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SEKOLAH MENENGAH ATAS
Muhammad Win Afgani1, Darmawijoyo2, Purwoko, M.Si2
ABSTRAK
Penelitian ini bertujuan menghasilkan sebuah website dengan konten program linear. Responden penelitian ini adalah para siswa kelas XII SMA Negeri 1 Palembang. Media ini dikembangkan melalui empat tahapan, yaitu tahap analisis pendahuluan, tahap perancangan, tahap evaluasi, dan tahap revisi. Untuk melihat keefektifannya, peneliti melakukan uji pakar dan uji coba ke lapangan dengan indikator bagaimana motivasi, sikap, dan hasil belajar siswa. Hasil penelitian menunjukkan prototype media website yang ketiga merupakan disain yang efektif ketika digunakan pada saat pembelajaran dengan 71,79% siswa Termotivasi; 61,54% siswa mempunyai sikap Tertarik, dan hasil belajar siswa yang mencapai 51,28% masuk dalam kategori Baik Sekali, sehingga dapat disimpulkan bahwa website yang peneliti kembangkan efektif digunakan pada saat pembelajaran matematika.
Kata kunci : Pengembangan, Media, Website, Program Linear
PENDAHULUAN
Berkembangnya ilmu dan teknologi telah membawa perubahan pada learning
material atau materi pembelajaran. Pemilihan materi yang sesuai dengan media yang
ditentukan merupakan langkah awal yang penting, disamping pemaparan yang mudah dicerna, serta memungkinkan peserta didik dapat mencapai tingkat penguasaan secara mandiri (Universitas Terbuka, 2006).
1
Mahasiswa Program Studi Pendidikan Matematika PPS UNSRI
2
Dosen Program Studi Pendidikan Matematika PPS UNSRI
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Pembelajaran matematika dapat menjadi pengalaman yang menyenangkan bagi setiap siswa. Hal ini tergantung pada gurunya dalam menyampaikan matematika sebagai suatu aplikasi yang menarik (Edge, 2008). Furner, et al (2008) menyatakan bahwa salah satu strategi untuk mengajar matematika yang dapat mencapai seluruh siswa adalah dengan mengakses internet dan menggunakan software matematika. Internet dan software computer dapat digunakan sebagai alat pengajaran untuk mengeksplorasi, menyelidiki, menyelesaikan masalah, berinteraksi, merefleksi, bernalar, berkomunikasi, dan belajar banyak konsep yang sesuai kurikulum sekolah. Sejalan dengan diterapkan Kurikulum Tingkat Satuan Pendidikan (KTSP) dimana materi pelajaran yang disampaikan disesuaikan dengan kondisi peserta didik, maka peran guru sangat menentukan dalam proses pembelajaran (Riana, 2007)
Saat ini, Depdiknas telah mengem- bangkan pembelajaran melalui internet. Untuk mendukung proses pembelajaran ini, Depdiknas membangun backbone Jejaring Pendidikan Nasional, atau populer dengan istilah Jardiknas. Sayangnya, konten yang tersedia belum memadai (Saragih, 2007). Dikarenakan hal tersebut, perlu dilakukannya suatu usaha untuk merancang materi pembelajaran khususnya pelajaran matematika. Agar materi tersebut menarik sehingga memotivasi peserta didik belajar mandiri, maka materi dikembangkan menggunakan teknologi informasi komunikasi dengan menempatkannya pada media website yang terkoneksi dengan internet yang mana manfaat media dapat diasosiasikan sebagai penarik perhatian dan membuat siswa tetap terjaga dan memperhatikan (Kemp & Dayton dalam Arsyad, 2003).
Pada penelitian sebelumnya telah dilakukan suatu usaha mengembangkan media pembelajaran geometri yang menggunakan software Macromedia Flash MX
2004 dan Microsoft Powerpoint 2003 yang dilakukan oleh Utami (2007). Dari hasil
penelitian tersebut dapat diketahui bahwa penggunaan media komputer dalam pembelajaran geometri dapat memotivasi dan meningkatkan hasil belajar siswa SMP. Selain itu, pada penelitian Developing A Learning Environment on Realistic
Mathematics Education for Indonesian Student Teachers yang dilakukan oleh
Zulkardi (2002) menunjukkan bahwa media website dapat membantu dan mempermudah mahasiswa pendidikan matematika dalam mempelajari pendekatan Pendidikan Matematika Realistis karena dapat diakses dimanapun dan kapanpun mereka inginkan.
Pada peneltian selanjutnya, peneliti tertarik untuk mengembangkan materi pembelajaran matematika SMA kelas XII pokok bahasan program linear yang ditempatkan pada media website dengan memberikan animasi dan latihan interaktif menggunakan Software Macromedia Flash 8.0. Program linear dipilih sebagai materi yang akan disajikan pada media website dikarenakan pada website www.edukasi.net yang dikembangkan oleh Pustekkom dan http://media.diknas.go.id belum menyajikan materi tersebut dan karena materi ini banyak berhubungan dengan penjelasan secara grafik yang perlu digambarkan secara berulang-ulang. Agar pembelajaran pada materi ini terkait dengan kehidupan siswa, maka materi pembelajaran juga akan diberikan pendekatan kontekstual. Setelah peneliti mengadakan observasi informal ke SMA Negeri 1 Palembang, peneliti memilih siswa sekolah tersebut sebagai responden penelitian dikarenakan siswa pada sekolah tersebut mempunyai literasi komputer yang baik dan didukung fasilitas laboratorium komputer yang memadai.
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49 Berdasarkan uraian diatas, maka peneliti mengambil judul ”Pengembangan Media Website Pembelajaran Materi Program Linear untuk Siswa Sekolah Menengah Atas”.
RUMUSAN MASALAH
Berdasarkan latar belakang diatas, maka rumusan masalah penelitian ini adalah :
1. Bagaimanakah mengembangkan dan menghasilkan media website pada materi program linear yang valid untuk pembelajaran mandiri ?
