Therefore, it can be said that this training in making animated films as a learning medium can provide good motivation for teachers and good learning interest for students during the covid-19 pandemic.     ABSTRAK Masa pandemic covid-19, pemerintah menerapkan pembelajaran secara daring di berbagai jenjang Pendidikan mulai dari TK sampai perguruan tinggi. Tidak menutup kemungkinan selama pembelajaran daring diterapkan dapat mengakibatkan minat belajar siswa rendah. Hal tersebut dikarenakan proses pembelajaran yang dilakukan hanya memindahkan pola pembelajaran yang dibuku ke pesan teks WhatsApp saja, sehingga tidak adanya inovasi lain untuk membantu minat belajar siswa menjadi lebih baik. Sebagai pengajar kita harus bisa membuat media pembelajaran yang menarik sesuai dengan karakteristik siswa, dimana salah satu media pembelajaran tersebut adalam pembuatan film animasi yang dapat dilihat dan di toton oleh siswa selama belajar dirumah. Tujuan kegiatan pengabdian ini adalah untuk membantu dan melatih guru SMP dalam pembuatan media pembelajaran berbentuk film animasi menggunakan aplikasi toontastic 3D sehingga dapat mendukung minat belajar siswa. Metode yang digunakan dalam pelaksanaan kegiatan pengabdian ini adalah menggunakan metode diskusi dan tanya jawab, demonstrasi, dan ekspositori. Peserta kegiatan dalam pengabdian ini adalah mitra MGMP SMP di Muaro Jambi pada matapelajaran matematika sebanyak 35 orang guru dan 20 orang siswa. Instrumen yang digunakan dalam pengabdian ini adalah angket respon motivasi guru setelah pelatihan dan angket respon minat siswa setelah belajar dengan media pembelajaran berbentuk film animasi tersebut. Berdasar hasil pelatihan diperoleh bahwa kebanyakan guru-guru yang ikut merasa sangat puas dan senang dengan adanya pelatihan ini, hal tersebut dilihat dari angket respon (motivasi) guru menunjukkan bahwa kebanyakan guru rata-rata menjawab pernyataan yang diberikan pada kategori Setuju dan Sangat Setuju. Selanjutnya minat belajar siswa juga dapat dikatakan baik, hal tersebut dilihat berdasarkan hasil angket minat belajar siswa dimana rata-rata siswa pada pernyataan positif berada pada kategori setuju dan sangar setuju, sedangkan pada angket pernyataan negatif rata-rata pada kategori sangat tidak setuju dan tidak setuju. Oleh karena itu dapat disimpulkan bahwa pelatihan pembuatan film animasi sebagai media pembelajaran ini dapat memberikan motivasi yang baik bagi guru dan minat belajar yang baik bagi siswa dimasa pandemic covid-19.