Development of powtoon animation learning media in improving understanding of mathematical concept

Abstract

The purpose of this development research is to determine the feasibility and effectiveness of using Powtoon animation learning media for flat-sided geometry. The development model used is the ADDIE model. The subjects of this study were students of class VIII-2 MTsS Syamsuddhuha (junior high religious school). The percentage results of product assessment by media experts are 96% in the very feasible category, the percentage result of product assessment by material experts is 92% in the very feasible category, and the percentage result of product assessment by 10 small group students is 94% in the very feasible category. Based on the results of the product assessment by all validators who stated that it was very feasible, the Powtoon animation learning media developed had meet the criteria for use for students. The effectiveness of using the product can be seen from the results of the comparison of the students' average pretest and posttest scores. The resulting product is effective in increasing the understanding of mathematical concepts, as evidenced by the average pretest score of 43,44, an increase in the posttest of 84,27, and the N-Gain value of 0,72 in the high category. It can be concluded that Powtoon animation learning media is feasible and effective to be used in improving the understanding of mathematical concepts.

Developing a video-animated learning media of the human skeletal system using Powtoon

“…There are several advantages in making Powtoon audio-visual media, including: practical use, there are many templates, animated content, fonts and transition effects are available, attractive, dynamic and interactive appearance, can be saved in MPEG, MP4, AVI formats or share directly on YouTube (Akmalia et al, 2021;Yuliantini, 2021). In addition to its advantages, Powtoon also has limitations, namely learning depends on the availability of technological support (gadgets, computers and the internet) and the duration is very short so that the delivery of material is limited (Anggita, 2021).…”

Utilizing Video Graphics as a Digital Learning Media to Improve Students' Green Skills

“…Powtoon is an audio-visual media that is useful for making video presentations that contain animated features such as handwriting, animated cartoons, and livelier transition effects (Akmalia et al, 2021). Research (Rahmawati & Ramadan, 2021) shows that the effectiveness of using Powtoon animation video media is 98.33%, which is very practical.…”

“…Research (Rahmawati & Ramadan, 2021) shows that the effectiveness of using Powtoon animation video media is 98.33%, which is very practical. Powtoon is adequate to use because it is easy to use and access; there is a large selection of background templates, so the user only needs to add images, text, audio, and video; there are animated content, fonts, and transition effects; attractive appearance; can be saved in various formats (MPEG, MP4, AVI), can also be directly shared on YouTube; and can combine video and audio (Akmalia et al, 2021).…”

Development of mathematics learning media for lessons related to pyramids using reflective pedagogy paradigm

“…Mathematics teachers usually conduct their teaching process conventionally, namely through lectures and discussions; (Oyebanji & Idiong, 2021;Rahmatina & Zaid, 2019;Rind & Mughal, 2020;Winarso, 2018). They only focus on the concepts they prepared without involving students to be active in the learning process, making learning seem monotonous, and students only focus on completing their cognitive values without developing their characters and soft skills during the learning process in class (Akmalia et al, 2021;Joseph, 2020;Nazirah et al, 2021;NWOKE, 2021;Setiawaty et al, 2018;Sholli et al, 2020;Zaiyar et al, 2020). Observations in schools found that students are not accustomed to reflecting on the learning process because their teachers rarely train them to reflect on the learning experiences.…”

“…They do not understand how to prove the formulas. As a result, they find it difficult to solve problems more applicable (Akmalia et al, 2021;Chanafi et al, 2020;Mengistie, 2020;Muliyono et al, 2019;Nazirah et al, 2021;Prihatin et al, 2022;Puspitasari et al, 2019;Ruslimin et al, 2019;Sirait et al, 2020).…”