Pengembangan Multimedia Animasi Powtoon Berbasis Konstruktivis Pada Materi Pecahan Sederhana di Kelas IV SD
DOI:
https://doi.org/10.23887/jpp.v55i2.47037Kata Kunci:
Multimedia, Powtoon, Constructivist, FractionAbstrak
Penelitian ini memiliki tujuan guna mengembangkan multimedia animasi Powtoon berbasis konstruktivis sebagai media belajar pada mata pelajaran matematika di kelas IV materi pecahan sederhana. Metode penelitian yang digunakan adalah jenis penelitian pengembangan atau R&D (Research and Development) dengan model yang dipilih adalah 4-D (Define, Design, Development, dan Disseminate). Pada penelitian ini, menggunakan subjek penelitian siswa kelas IV di SDN Salen dengan jumlah siswa 12 orang. Analisis data yang digunakan berupa analisis deskriptif. Teknik pengumpulan data menggunakan observasi, tes (pretest dan posttest), angket validasi (validasi ahli media, validasi ahli materi, respon guru, dan respon siswa), dan dokumentasi. Hasil penelitian menunjukkan bahwa multimedia animasi powtoon dinyatakan sangat layak atau valid, dengan skor yang didapatkan dari ahli materi sebesar 95% dan ahli media sebesar 85%. Dalam penggunaannya, multimedia animasi powtoon mendapatkan respon yang sangat baik dari guru dan siswa dengan perolehan skor pada uji kepraktisan respon guru sebesar 93,75% yang dinyatakan sangat praktis. Hasil untuk respon siswa didapati skor sebesar 91% yang dapat dikatakan multimedia animasi powtoon menarik bagi siswa. Hal ini tentu berdampak pada pemahaman siswa dalam materi pecahan sederhana dengan nilai rata-rata pretest 83,3 dan posttest 90,5. Sehingga multimedia powtoon dapat membantu siswa dalam belajar matematika di sekolah dasar.
Referensi
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., Imam-Fulani, Y. O., Fahm, A. O., & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11), 1–14. https://doi.org/10.1016/j.heliyon.2020.e05312. DOI: https://doi.org/10.1016/j.heliyon.2020.e05312
Alias, M., Iksan, Z. H., Karim, A. A., Nawawi, A. M. H. M., & Nawawi, S. R. M. (2020). A novel approach in problem-solving skills using flipped classroom technique. Creative Education, 11, 38–53. https://doi.org/10.4236/ce.2020.111003. DOI: https://doi.org/10.4236/ce.2020.111003
Aliustaoğlu, F., Tuna, A., & Biber, A. Ç. (2018). Misconceptions of sixth grade secondary school students on fractions. International Electronic Journal of Elementary Education, 10(5), 591–599. https://doi.org/10.26822/iejee.2018541308. DOI: https://doi.org/10.26822/iejee.2018541308
Amir, M. F., Fediyanto, N., Rudyanto, H. E., Nur Afifah, D. S., & Tortop, H. S. (2020). Elementary students’ perceptions of 3Dmetric: A cross-sectional study. Heliyon, 6(6), 1–8. https://doi.org/10.1016/j.heliyon.2020.e04052. DOI: https://doi.org/10.1016/j.heliyon.2020.e04052
Amir, M. F., & W, M. D. K. (2018). Pengembangan Perangkat Pembelajaran Berbasis Masalah Kontekstual untuk Meningkatkan Kemampuan Metakognisi Siswa Sekolah Dasar. Journal of Medives, 2(1), 117–128. DOI: https://doi.org/10.31331/medives.v2i1.538
Amir, M. F., & Wardana, M. D. K. (2017). Pengembangan domino pecahan berbasis open ended untuk meningkatkan kemampuan berpikir kreatif siswa SD. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 6(2), 178. DOI: https://doi.org/10.24127/ajpm.v6i2.1015
Andini, S., Budiyono, & Fitriana, L. (2018). Developing flipbook multimedia: The achievement of informal deductive thinking level. Journal on Mathematics Education, 9(2), 227–238. https://doi.org/10.22342/jme.9.2.5396.227-238. DOI: https://doi.org/10.22342/jme.9.2.5396.227-238
Andriah, A., & Amir, M. F. (2021). Mobile learning based on procedural and conceptual knowledge on fractional for elementary school. Jurnal Ilmiah Sekolah Dasar, 5(4), 567–578. https://doi.org/10.23887/jisd.v5i4.40819. DOI: https://doi.org/10.23887/jisd.v5i4.40819
