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All Journal Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika
Rafiantika Megahnia Prihandini
Mathematics Education Department, University of Jember, East Java 68121, Indonesia
Religion Education Mathematics Physics Other

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Development of articulate storyline-based interactive learning media on arithmetic sequences and series Ayustika Raudatul Jannah; Susi Setiawani; Rafiantika Megahnia Prihandini
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 5 No 1 (2023): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2023.v5i1.110-128

Abstract

Research in learning media development is driven by the common problem of student disengagement, which hinders their understanding of the material. The specific problem addressed in this research is students' lack of attention and comprehension while studying arithmetic sequences and series. The purpose of this study is to document the process and outcomes of developing interactive learning media using Articulate Storyline specifically for the material on sequences and arithmetic series. The research follows the Research and Development (R&D) approach, employing the Thiagarajan model (Model 4-D) consisting of four stages: 1) the definition stage (define), 2) the design stage (design), 3) the development stage (development), and 4) the dissemination stage (disseminate). The research was conducted with a sample of 31 students from class X B at SMA Tunas Luhur. The results of the media validity test showed a score of 4.82, indicating high validity. Furthermore, the practicality and effectiveness tests conducted with both small and large groups achieved a perfect score of 100% in all aspects. This research indicates that the interactive learning media for arithmetic sequences and series based on Articulate Storyline meet the criteria of validity, practicality, and effectiveness.
Developing smart fractions as a learning media assisted by ispring suite 9 and geogebra for escalating students’ computational thinking skills Rafiantika Megahnia Prihandini; Dafik Dafik; Dahri Novan Uji Iskandar
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 5 No 2 (2023): Alifmatika - December
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2023.v5i2.188-206

Abstract

In the era of the Industrial Revolution 4.0, learning mathematics puts more demands on students’ computational thinking skills. This research responds to this challenge by developing learning media assisted by iSpring Suite 9 and GeoGebra Software, known as the Smart Fractions. This development method employed Borg and Gall’s ten-stage method. These stages included preliminary research, product planning and development, preliminary product design, product validation, preliminary product revision, user trial, product revision, effectiveness tests, final product and mass production, and product dissemination and implementation. The research data corroborated the validity, effectiveness, and practicality of the Smart Fractions interactive learning media. Media experts, material and learning experts, and students as users have acknowledged these properties. A validity test demonstrated a value of V_a = 3.53, which implied a decent extent of validity. The practicality test through questionnaire and observation generated a practicality score of 86.67%, another decent product property. The product's effectiveness was tested by assessing students’ learning outcomes, which indicated an N-Gain score of 0.8. This inferred a noteworthy increase in computational thinking skills after implementing learning media. A t-test (2-tailed) also confirmed a significant difference in students' computational thinking skills before and after using learning media, as indicated by p = 0.000. The findings have concluded that Smart Fractions is a highly appropriate learning medium to improve students' computational thinking skills and help them visually understand fractions. The recommendation is to encourage students to use the learning media with the aid of manuals and tutorials on using the media. Teachers are also advised to combine the media with appropriate models, methods, strategies, and approaches.
Co-Authors Ayustika Raudatul Jannah Dafik Dafik Dahri Novan Uji Iskandar Susi Setiawani