2. Bagaimanakah sikap siswa terhadap pembelajaran program linear dengan media website ?
3. Bagaimanakah motivasi siswa dalam mempelajari materi program linear secara mandiri dengan media website ?
4. Bagaimanakah hasil belajar siswa dalam pembelajaran program linear yang menggunakan media website ?
TUJUAN PENELITIAN
Dari permasalahan yang telah dirumuskan,maka penelitian ini bertujuan untuk :
1. Mengembangkan media website pada materi program linear sedemikian hingga siswa dapat belajar mandiri.
2. Menghasilkan media website pada materi program linear yang valid.
3. Mengetahui efektifitas media website pada materi program linear yang dilihat dari kualitas hasil belajar dan sikap siswa selama proses pembelajaran.
4. Mengetahui tingkat motivasi siswa belajar mandiri terhadap materi pembelajaran program linear dengan media website.
MANFAAT PENELITIAN
Hasil penelitian ini diharapkan dapat bermanfaat untuk :
1. Ilmu Pengetahuan dan Teknologi (IPTEK), sehingga dengan dikembangkannya materi pembelajaran matematika pada media website dapat memberikan kontribusi pada dunia pendidikan.
2. Proses pembelajaran, sehingga kegiatan belajar mengajar dapat menjadi menarik dan menyenangkan dengan mempelajari materi matematika pada media website. 3. Lembaga Pendidikan Tenaga Kependidikan (LPTK) yang diharapkan
menggunakan informasi dari hasil ujicoba penelitian ini untuk mengembangkan media website pada materi matematika yang lainnya.
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4. Sekolah, sehingga dapat memaksimalkan fungsi laboratorium komputer, khususnya komputer yang telah terhubung dengan internet dalam memfasilitasi siswa dalam belajar mandiri.
TINJAUAN PUSTAKA
Strategi pembelajaran berhubungan dengan cara menyampaikan materi pelajaran agar seseorang bisa belajar. Cara-cara yang dipilih harus direncanakan secara sistematis untuk mencapai hasil belajar yang optimal. Konsep strategi pembelajaran merupakan pijakan untuk diterapkan dalam mengembangkan media website dalam penelitian ini. Salah satu usaha nyata untuk meningkatkan hasil belajar adalah penggunaan strategi pembelajaran yang efektif. Dick & Carey (1978 : 158) menyatakan bahwa untuk mengetahui keefektifan dari materi pembelajaran diperlukan pengumpulan data dari para siswa yang menjadi sasaran populasi dan menggunakan informasi yang didapat untuk memperbaiki materi pembelajaran supaya lebih efektif lagi dari sebelumnya.
Pembelajaran yang menggunakan media komputer sangat efektif jika dapat dirancang dan digunakan dalam proses pembelajaran yang terpadu. Penyampaian materi pelajaran berbentuk visual melalui teknologi komputer sangat penting, dengan syarat bahwa perancangan pembelajaran harus dapat merancang program secara terstruktur dan mudah dimengerti oleh para siswa, karena menurut Kemp & Dayton (dalam Arsyad, 2003 : 22), media mempunyai manfaat sebagai media yang dapat menarik perhatian, memberikan pengalaman kepada siswa untuk berinteraksi langsung sehingga memberikan sikap positif kepada siswa untuk belajar secara mandiri dengan guru sebagai fasilitator. Ada lima faktor yang perlu dipertimbangkan dalam pemilihan media yang akan anda gunakan untuk mengembangkan materi pembelajaran (Dick & Carey, 1978 : 128 – 129), yaitu : 1) Jenis pembelajaran, 2) Ketersediaan media, 3) Kemampuan designer, 4) Keluwesan (flexibility), Daya tahan (Durability), dan Kemudahan (convenience) materi dalam suatu media, dan 5) Efektifitas biaya. Dengan memperhatikan kelima faktor tersebut, maka materi program linear merupakan materi pembelajaran yang memerlukan pemahaman daerah himpunan penyelesaian dari suatu pertidaksamaan yang digambarkan dalam koordinat kartesius. Hal ini dapat dilakukan dengan menganimasikannya melalui media komputer.
Pada penelitian ini, pembelajaran dilakukan secara mandiri oleh siswa dengan memberi kesempatan peserta didik untuk mencerna materi ajar dengan sedikit bantuan guru dimana materi ajarnya harus memenuhi kejelasan rumusan tujuan belajar, dikemas mengikuti alur desain pesan, merupakan sistem pembelajaran lengkap, dapat disampaikan melalui media, dikirim dengan cara yang terjangkau oleh peserta didik, dan disertai program tutorial. Karena pembelajaran menggunakan sistem elektronik, maka aktivitas pembelajaran menggunakan komputer yang terkoneksi internet dimana e-learning difungsikan sebagai substitusi dengan model kegiatan pembelajaran sebagian secara tatap muka dan sebagian lagi melalui internet atau disebut juga Web Centric Course (Haughey dalam Suyanto, 2005). Adapun manfaat E-learning, yakni mempermudah interaksi antara peserta didik dengan materi belajar. Software yang digunakan dalam penelitiana ini adalah Macromedia
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51 Flash, karena merupakan salah satu software animasi yang berorientasi objek (OOP), mampu mendesain gambar berbasis vector, dan dapat dipergunakan secagai software pembuat situs WEB.
Pengembangan media website pada penelitian ini diberikan pendekatan kontekstual sehingga akan meningkatkan pemahaman dan menumbuhkan sikap positif siswa terhadap pembelajaran matematika dengan standar kompetensi menyelesaikan masalah program linear dengan kompetensi dasar menyelesaikan sistem pertidaksamaan linear dua variabel, merancang model matematika dari masalah program linear, dan menyelesaikan model matematika dari masalah program linear dan penafsirannya. Untuk melihat apakah standar kompetensi tersebut tercapai, maka digunakanlah hasil belajar, sikap, dan motivasi siswa sebagai indikator dalam proses pembelajaran.