Awalia, I., Pamungkas, A. S., & Alamsyah, T. P. (2019). Pengembangan Media Pembelajaran Animasi Powtoon pada Mata Pelajaran Matematika di Kelas IV SD. Kreano, Jurnal Matematika Kreatif-Inovatif, 10(1), 49–56. https://doi.org/10.15294/kreano.v10i1.18534. DOI: https://doi.org/10.15294/kreano.v10i1.18534
Baek, J. M., Wickstrom, M. H., Tobias, J. M., Miller, A. L., Safak, E., Wessman-Enzinger, N., & Kirwan, J. V. (2017). Preservice teachers’ pictorial strategies for a multistep multiplicative fraction problem. Journal of Mathematical Behavior, 45, 1–14. https://doi.org/10.1016/j.jmathb.2016.10.005. DOI: https://doi.org/10.1016/j.jmathb.2016.10.005
Chaijaroen, S., Kanjug, I., & Samat, C. (2019). Learner’s creative thinking learning with constructivist web-based learning environment model: integration between pedagogy and neuroscience bt-innovative technologies and learning. International Conference on Innovative Technologies and Learning, 663–671. https://doi.org/10.1007/978-3-030-35343-8_70. DOI: https://doi.org/10.1007/978-3-030-35343-8_70
Chiesi, F., & Bruno, F. (2021). Mean differences and individual changes in nursing students’ attitudes toward statistics: The role of math background and personality traits. Nurse Education in Practice, 52(February), 1–6. https://doi.org/10.1016/j.nepr.2021.103043. DOI: https://doi.org/10.1016/j.nepr.2021.103043
Copur-Gencturk, Y., & Doleck, T. (2021). Linking teachers’ solution strategies to their performance on fraction word problems. In Teaching and Teacher Education (Vol. 101, pp. 1–7). https://doi.org/10.1016/j.tate.2021.103314. DOI: https://doi.org/10.1016/j.tate.2021.103314
Donna, R., Egok, A. S., & Febriandi, R. (2021). Pengembangan multimedia interaktif berbasis powtoon pada pembelajaran tematik di sekolah dasar. Jurnal Basicedu, 5(5), 3799–3813. https://doi.org/10.31004/basicedu.v5i5.1382. DOI: https://doi.org/10.31004/basicedu.v5i5.1382
Empson, S. B., Krause, G. H., & Jacobs, V. R. (2021). “I stewed over that number set for like an hour last night”: Purposeful selection of numbers for fraction story problems. Journal of Mathematical Behavior, 64(September), 100909. https://doi.org/10.1016/j.jmathb.2021.100909. DOI: https://doi.org/10.1016/j.jmathb.2021.100909
Hunt, J. H., Silva, J., & Lambert, R. (2019). Empowering students with specific learning disabilities: Jim’s concept of unit fraction. Journal of Mathematical Behavior, 56(April), 100738. https://doi.org/10.1016/j.jmathb.2019.100738. DOI: https://doi.org/10.1016/j.jmathb.2019.100738
Hunt, J., & Tzur, R. (2017). Where is difference? processes of mathematical remediation through a constructivist lens. Journal of Mathematical Behavior, 48, 62–76. https://doi.org/10.1016/j.jmathb.2017.06.007. DOI: https://doi.org/10.1016/j.jmathb.2017.06.007
Hwang, J., Riccomini, P. J., Hwang, S. Y., & Morano, S. (2019). A systematic analysis of experimental studies targeting fractions for students with mathematics difficulties. Learning Disabilities Research and Practice, 34(1), 1–15. https://doi.org/10.1111/ldrp.12187. DOI: https://doi.org/10.1111/ldrp.12187
Ibanez, E. D., & Pentang, J. T. (2021). Socio-constructivist learning and teacher education students’ conceptual understanding and attitude toward fractions. Indonesian Research Journal in Education, 5(1), 23–44. DOI: https://doi.org/10.22437/irje.v5i1.12187
Karamarkovich, S. M., & Rutherford, T. (2019). Fraction errors in a digital mathematics environment: Latent class and transition analysis. Journal of Numerical Cognition, 5(2), 158–188. https://doi.org/10.5964/jnc.v5i2.150. DOI: https://doi.org/10.5964/jnc.v5i2.150
