Pengimplementasian Media Pembelajaran Berbasis Multimedia Interaktif Pada Mata Pelajaran Matematika  Di Sekolah Dasar

Paseleng, Mila Chrismawati; Arfiyani, Rizki

doi:10.24246/j.scholaria.2015.v5.i2.p131-149

Cited by 30 publications

(29 citation statements)

References 2 publications

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“…Involving students as the learning targets in the use of mathematics interactive multimedia was also proven by the result of questionnaire distributed to students which focused on the instrument items related to the use of interactive multimedia in mathematics learning which was very interesting and gave convenience for the students to understand the material obtained (94%) with very good criteria in individual trials, and very good criteria (93.33%) in small group trials. Thus, it can be concluded that mathematics interactive multimedia can trigger the interest and involvement of learning objectives and help the students to master the material, this is in line with the results of a research conducted by [23] that the use of interactive multimedia in mathematics learning provided an interesting experience for students that encouraged them to be actively involved in the learning process. [24] added that interactive multimedia which was designed for mathematics learning can provide convenience for students to learn the use of images, sounds, and animation as well as supported the learning process to be effective in involving the students to learn actively.…”

Section: Discussionsupporting

confidence: 81%

Development of Mathematics Interactive Multimedia on Third Grade Elementary School Students

Ratnasari¹,

Agung²,

Sudatha³

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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This research was motivated by the problem of low mathematics learning outcomes on third grade elementary school students. This research was a development research which applied ADDIE model. The purposes of this research were to describe the process of developing mathematics interactive multimedia and to describe the results of the mathematics interactive multimedia validity products. The methods used in data collection were interviews, document recording, observation and questionnaire. The research results were about; the mathematics interactive multimedia development process which consisted of five stages, namely: analysis, design, development, implementation, and evaluation; the results of validation test conducted by experts and product trial subjects showed that the mathematics interactive multimedia was valid based on: (a) the review result of learning content experts with very good qualifications (97.77%), (b) the review result of learning design experts with very good qualifications (91.42%), (c) the review result of instructional media experts with very good qualifications (96.66%), (d) the result of individual trials with very good qualifications (94%), (e) and the result of small group trials with very good qualifications (93.33%). Thus, the research showed that mathematics interactive multimedia had excellent qualification. The benefits of this research were to produce an interactive multimedia with the intention of facilitating the students learning process in class, especially for mathematics subject and to help teachers in creating pleasant learning conditions for students in the classroom.

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Section: Discussionsupporting

confidence: 81%

Development of Mathematics Interactive Multimedia on Third Grade Elementary School Students

Ratnasari¹,

Agung²,

Sudatha³

2021

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020)

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“…Berdasarkan sudut pandang siswa, kelebihan media pembelajaran digital adalah dapat meningkatkan pemahaman konsep matematis siswa (Nurdin et al, 2019) sekaligus meminimalkan munculnya miskonsepsi (Loong, 2014) karena media pembelajaran digital juga dapat memuat banyak contoh-contoh terkait suatu konsep. Dampaknya, media ini juga mampu meningkatkan hasil belajar siswa (Lagrange & Kynigos, 2014;Moyer-Packenham & Westenskow, 2013;Nurdin et al, 2019;Paseleng & Arfiyani, 2015). Selain itu, penggunaan media ini dapat meningkatkan minat dan motivasi belajar siswa (Lagrange & Kynigos, 2014;Paseleng & Arfiyani, 2015).…”

Section: Kelebihan Dan Kelemahan Media Pembelajaran Matematika Digitalunclassified

“…Dampaknya, media ini juga mampu meningkatkan hasil belajar siswa (Lagrange & Kynigos, 2014;Moyer-Packenham & Westenskow, 2013;Nurdin et al, 2019;Paseleng & Arfiyani, 2015). Selain itu, penggunaan media ini dapat meningkatkan minat dan motivasi belajar siswa (Lagrange & Kynigos, 2014;Paseleng & Arfiyani, 2015).…”

Section: Kelebihan Dan Kelemahan Media Pembelajaran Matematika Digitalunclassified

Media Pembelajaran Matematika Konkret Versus Digital: Systematic Literature Review di Era Revolusi Industri 4.0