Penelitian yang berkaitan dengan penggunaan komputer dalam pembelajaran matematika dan kontribusinya terhadap hasil belajar siswa dalam bidang studi matematika belum banyak dilakukan. Beberapa penelitian tersebut antara lain dilaporkan oleh Budiana (2003), Utami (2007), Zulkardi (2002), dan Said (2007). Hasil penelitiannya secara umum menyimpulkan bahwa pembelajaran matematika yang menggunakan media komputer sangat diperlukan karena dapat meningkatkan pemahaman terhadap materi pelajaran, meningkatkan prestasi belajar siswa, mengembangkan kemampuan literasi komputer siswa, dan memperbaiki sikap siswa dalam belajar matematika.
METODOLOGI PENELTIAN
Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan teknik analisis data deskriptif kualitatif dengan variabelnya adalah media pembelajaran matematika yang dikembangkan pada website dengan pokok bahasan program linear yang meliputi isi (content) dan sistematika penyajiannya.
Operasional penelitian ini, yakni pengembangan media pembelajaran matematika pada website adalah suatu kegiatan yang mengembangkan media pembelajaran matematika pokok bahasan program linear yang meliputi isi (content) dan sistematika penyajiannya menggunakan Macromedia Flash sebagai software pendukung pada website dimana untuk mengetahui keefektifan media tersebut dilakukan uji validasi, yang kemudian dilanjutkan uji lapangan (field test). Sebagai subjek dalam penelitian ini adalah media website pada materi program linear dengan responden para siswa kelas XII-IA 1 dan XII-IA 2 di SMA Negeri 1 Palembang.
Prosedur penelitian meliputi aktivitas analisa pendahuluan, merancang, mengevaluasi dan merevisi sampai tujuan yang diinginkan (Akker, 1999). Pada tahap analisa pendahuluan, peneliti melakukan analisis materi pokok bahasan program linear untuk disesuaikan dengan kompetensi dasarnya, mengobservasi kondisi laboratorium sekolah yang dijadikan sebagai tempat penelitian, dan mempersiapkan prosedur kerjasama untuk mendukung terlaksananya penelitian ini. Pada tahap merancang, peneliti melakukan perancangan dan pengembangan materi pembelajaran pada media komputer berbasis website. Pada tahap evaluasi, peneliti melakukan pengujian terhadap media website dengan cara melakukan kegiatan pembelajaran di Laboratorium komputer. Kemudian, peneliti mengobservasi
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kegiatan mereka dan siswa diberikan angket untuk mengetahui sikap mereka terhadap pembelajaran matematika yang menggunakan media tersebut.
Gambar 1. Diagram Penelitian Pengembangan
Teknik pengumpulan dan analisis data pada penelitian ini berupa angket tertutup yang digunakan untuk mengukur sikap siswa dan dianalisis menggunakan skala linkert dengan penilaian sangat setuju, setuju, tidak punya pendapat (netral), tidak setuju, dan sangat tidak setuju. Angket pilihan ganda dan observasi untuk mengukur tingkat motivasi siswa dimana angket ini dianalisis perbutir pertanyaan, sedangkan observasi dianalisis dengan cara memberikan skor pada setiap deskriptor yang terlihat pada siswa serta data hasil belajar yang meliputi latihan soal, tugas pekerjaan rumah, dan tes yang masing-masing diberi bobot 20, 30, dan 50, lalu dibagi 100,kemudian dikategorikan menjadi baik sekali, baik, cukup, kurang, dan gagal dengan kriteria ketuntasan belajar adalah ≥ 75.
HASIL DAN PEMBAHASAN
Penelitian diawali dengan melakukan observasi ke SMA Negeri 1 Palembang secara informal untuk mengobservasi laboratorium komputer dan kecakapan siswa terhadap komputer, khususnya dalam mengakses internet. Pelaksanaan penelitian dimulai dari bulan Juli sampai November 2008. Siswa yang menjadi kelompok ujicoba pertama dalam penelitian ini adalah para siswa kelas XII-IA 1 yang berjumlah 37 orang dan yang menjadi kelompok ujicoba kedua adalah para siswa kelas XII-IA 2 sebanyak 39 orang.
Dalam pengembangan media website, tahap analisis pendahuluan melakukan analisis materi pokok bahasan program linear untuk menyesuaikan dengan kompetensi dasarnya. Pada tahap perancangan terbagi dalam dua bagian, yaitu : tahap perancangan materi menggunakan kertas (paper-based) dan yang kedua menggunakan komputer (computer-based). Tahap paper-based dimulai dengan mensketsa materi program linear pada kertas yang bertujuan untuk memperoleh gambaran tentang objek dan apa saja yang akan ditampilkan pada website, dan kemudian dilanjutkan dengan merancangnya menggunakan Macromedia Flash 8.0
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53 yang diawali dengan perancangan tutorial materi dan di-upload ke hosting http://pages.google.com. Berikut hasil rancangan prototype 1 :
Keterangan :
1) Alamat website yaitu :
http://muhammad.win.afgani.googlepages.com 2) Judul halaman pada web : Program Linear 3) Hyperlink ke halaman web Latihan
4) Hyperlink untuk kembali ke halaman awal
5) Tombol menu materi yang berisi Persamaan Linear Dua Variabel (PLDV), Pertidaksamaan Linear Dua Variabel (PtLDV), Sistem Pertidaksamaan Linear Dua Variabel (SPtLDV), dan Program Linear.
6) Materi Program Linear yang bertipe SWF yang di-upload ke internet.
Setelah media website program linear didisain dalam bentuk prototype 1, maka dilakukan uji validasi terhadap pakar (expert review). Setelah diketahui kekurangannya, dilakukanlah revisi sehingga menghasilkan prototype 2. Karena perubahan terjadi pada disain materi pada flashnya, maka peneliti hanya menampilkan tampilan materi pada flash. Berikut hasil rancangan protoype 2 :
Terlihat, latar belakang lebih kabur (blur), sehingga teks dapat terlihat jelas. Pada prototype 2 juga diberikan latihan berbentuk LKS yang dirancang menggunakan input box. Setelah selesai mengerjakan latihan, komputer akan memberikan skor dan respon. Dengan memanfaatkan fasilitas pada web www.co.nr ,maka alamat web dibuat menjadi www.learningmath.co.nr, dan disediakannya buku tamu yang dibuat dengan memanfaatkan fasilitas pada www.a-free-guestbook.com.