Khairunnisak, C., Maghfirotun, S., Juniati, A. D., & De Haan, D. (2012). Supporting fifth graders in learning multiplication of fraction with whole number. Journal on Mathematics Education, 3(1), 71–86. https://doi.org/10.22342/jme.3.1.615.71-86. DOI: https://doi.org/10.22342/jme.3.1.615.71-86
Klemer, A., Rapoport, S., & Lev-Zamir, H. (2018). The missing link in teachers’ knowledge about common fractions division. International Journal of Mathematical Education in Science and Technology, 1–17. https://doi.org/10.1080/0020739X.2018.1522677. DOI: https://doi.org/10.1080/0020739X.2018.1522677
Kopparla, M., Bicer, A., Vela, K., Lee, Y., Bevan, D., Kwon, H., Caldwell, C., Capraro, M. M., & Capraro, R. M. (2019). The effects of problem-posing intervention types on elementary students’ problem-solving. Educational Studies, 45(6), 708–725. https://doi.org/10.1080/03055698.2018.1509785. DOI: https://doi.org/10.1080/03055698.2018.1509785
Kühl, T. (2021). Prerequisite knowledge and time of testing in learning with animations and static pictures: Evidence for the expertise reversal effect. Learning and Instruction, 73(February), 1–11. https://doi.org/10.1016/j.learninstruc.2021.101457. DOI: https://doi.org/10.1016/j.learninstruc.2021.101457
Lee, J. E., & Lee, M. Y. (2022). How elementary prospective teachers use three fraction models: their perceptions and difficulties. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09537-4. DOI: https://doi.org/10.1007/s10857-022-09537-4
Lindner, M. A., Eitel, A., Barenthien, J., & Köller, O. (2021). An integrative study on learning and testing with multimedia: Effects on students’ performance and metacognition. Learning and Instruction, 71(101100), 1–9. https://doi.org/10.1016/j.learninstruc.2018.01.002. DOI: https://doi.org/10.1016/j.learninstruc.2018.01.002
Loibl, K., & Leuders, T. (2018). Errors during exploration and consolidation—the effectiveness of productive failure as sequentially guided discovery learning. Journal Für Mathematik-Didaktik, 39(1), 69–96. https://doi.org/10.1007/s13138-018-0130-7. DOI: https://doi.org/10.1007/s13138-018-0130-7
Marmur, O., Yan, X., & Zazkis, R. (2020). Fraction images: the case of six and a half. Research in Mathematics Education, 22(1), 22–47. https://doi.org/10.1080/14794802.2019.1627239. DOI: https://doi.org/10.1080/14794802.2019.1627239
Morano, S., & Riccomini, P. J. (2020). Demonstrating conceptual understanding of fraction arithmetic: an analysis of pre-service special and general educators’ visual representations. Teacher Education and Special Education, 43(4), 314–331. https://doi.org/10.1177/0888406419880540. DOI: https://doi.org/10.1177/0888406419880540
Nasution, M. F., Putri, R. I. I., & Zulkardi. (2018). Rowing sport in learning fractions of the fourth grade students. Journal on Mathematics Education, 9(1), 69–79. https://doi.org/10.22342/jme.9.1.4270.69-80. DOI: https://doi.org/10.22342/jme.9.1.4270.69-80
Park, C. W., Kim, D. gook, Cho, S., & Han, H. J. (2019). Adoption of multimedia technology for learning and gender difference. Computers in Human Behavior, 92, 288–296. https://doi.org/10.1016/j.chb.2018.11.029. DOI: https://doi.org/10.1016/j.chb.2018.11.029
Perdana, M. A., Wibowo, D. E., & Budiarto, M. K. (2021). Digitalization of learning media through digital book development using the flipbook application. Jurnal Pendidikan Dan Pengajaran, 54(2), 263–272. http://dx.doi.org/10.23887/jpp.v54i2. DOI: https://doi.org/10.23887/jpp.v54i2.34639
Rachmiati, W., & Mansur. (2021). Mathematics learning video integrated with islamic values to develop mathematic understanding and religious character of elementary students. Primary: Jurnal Keilmuan Dan Kependidikan Dasar, 13(01), 59–72.