Khairunnisa

Ilmi

2020

jtm

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The development of technology in the age of the fourth industrial revolution affects almost every aspect of human lives, including education sector. Therefore, learning innovations are needed in order to meet learning objectives. The objectives are coaching people who are competitive and have 4C skills (communication, collaboration, critical thinking and problem solving, creativity and innovation). One of the learning innovations in mathematics is the application of concrete and digital learning media. To explore and summarize the latest facts related to the concrete and digital mathematics learning media during industry 4.0, the authors of this study conducted a research using Systematic Literature Review method. A total of 30 literatures from various databases were interpreted. A review was drawn on the uses, strengths, and weaknesses of digital and concrete mathematics learning media during industry 4.0. The concrete learning media has advantages which include improving students’ problem solving, creative thinking, and visual thinking skills, but it requires more attention and care. Meanwhile, the advantages of digital learning media include increasing the effectiveness and efficiency of learning mathematics, supporting distance learning, and not requiring special maintenance. Nevertheless, there are still students and teachers who are not familiar with technology, some students do not have gadgets, and there are also inadequate internet networks in some areas.

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“…Pernyataan tersebut juga disampaikan oleh Widiasworo (2017:25) yang menyatakan bahwa upaya yang dapat dilakukan oleh guru dalam menumbuhkan minat belajar siswa yaitu penggunaan media pembelajaran dalam setiap kegiatan pembelajaran serta perlunya sikap guru yang hangat dan kooperatif. Seperti halnya penelitian yang dilakukan oleh Paseleng, M. C., & Arfiyani, R (2015) dengan judul Pengimplementasian Media Pembelajaran Berbasis Multimedia Interaktif Pada Mata Pelajaran Matematika di Sekolah Dasar. Hasil dari penelitian ini dapat disimpulkan bahwa media pembelajaran berbasis multimedia interaktif memberikan pengaruh positif terhadap pembentukan minat belajar siswa khususnya pada mata pelajaran.…”

Section: Hasil Dan Pembahasan 1 Faktor Minat Belajar Matematika Siswaunclassified

Analisis Faktor Rendahnya Minat Belajar Matematika Siswa Kelas v Di Sd Negeri 4 Gumiwang

2019

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Penelitian ini bertujuan untuk mengetahui apa saja faktor rendahnya minat belajar siswa pada mata pelajaran matematika dan bagaimana upaya guru dalam menumbuhkan minat belajar siswa pada mata pelajaran matematika kelas V di SD Negeri 4 Gumiwang. Kegiatan penelitian ini dilakukan dengan cara observasi, wawancara, dan dokumentasi. Jenis data kualitatif merupakan data yang diperoleh dari hasil observasi, wawancara dan dokumentasi. Berdasarkan penelitian yang telah dilakukan, ditemukan bahwa faktor rendahnya minat belajar siswa pada mata pelajaran matematika sebagai berikut Faktor Internal siswa dapat ditunjukan dengan kurangnya rasa suka siswa terhadap mata pelajaran matematika dan beranggapan bahwa mata pelajaran matematika merupakan mata pelajaran yang sulit ,perhatian siswa yang masih rendah terhadap pembelajaran matematika, serta rendahnya perstasi belajar siswa pada mata pelajaran matematika. Faktor rendahnya minat belajar siswa juga berasal dari faktor eksternal. Berdasarkan hasil wawancara dengan guru menunjukkan bahwa cara guru dalam mengajar masih monoton dan jarang menggunakan media pembelajaran pada saat pembelajaran matematika. Selain dari cara guru mengajar juga dipengaruhi oleh perilaku dan sikap orang tua yang dirasa kurang tepat ketika terhadap siswa. Kesimpulan dalam penelitian ini adalah upaya yang dilakukan guru dalam menumbuhkan minat belajar siswa khususnya pada mata pelajaran matematika sudah cukup baik.

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Pengimplementasian Media Pembelajaran Berbasis Multimedia Interaktif Pada Mata Pelajaran Matematika Di Sekolah Dasar

Cited by 30 publications

References 2 publications

Development of Mathematics Interactive Multimedia on Third Grade Elementary School Students

Development of Mathematics Interactive Multimedia on Third Grade Elementary School Students

Media Pembelajaran Matematika Konkret Versus Digital: Systematic Literature Review di Era Revolusi Industri 4.0

Analisis Faktor Rendahnya Minat Belajar Matematika Siswa Kelas v Di Sd Negeri 4 Gumiwang

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