Pada prototype 2 juga dilakukan uji validasi terhadap pakar (expert Gambar 3. Prototype 2
Program Linear type SWF
2 3 4 1 5 6 Gambar 2.
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review) yang bertujuan untuk mengetahui apakah masih ada kekurangan pada media
website sebelumnya serta dilakukan uji coba pada kelas XII-IA. Berdasarkan hasil observasi selama kegiatan pembelajaran diperoleh tingkat motivasi siswa kelas XII-IA 1 dalam belajar program linear secara mandiri dengan menggunakan media website, yaitu terjadi peningkatan 27,03% pada kategori Sangat Termotivasi dan 43,24% pada kategori Termotivasi. Untuk mendukung hasil observasi, maka pada akhir pertemuan diberikan angket motivasi yang bersifat terbuka. Adapun hasil angket motivasi, yaitu hanya 8,11% siswa yang pernah membuka website yang peneliti disain untuk belajar program linear di luar jam sekolah. Selain itu berdasarkan hasil angket mengenai sikap siswa kelas XII-IA 1 terhadap pembelajaran program linear menggunakan media website yang diberikan pada akhir pertemuan terdapat 5,41% siswa termasuk dalam kriteria Sangat Tertarik dan jika dilihat dari hasil belajar masih terdapat siswa yang hasil belajarnya tergolong dalam kategori gagal yaitu sebesar 2,70%.
Berdasarkan saran-saran dari validator pada prototype 2 dan hasil uji coba di lapangan dilakukanlah revisi untuk menhasilkan prototype 3. Perubahan prototype 2 terjadi tidak hanya pada disain materi pada flashnya, tetapi juga pada webnya, yaitu memanfaatkan fasilitas dari website lain untuk mendukung performa web dari peneliti. Pada prototype 3 ditambahkan Chat Box dibuat dengan memanfaatkan fasilitas pada www.shoutmix.com, Survey Online dibuat dengan memanfaatkan fasilitas pada www.polldaddy.com, dan Evaluasi online dibuat dengan memanfaatkan fasilitas pada www.equizzer.com. Kemudian, prototype 3 dilakukan uji coba pada kelas XII-IA 2. Berdasarkan hasil observasi, terjadi peningkatan 20,51% pada kategori Sangat Termotivasi. Berikut diagram batangnya :
0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% Sangat Termotivasi Termotivasi Cukup Termotivasi Kurang Termotivasi Tidak Termotivasi Kategori
Tingkat Motivasi Siswa Kelas XII-IA 2 SMA Negeri 1 Palembang
Pertemuan Ke-1 Pertemuan Ke-2
Gambar 4.
Diagram Batang Tingkat Motivasi Siswa Kelas XII-IA 2
Dari hasil observasi per deskriptornya, deskriptor kedua sampai ketujuh terjadi peningkatan presentase. Sedangkan deskriptor kedelapan sampai kesepuluh terjadi penurunan presentase. Berikut diagram garis hasil observasi motivasi siswa kelas XII-IA 2 (n = 39) untuk tiap deskriptor :
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55 Gambar 5.
Diagram Garis Hasil Observasi Motivasi Siswa Kelas XII-IA 2
Keterangan :
• D1 : Hadir • D2 : Mengekspresikan perasaan gembira
• D3 : Mempelajari materi dengan tenang • D4 : Mempelajari materi secara sistematis • D5 : Mencatat atau meng-copy materi • D6 : Berkosentrasi
• D7 : Bekerja sama mengerjakan tugas kelompok • D8 : Bertanya bila memerlukan
• D9 : Aktif dalam diskusi kelompok • D10 : Membantu teman yang
membutuhkan penjelasan
Pada akhir pertemuan diberikan angket motivasi yang bersifat terbuka. Pada pertanyaan ketika siswa tidak memahami materi yang ada pada website, maka 48,72% berusaha memahaminya sendiri dengan mengulangi lagi; 25,64% membaca buku teks; 25,64% bertanya kepada teman, dan 0% melewatinya. Ini menunjukkan siswa mempunyai motivasi untuk belajar, walaupun website ini hanya 7,69% siswa yang pernah membuka website untuk belajar program linear di luar jam sekolah. Berdasarkan hasil angket mengenai sikap siswa kelas XII-IA 2 7,69% siswa termasuk dalam kriteria Sangat Tertarik. Berikut diagram batang sikap siswa tersebut : 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% Sangat Tertarik Tertarik Cukup Tertarik Kurang Tertarik Tidak Tertarik
Sikap Siswa Kelas XII-IA 2Terhadap Pembelajaran Program Linear Pada Media Website
Kriteria
Gambar 6. Diagram Batang Sikap Siswa Kelas XII-IA 2
Hasil Observasi Motivasi Siswa Kelas XII-IA 2 SMA Negeri 1 Palembang
0,00% 20,00% 40,00% 60,00% 80,00% 100,00% 120,00% 1 2 3 4 5 6 7 8 9 10 Deskriptor Pertemuan Ke-1 Pertemuan Ke-2
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Pada uji coba prototype ketiga, evaluasi yang diberikan sama seperti pada uji coba prototype kedua, tetapi pada pertemuan ketiga dilakukan ujian mengenai program linear sebanyak 5 soal pilihan ganda secara online dimana siswa tetap harus menuliskan langkah-langkah pengerjaannya pada kertas ujian yang peneliti sediakan. Soal ujian dibuat menjadi dua kelompok, yaitu A dan B. Setelah dianalisis, maka hasil belajar siswa kelas XII-IA 2 yang mempunyai kategori Sangat Baik 51,28%, dan kategori Baik 38,46%. Berikut diagram batang hasil belajar siswa kelas XII-IA 2 : 51,28% 38,46% 7,69% 2,56% 0,00% 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% Baik Sekali
Baik Cukup Kurang Gagal Hasil Belajar Siswa Kelas XII-IA 2
Kategori
Gambar 7. Diagram Batang Hasil Belajar Siswa Kelas XII-IA 2
Jika dilihat dari hasil belajar, tidak terdapat lagi siswa yang masuk dalam kategori gagal, dan ketuntasan belajar secara klasikal mencapai 74,36%. Ini menunjukkan prototype 3 potensial efektif dalam memotivasi, memperbaiki sikap siswa, dan meningkatkan hasil belajar. Oleh karena itu, Prototype 3 dianggap sebagai hasil akhir dari disain media website pada materi program linear. Disamping masih terdapatnya kelemahan dalam pengembangan media website yang materinya dirancang menggunakan Macromedia Flash, diantaranya perlunya waktu yang cukup lama dalam loading website, jika dihadapi pada bandwith yang tidak terlalu besar. Karena website dirancang dengan mengupload materi yang bertipe SWF sehingga sifatnya stand alone, artinya ketika user mengklik link lain yang tidak memunculkan
new window, maka pada saat kembali lagi, user tidak dapat melihat lagi tampilan
terakhir dari halaman yang sebelumnya, tetapi tampilan awal dari materi SWF tersebut.