Ratnasari, R. (2018). Students’ errors and misconceptions about operations of fractions in an Indonesian primary school. Southeast Asian Mathematics Education Journal, 8(1), 83–98. https://doi.org/10.46517/seamej.v8i1.66. DOI: https://doi.org/10.46517/seamej.v8i1.66
Rochmad. (2012). Desain model pengembangan perangkat pembelajaran matematika. Kreano: Jurnal Matematika Kreatif-Inovatif, 3(1), 59–72.
Roesslein, R. I., & Codding, R. S. (2019). Fraction interventions for struggling elementary math learners: A review of the literature. Psychology in the Schools, 56(3), 413–432. https://doi.org/10.1002/pits.22196. DOI: https://doi.org/10.1002/pits.22196
Sanjaya, G. E. W., Yudiana, K., & Japa, I. G. N. (2021). Learning video media based on the powtoon application on solar system learning topics. International Journal of Elementary Education, 5(2), 208–214. https://doi.org/10.23887/ijee.v5i2.34547. DOI: https://doi.org/10.23887/ijee.v5i2.34547
Saputra, T. F. N., & Mampouw, H. L. (2022). Pengembangan pembelajaran bermedia powtoon untuk materi sistem persamaan linier dua variabel. Jurnal Cendekia : Jurnal Pendidikan Matematika, 6(1), 314–328. https://doi.org/10.31004/cendekia.v6i1.1203. DOI: https://doi.org/10.31004/cendekia.v6i1.1203
Sari, I. Y., & Manurung, A. S. (2021). Pengaruh penggunaan media pembelajaran berbasis animasi powtoon terhadap peningkatan kemampuan berpikir kreatif peserta didik kelas III SDN Gudang Tigaraksa. Inovasi Penelitian, 2(3). https://doi.org/10.47492/jip.v2i3.809. DOI: https://doi.org/10.29303/jppfi.v2i1.25
Seftiana, D., & Delia, B. A. (2021). Analisis kelayakan media pembelajaran video animasi berbasis powtoon dan game interaktif menggunakan webside oodlu materi pecahan sederhana kelas 3 sekolah dasar. Edustream: Jurnal Pendidikan Dasar, 5(1), 51–59. https://doi.org/10.26740/eds.v5n1.p51-59. DOI: https://doi.org/10.26740/eds.v5n1.p51-59
Setiyani, Santi, D. P. D., & Ferdianto, F. (2020). Pemanfaatan powtoon sebagai salah satu alternatif media dalam pembelajaran daring di SDN II Kedungdawa Cirebon. SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan, 4(1), 468–473. https://doi.org/10.31764/jpmb.v4i1.2994. DOI: https://doi.org/10.31764/jpmb.v4i1.2994
Sidney, P. G., & Alibali, M. W. (2017). Creating a context for learning: Activating children’s whole number knowledge prepares them to understand fraction division. Journal of Numerical Cognition, 3(1), 31–57. https://doi.org/10.5964/jnc.v3i1.71. DOI: https://doi.org/10.5964/jnc.v3i1.71
Simon, M. A. (2019). Developing a concept of multiplication of fractions: building on constructivist and sociocultural theory. In Constructing Number (pp. 193–212). Springer, Cham. https://doi.org/10.1007/978-3-030-00491-0_9. DOI: https://doi.org/10.1007/978-3-030-00491-0_9
Simon, M. A., Kara, M., Norton, A., & Placa, N. (2018). Fostering construction of a meaning for multiplication that subsumes whole-number and fraction multiplication: A study of the Learning Through Activity research program. Journal of Mathematical Behavior, 52, 151–173. https://doi.org/10.1016/j.jmathb.2018.03.002 DOI: https://doi.org/10.1016/j.jmathb.2018.03.002
Simon, M. A., Placa, N., Avitzur, A., & Kara, M. (2018). Promoting a concept of fraction-as-measure: A study of the learning through activity research program. Journal of Mathematical Behavior, 52(November 2017), 122–133. https://doi.org/10.1016/j.jmathb.2018.03.004. DOI: https://doi.org/10.1016/j.jmathb.2018.03.004
