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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika JPM Pambudi
Kenys Fadhilah Zamzam
IKIP Budi Utomo
Agriculture, Biological Sciences & Forestry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENGEMBANGAN MULTIMEDIA INTERAKTIF PADA MATERI HIMPUNAN BERBASIS PUZZLE DENGAN PENDEKATAN KONTEKSTUAL Firda Alfiana Patricia; Kenys Fadhilah Zamzam
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 9, No 4 (2020)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.571 KB) | DOI: 10.24127/ajpm.v9i4.3132

Abstract

Penggunaan multimedia interaktif dalam proses pembelajaran dapat membangkitkan motivasi siswa dalam belajar. Tujuan dikembangkan multimedia interaktif ini adalah menghasilkan media pembelajaran untuk anak SMP pada materi himpunan berbasis puzzle dengan pendekatan kontekstual. Model pengembangan adalah model pengembangan ADDIE dimana terdiri dari lima fase yaitu fase analisis, fase desain, fase pengembangan, fase implementasi serta fase evaluasi. Pada pengembangan ini diuji tingkat validitas dan tingkat keefektifan dari multimedia interaktif yang dikembangkan. Subyek penelitian ini adalah 25 siswa SMP kelas 7. hasil dari rata-rata validatas ketiga validator adalah 3,40 dimana masuk dalam kategori valid untuk diujicobakan, hasil ujicoba menunjukkan persentase ketuntasan siswa sebesar 78,2% dan tingkat persentase respon siswa adalah 84,5% berarti siswa memberikan respon positif. Secara menyeluruh maka multimedia interaktif pada materi himpunan berbasis puzzle dengan pendekatan kontekstual efektif untuk digunakan dalam proses pembelajaranThe use of interactive multimedia in the learning process can arouse student motivation in learning. The purpose of developing this interactive multimedia is to produce learning media for junior high school children on puzzle-based set material with a contextual approach. The development model is the ADDIE development model which consists of five phases, namely the analysis phase, the design phase, the development phase, the implementation phase and the evaluation phase. In this development, the level of validity and effectiveness of interactive multimedia was tested. The subjects of this study were 25 grade 7 junior high school students. The result of the average validation of the three validators was 3.40 which was included in the valid category to be tested, the test results showed the percentage of student completeness was 78.2% and the percentage level of student response was 84.5% means students give a positive response. Overall, interactive multimedia on puzzle-based set material with a contextual approach is effective for use in the learning process
PENDAMPINGAN BELAJAR KELOMPOK BERBANTUAN FUN PUZZLE Firda Alfiana Patricia; Kenys Fadhilah Zamzam
JPM PAMBUDI Vol 6 No 02 (2022): JPM Pambudi
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P2M) IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/pambudi.v6i02.2330

Abstract

The learning process carried out at each individual's home experienced many obstacles during its implementation, including students easily bored, students' interest in learning decreased, and the learning process carried out was less focused so that the learning process was less effective. The learning process individually experiences obstacles because parents pay less attention to their children's learning process for reasons of being busy working, besides that it is also caused by a lack of knowledge. One solution to overcome this problem is through learning assistance activities which are part of the form of community service. Learning assistance through tutoring activities can improve achievement as well as learning motivation. The implementation of learning assistance with the group work method consists of five stages including: preparation, assessment, planning, intervention, and termination. The existence of this learning assistance activity helps students' ways of thinking become more open so that apart from influencing academics, they also learn how to socialize. This is evidenced by changes in attitude before the activity is carried out and after the activity is carried out.
Co-Authors Firda Alfiana Patricia Firda Alfiana Patricia