Dari hasil evaluasi pada soal yang diberikan, kesalahan siswa mulai terjadi ketika menentukan daerah penyelesaian sehingga dalam menentukan nilai minimum juga salah. Hal ini dikarenakan siswa belum memahami pernyataan ”biaya semurah-murahnya” dan siswa hanya dapat menentukan nilai minimum, jika pernyataannya jelas seperti ”Minimumkanlah”.
Menurut pengamatan peneliti, selama kegiatan pembelajaran berlangsung tidak terjadi hambatan dalam pengelolaan kelas, hanya saja masih ada terjadi gangguan teknis dalam koneksi internet yang menyebabkan suasana pembelajaran sedikit terganggu. Ketertarikan mereka terlihat dari semangat mereka dalam mempelajari materi program linear pada website. Dengan demikian media website yang telah dikembangkan menurut Akker (1999) potensial efektif ketika digunakan dalam kegiatan pembelajaran. Hal ini dapat dilihat dari tingkat motivasi siswa, sikap siswa, dan hasil belajar siswa yang tergolong dalam kategori baik, artinya media website dapat dijadikan alternatif dalam pembelajaran matematika di SMA.
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57 KESIMPULAN
Berdasarkan hasil penelitian, maka dapat disimpulkan sebagai berikut :
1. Proses pengembangan media website program linear dimulai dari analisis pendahuluan, merancang, mengevaluasi dan merevisi. Pada tahap analisis pendahuluan dilakukan analisis kurikulum mengenai materi apa saja yang menjadi prasyarat sebelum masuk ke materi inti. Pada tahap perancangan terlebih dahulu dilakukan perancangan diatas kertas (paper-based) dan kemudian didisain pada komputer (computer-based). Pada tahap evaluasi, hasil rancangan yang berupa prototype 1 divalidasi mengenai isi maupun tampilannya melalui pakar (expert review). Saran validator pada prototype 1 dijadikan dasar untuk mendisain prototype 2. Kemudian, prototype 2 dilakukan uji validasi dan uji coba ke subjek penelitian. Setelah diketahui masih ada kekurangan, maka dilakukan revisi kembali untuk menghasilkan prototype 3. Pada prototype 3 dilakukan uji coba ke subjek penelitian berikutnya. Berdasarkan proses pengembangan diperoleh bahwa prototype 3 merupakan media website yang efektif digunakan dalam kegiatan belajar mandiri.
2. Sikap siswa terhadap pembelajaran program linear dengan media website termasuk dalam kriteria Tertarik. Hal ini dapat dilihat dengan terjadi peningkatan persentase sikap siswa dari hasil uji coba prototype 2 (40,54%) dan
prototype 3 (61,54%).
3. Tingkat motivasi siswa dalam mempelajari materi program linear secara mandiri dengan media website termasuk dalam kategori Termotivasi. Pada uji coba prototype 2 tingkat motivasi siswa hanya 54,06%. Sedangkan, pada uji coba prototype 3 tingkat motivasi siswa menjadi 71,79%.
4. Hasil belajar siswa dalam pembelajaran program linear yang menggunakan media website termasuk dalam kategori Sangat Baik dimana pada prototype 2 yang termasuk kategori Sangat Baik ada 52,63% dan masih ada 2,63% termasuk kategori gagal, sedangkan pada prototype 3 yang termasuk kategori Sangat baik 51,28% tanpa ada siswa yang termasuk kategori Gagal (0%).
SARAN
Berdasarkan hasil penelitian dan kesimpulan di atas, maka dapat disarankan sebagai berikut:
1. Guru bidang studi matematika, diharapkan dapat memanfaatkan media website dalam pembelajaran.
2. Peneliti lain, untuk mengembangkan website tidak hanya pada materi program linear tetapi juga pada materi matematika yang lain.
3. Siswa, diharapkan dapat menggunakan website ini dalam pembelajaran baik di sekolah maupun di luar sekolah.
4. IPTEK, agar dapat mengembangkan suatu software yang dapat mempermudah guru maupun peneliti lain dapat mendisain materi ajarnya sendiri.
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58
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Peningkatan Mutu Pembelajaran Di Kelas.
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59 Djaali dan Muljono, P. 2004. Pengukuran Dalam Bidang Pendidikan. Program
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Using Flash Animations in Mathematics Lessons
Esra Bukova-Güzel, Berna Cantürk-Günhan Abstract—The purpose of the study is to determine secondary
prospective mathematics teachers’ views related to using flash animations in mathematics lessons and to reveal how the sample presentations towards different mathematical concepts altered their views. This is a case study involving three secondary prospective mathematics teachers from a state university in Turkey. The data gathered from two semi-structural interviews. Findings revealed that these animations help understand mathematics meaningfully, relate mathematics and real world, visualization, and comprehend the importance of mathematics. The analysis of the data indicated that the sample presentations enhanced participants’ views about using flash animations in mathematics lessons.
