Pengembangan Media Pembelajaran Berbantuan Aplikasi Kodular Untuk Mengidentifikasi Respon Siswa

Abstract

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.

Web-Based Window Shopping: A Learning Model in High School's Mathematics Curriculum

“…Meanwhile, the steps of the learning model were adjusted for online learning. The adjustment comprised: (1) the teacher formed several small groups and distributed the results in the website's user guide; (2) the teacher distributed the questions to all groups and displayed them on the website; (3) the teacher provided breakout rooms in Zoom to facilitate students in discussion and joined all the rooms to assists the students; (4) each group uploaded the work results to the website and they were assumed to open a shop; (5) the group members had individual tasks, such as monitoring the tasks submitted by the other groups and their own group and they were assumed to visit other shops and take care of their own shop; (6) students who were assigned as shopkeepers were asked to elaborate their works to the other visiting groups' members by replying the comments regarding their works and finally they formed a peer tutoring; (7) students assigned to visit other shops were entitled to obtain explanation and provide suggestions to other groups in comment section of the website; (8) after all the activities were done, the students returned to their rooms; (9) the students exchanged information based on their visit; (10) the teacher entered the rooms separately, checked the answers, corrected several issues, and commented on the groups' work results; (11) the teacher and students joined the main room and the teacher provided the students with feedbacks and corrections; (12) to assess their understanding, the students were individually tasked with the same questions that all groups received in the website.…”

“…In its development, the remodeling comprised the selection of interactive-learning strategies adopted by teachers in teaching mathematics [8]. Therefore, it is essential to encourage various learning innovations in mathematics curriculums [9], [10], [11].…”