Stebner, F., Kühl, T., Höffler, T. N., Wirth, J., & Ayres, P. (2017). The role of process information in narrations while learning with animations and static pictures. Computers and Education, 104, 34–48. https://doi.org/10.1016/j.compedu.2016.11.001. DOI: https://doi.org/10.1016/j.compedu.2016.11.001
Supardi, A. A., Gusmania, Y., & Amelia, F. (2019). Pengembangan modul pembelajaran matematika berbasis pendekatan konstruktivisme pada materi logaritma. AKSIOMA: Jurnal Matematika Dan Pendidikan Matematika, 10(1), 80–92. https://doi.org/10.26877/aks.v10i1.3744. DOI: https://doi.org/10.26877/aks.v10i1.3744
Tamur, M., & Juandi, D. (2020). Effectiveness of constructivism based learning models against students mathematical creative thinking abilities in indonesia; a meta-analysis study. MSCEIS 2019, 1–8. https://doi.org/10.4108/eai.12-10-2019.2296507.
Tian, J., Bartek, V., Rahman, M. Z., & Gunderson, E. A. (2021). Learning improper fractions with the number line and the area model. Journal of Cognition and Development, 22(2), 305–327. https://doi.org/10.1080/15248372.2021.1890603. DOI: https://doi.org/10.1080/15248372.2021.1890603
van Garderen, D., Scheuermann, A., Sadler, K., Hopkins, S., & Hirt, S. M. (2021). Preparing Pre-Service Teachers to Use Visual Representations as Strategy to Solve Mathematics Problems: What Did They Learn? Teacher Education and Special Education, 44(4), 319–339. https://doi.org/10.1177/0888406421996070. DOI: https://doi.org/10.1177/0888406421996070
Wu, Y. J., Yuan, C.-H., & Pan, C.-I. (2018). Entrepreneurship education : an experimental study with information and communication technology. Sustainability, 10(691), 1–13. https://doi.org/10.3390/su10030691. DOI: https://doi.org/10.3390/su10030691
Wulandari, A., & Amir, M. F. (2021). Mobile game for equality of fractions for elementary school students. International Journal of Elementary Education, 5(4), 525–536. https://doi.org/10.23887/ijee.v5i4.41076. DOI: https://doi.org/10.23887/ijee.v5i4.41076
Wulandari, D., & Amir, M. F. (2022). Analysis of elementary school students’ difficulties in fraction addition. Kreano, 13(1), 43–54. https://doi.org/10.15294/kreano.v13i1.35275. DOI: https://doi.org/10.15294/kreano.v13i1.35275
Yunita, A., Sovia, A., & Hamdunah, H. (2020). Pemahaman konsep matematis mahasiswa menggunakan buku teks dengan pendekatan konstruktivisme. Jurnal Elemen, 6(1), 56–67. https://doi.org/10.29408/jel.v6i1.1696. DOI: https://doi.org/10.29408/jel.v6i1.1696
Zambrano, K. C. D., & Campuzano, M. F. P. (2020). Application of contemporary theories of learning in educational process. International Journal of Psychosocial Rehabilitation, 24(10), 2960–2977. https://doi.org/10.37200/IJPR/V24I10/PR300312.
Zhang, D., & Rivera, F. D. (2021). Predetermined accommodations with a standardized testing protocol: examining two accommodation supports for developing fraction thinking in students with mathematical difficulties. Journal of Mathematical Behavior, 62(100861), 1–18. https://doi.org/10.1016/j.jmathb.2021.100861. DOI: https://doi.org/10.1016/j.jmathb.2021.100861
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Authors who publish with Jurnal Pendidikan dan Pengajaran agree to the following terms:- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