Keywords—Instructional technology, animations, prospective mathematics teachers.
I. INTRODUCTION
N Turkey, primary and secondary mathematics curriculums have been revised. This revision was based on the philosophy of constructivism which proposes that learners need to build their own understandings of new ideas. Constructivism also suggests that new knowledge is not passively received by the student through textbook activities and lectures, or by simply asking students to memorize rote facts. Students learn more effectively if they have experience applying ideas to new situations. From this perspective, using technology is of great important. Some researchers express that using technology in mathematics learning environment support constructivism [2, 3, 4, 5, 6]. They explain some reasons as follows;
• providing different representations of mathematical concepts;
• acquiring knowledge by making experiments; • relating real life with mathematical concepts; • developing or enhancing students’ conceptual
knowledge;
• supplying individual and cooperative studies to learners;
• presenting concrete representations of abstract mathematical concepts.
• constructing meaningful learning; • motivating;
• becoming lessons more interesting;
Esra Bukova-Güzel is with Dokuz Eylul University, Facuty of Education, Department of Science and Mathematics Education, Izmir, Turkey. (corresponding author to provide phone: +90 232 420 48 82; e-mail: esra.bukova@deu.edu.tr). ,
Berna Cantürk-Günhan is with Dokuz Eylul University, Facuty of Education, Department of Primary Education, Izmir, Turkey. (corresponding author to provide phone: +90 232 420 48 82; e-mail: berna.gunhan@deu.edu.tr).
• providing an active learning environment; • improving learners’ creativity;
• having positive attitudes towards mathematics • supplying visualization.
In light of these reasons, mathematics teachers should integrate technology into mathematics learning. If it is wanted that mathematics teachers use computer-based presentations in their lessons, they are supported and encouraged using computer-based presentations during their teacher training years. Hereby, prospective mathematics teachers should develop and use the computer-based presentations in their future lessons. There are many forms of computer-based presentations. Animations may also use as computer-based presentations. Animations can be used to provide information that aids in understanding dynamic processes and summarizing major concepts, and can help students to construct mental models with which to organize new knowledge [7]. From this explanation, it is seen that animations can affect students in positive way while constructing mathematical concepts if teachers use them effectively. Therefore, this study focuses on the prospective mathematics teachers’ views about animations which prepared by using Macromedia Flash.
The purpose of this study is to determine the secondary prospective mathematics teachers’ views related to using Flash animations in mathematics lessons and to reveal how the sample presentations towards different mathematical concepts altered their views.
II. THEORITICAL FRAMEWORK
Technology has tremendous potential for enhancing mathematics instruction; it can be used to strengthen student learning and to assist in developing mathematical concepts [8]. As the National Council of Teachers of Mathematics (NCTM) that is a public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research [16] - highlights in its standards; technology can facilitate mathematical problem solving, developing deep understanding of mathematics, communication, reasoning, proof; moreover, technology can provide students with opportunities to explore different representations of mathematical ideas, support them in making connections both within and outside of mathematics, and allow student to focus on decision making, reflection [9]. Because of the technology’s these effects to the learning, teacher must use the computer-based presentations in their classroom.
I
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education to assist in the development of concepts but were uncomfortable discussing the specific uses of technology for instruction due to lack of knowledge [10]. Many prospective teachers feel that they are not prepared to teach using technology after they graduate [11]. If teachers want to use and integrate technology to their learning environment, they will have a great role. Especially, new teachers are expected to enter the educational field with knowledge not only in their content areas, but of technology as well [12].
III. METHODS
The case study design was used in this study involving three secondary prospective mathematics teachers at Dokuz Eylül University in Izmir, Turkey. This study was realized in one week as two sections during 2006-2007 academic years. In the first section some of the prepared flash animations were shown to the participants approximately in one hour and after that in the second sections discussions about these presentations were made by the participants in one hour.
The data gathered from two semi-structural interviews containing pre-interview and post-interview. The study consisted of the three phases. The pre-interview was realized with three secondary prospective mathematics teachers in the beginning of the study. The purpose of this pre-interview was to determine participants’ views about using flash animations in constructing mathematical concepts. After that, the flash animations prepared by the researcher were introduced to the participants. When the all presentations were made it was discussed with the participants about them. Finally, the post-interview was carried out with the participants. The purpose of this post-interview was to determine how the participants’ views altered about using flash animations in constructing mathematical concepts after the presentations in other words, whether their thought changed or not.
A. Participants
The purposeful sampling method was used when the participants were selected. There were three participants in this study from the Faculty of Education. Their ages ranged from 20 to 22 years old. The participants were educated for being secondary school mathematics teachers. They completed the courses about mathematics content knowledge, general pedagogical knowledge, pedagogical content knowledge, integration technology into mathematics education, and school experience. Three participants showed differences about knowing and using computer and software programs. The first participant named Y who has limited knowledge and experiences of the computer and software programs, the second participant named Z has more knowledge and experiences of the computer and software programs, and the third participant named B who had much knowledge and experiences of the computer programs and software. Additionally, no one knows Flash program, Z is the most successful students in our mathematics education program in terms of mathematics content knowledge, general pedagogical knowledge, and pedagogical content knowledge. B has average achievement
and Y is the lowest achievement -but enough for graduating our mathematics education program- in terms of this knowledge.
B. Instruments
The qualitative method was used to collect the data in this study. The data gathered from two semi-structural interviews containing the pre-interview and the post-interview. In these interviews, two open-ended questions were asked to the participants and the interview guide was used in this stage. The open-ended questions were related on the following areas: “How the flash animations affect mathematics lessons and constructing mathematical concepts”, and “Can you use or want to use these kinds of tools in your future class-in professional life? Why?”. These questions were asked to the participants both the pre-interview and the post-pre-interview. All the pre-interviews were recorded by the audio-recorder and analyzed later.
C. Materials
In this study, the Flash animations were used as a material to examine prospective mathematics teachers’ views about Flash animations and whether their views changed when they confronted with the different examples and discussed about these materials or not. While the presentations about some mathematical concepts were developing the principles of constructivism were used. On the other words, these presentations were suitable for constructivist learning environment. All the presentations were constructed by taking into account the critical points of mathematical concepts in question.
The Flash animations were mainly used to sample the real world applications of mathematical concepts in this study. These representations were important to integrate the real world with the mathematical concept. It also provided to construct mathematical knowledge, procedures, and concepts by using mathematical models. It was intended that these materials should be interesting, emphasize the critical points of the concepts, and allow meaningful learning.
Nine presentations were presented about the flash animations such as limit concept, function concept, induction, and factorization. Some of the examples were given in Figure 1, 2, 3, 4, 5, 6. For example, in Figure 1 and Figure2, it was aimed to construct the function concept as a machine exactly the loom as a machine, the fiber as an in-put, and the carpet as an out-put.
Figure 3, 4, 5, 6 were constructed to show the critical points of the limit concept such as approaching, approximate value, domain of function (the existences of the limits of a functions at a points which are not necessary to be an element of the domain especially in Figure, 4, 5, 6 with burning pizza house), the relationship between limit concept and the real world. It was given a scenario with the figure, 4, 5, and 6. This scenario was started this sentence “by taking into account movement of the cars in the entire situation, can they meet? Why? Try to draw their movement on a graph. Fort this reason, you can think that the cars are two points moved on a curve and the road is a curve. Be careful, they are point on a curve and you make these move
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move to the same Math Pizza Restaurant, and so they meet. In Figure 5, the cars move to the different Math Pizza Restaurant, so they did not meet. Finally, in Figure 6 it was considered the restaurant as a point on a curve; it showed the point was not defined. The cars move to the same restaurant. However, when they arrived at the restaurant, the restaurant had been burned but still they could meet.
Fig.1 Flash animations about function concept
Fig. 2 Flash animations about function concept
Fig. 3 Flash animations about approaching
Fig. 4 Flash animations about limit concept
Fig. 5 Flash animations about limit concept
Fig. 6 Flash animations about limit concept
D. Procedure
The researchers investigated the learning tools in literature. Then the presentations were organized by the researchers. These are flash animations, dynamic graphics, Geometry Sketchpad activities, video-clips, spreadsheets, and power-point representations, etc. In this article, only the case of flash animations was used.
The application was carried out within one week. The participants were interviewed in the beginning of the study. The interviews, which form the majority of the material, are characterized by reflective conversations. The length of the interviews varied between 20 and 25 minutes. Before each
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recorded with the permission of the participants.
E. Data Analysis
The interviews were recorded with the audio-taped. The data were transcribed verbatim. Evaluation was guided by the ideas of qualitative content analysis [13]. It could try to evaluate the differences between the pre-interview and the post-interview.
IV. RESULTS AND DISCUSSIONS
In this section, three cases were presented by comparing in terms of the pre- and the post interviews and each other.
A. The Case of Y
In the pre-interview Y said nearly nothing about the questions “How the flash animations affect mathematics lessons and constructing mathematical concepts”, “Can you use or want to use these kinds of tools in your future class? Why?”. Y stated that animations (not only flash animations) were important for mathematics learning and added that Y never saw flash animations in preparing any mathematical concept. Y also remarked that was not able to prepare computer based materials because of the lack of technology knowledge. Y said very general sentences like;
Using flash animations contribute mathematics learning and saving of time in mathematics lessons.
In the post-interview, it was seen that Y’s views changed completely. When Y responded the questions Y looked very exciting and said that was very happy for seeing these presentations. It can be understood Y’s following speaking;
I like all the presentations. I never see before this kind of application. I saw only power point presentations. It changed my point of view. Participating of this study became the good experience for me. Before then, I had no idea about flash animations.
In the pre-interview, Y could not say advantages of using flash animations in mathematics lessons but after the sample flash animations Y stated many advantages. Y pointed out that these kinds of flash animations can relate the real world to the mathematical concepts, emphasize the critical points of the concept, provide for students to think creatively, block to constitute misconceptions about the mathematical concepts, and give an opportunity for exploring and discovering phenomena. Additionally Y specified that they can also lead students to deeply thinking about mathematical concepts and make lesson interesting. And finally, after this explanation Y said the followings:
I really want to use flash animations in my future mathematics lessons. However, my knowledge about preparing flash animations does not allow this. We must be educated in our mathematics education program about using computer and software programs like this.
B. The Case of Z
that flash animations could represent mathematical concepts more concretely by making visualization, relate real world and mathematical concepts, facilitate retention of the learning, provide students’ motivation, advance students’ mathematical thinking, enhance students’ reasoning skills. Z was able to prepare some computer based materials using software programs such as Geometer’ Sketchpad, MathCAD, and Derive etc. on the other hand, Z was not able to prepare flash animations because of limited knowledge and experiences about this program.
In the post-interview-in addition to Z’s pre-interview speaking- Z emphasized that using flash animations in mathematics lessons could sophisticate students’ intuitive thinking, provide for students to think creatively, give an opportunity for exploring and discovering, occur active learning, associate among the mathematical concept, block to constitute misconceptions about the mathematical concepts, emphasize the critical points of the concept, become lessons more interesting. Furthermore, Z remarked the following sentences:
Samples about flash animations affected me very much. They were interesting because they were very new applications for me. They could gain different viewpoint to students. These animations could draw students’ attention. When students realized that they could understand mathematical concepts they attended lessons more. By using flash animations mathematics lessons become suitable for constructivist principles. Teachers could make an effort for students to think intuitively about mathematical concepts. For example, instead of saying what the limit is teachers ask questions so they could direct students to reach the meaning of limit. However, it was very hard to perform these kinds of lessons in considering Turkey’s basic facilities such as lack of technical structure in class, lack of teachers’ knowledge about computer-even some teachers did not know how computer started-, teachers’ beliefs about computer and computer-based materials. Teachers’ content knowledge and pedagogical content knowledge are also important. I mean if teacher’s knowledge about limit concept is not adequate he or she will not design the animations very well. He or she imagines very carefully reflecting the critical points of limit. I want to use flash animations but I do not prepare for now. I think cooperation is made with mathematics teachers and computer programmers. Mathematics teachers use content knowledge, learners’ knowledge, pedagogical content knowledge and others use software programs’ knowledge.
C. The Case of B
In the pre-interview, B explained that flash animations may represent abstract mathematical concepts in a concrete way, provide visualization, and also relate the real world to the mathematical concepts, supply for students to interpret and generalize about mathematical concepts. B represented that B’s knowledge and experiences about computer and software programs was very good but not in Flash programs.
After the sample presentations, B stated that want to improve about this animations. He expressed these sentences:
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Whoever watches the animations about the limit concept apprehend that the limit concept is an approaching, an approximate value, relationship between limit concept and the real world, and the limit of a function at a point which is not necessary to be an element of the domain exist. I should use flash animations in my professional life. Because of this, I will develop myself about this issue.
In the post-interview-in addition to B’s pre-interview speaking- B stated that using flash animations in mathematics lessons could advance students’ mathematical thinking, occur active learning, associate among the mathematical concept, emphasize the critical points of the concept. Besides, B expressed the following sentences:
When flash animations like these can use students learn by doing, making, thinking and relating. Because they are motivated students they must be used especially in difficult mathematical concept, and concepts which students never relate real world. It is very essential for students to understand the importance of mathematics. For example, constructing the correlation between the limit concept and the real world can assist for learning the limit concept meaningfully. Generally, it is thought that technology can be used as a computational tool but these representations exactly show opposite view. On the other words, it is showed technology can be used to visualize, explore, relate, generalize and analyze mathematical concepts and ideas.
V. DISCUSSION AND IMPLICATIONS This study reports the views of the mathematics students’ teachers concerning using flash animations in mathematics lessons. It is thought that this study provides an important contribution to prior research and researches about integrating technology into mathematics education. All the participants agreed with the statement that flash animations should be used in a mathematics classroom. The results from the three interviewed present a development of views of using flash animations in mathematics education. The pre-interviews and post-interviews of the participants were examined and it has seen that important changes occurred on the participants’ thoughts, especially, in the case of Y.
This study indicated the importance of integration technology into mathematics learning with application of the flash animations. The prospective mathematics teachers believe that technology is important for mathematics learning. All the participants touched on mathematics teacher’s training. In this perspective, mathematics teacher education program should value of technology integration in mathematics learning. But it is not enough mathematics content knowledge and pedagogical content knowledge is also taken into account. Consequently it is handled technological pedagogical content knowledge (TPCK) which framework builds on Shulman's idea of Pedagogical Content Knowledge and is the complex interplay of three primary forms of knowledge: Content, Pedagogy, and Technology [14].
This study has shown many benefits of using flash animations. The prospective mathematics teachers indicated likely benefits in terms of their experiences. It was seen from their views that these animations help understand
mathematics. It was taken into account that the transition from concrete examples to the abstract concept is the most demanding step in mathematics learning [15], using flash animations is seen as an important beginning.
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pedagogical content knowledge of mathematics teachers, constructivist learning approach in mathematics teacher education, and mathematical modeling.
Berna Cantürk-Günhan received her Ph.D. in mathematics education in 2006 at Dokuz Eylül University, Institute of Educational Sciences. She was born in Denizli, 1975. Her major fields of study are problem-based learning, geometry teaching, and technology integration in mathematics learning, teacher education, and drama in mathematics education
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Effectiveness of computer animation and geometrical instructional model on mathematics achievement and retention among junior secondary school students
Gambari, A. I.1, Falode, C. O. & Adegbenro, D. A. Science Education Department Federal University of Technology, Minna For correspondence: gambarii@futminna.edu.ng Abstract: This study investigated the effectiveness of computer animation and geometry instructional model on mathematics achievement and retention on Junior Secondary School Students in Minna, Nigeria. It also examined the influence of gender on students’ achievement and retention. The research was a pre‐test post‐test experimental and control group design. 40 junior secondary school students were drawn from two secondary schools within Minna metropolis. Stratified random sampling technique was used to select 40 students (20 males and 20 females). The Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.87 was obtained using Kuder‐Richardson (KR‐20). GAT was administered to students as pre‐test and post‐test. The students’ pre‐ test and post‐test scores were analyzed using t‐test statistics. The results indicated that the students taught geometry using computer animation performed significantly better in posttest and retention test than their counterparts taught geometry using instructional model and conventional method respectively. However, there was no significant difference reported in the post‐test performance scores of male and female students taught geometry using computer animation and instructional model respectively. These findings indicated that geometry concept in mathematics could be taught and learnt meaningfully through the use of computer animation.
Keywords: Computer Animation, Instructional Models; Geometry; Gender; Retention
Introduction
Mathematics has become the central intellectual discipline of all technological societies and it is indispensable in helping the individual to think more clearly about the values involved in this fast changing world (Abimbade & Udousor, 1997). Fapohunda (2002) sees mathematics as an essential tool in the formation of the educated man. Its application in other disciplines, mostly in the sciences is appreciative and without it, knowledge of the sciences often remains superficial. In Nigeria, mathematics is taught as a core subject to all students at the primary and secondary school levels in order to give a sound basis for scientific and reflective thinking, and prepare them for the next level of education (FRN, 2004).
In spite of the importance and popularity of mathematics among Nigerian students, performance at junior secondary school level had been poor (Iwendi, 2012; NECO, 2012). Studies have shown that Nigerian students’ achievement in secondary school mathematics has been relatively low over the years (Agwagah, 2000; Obodo, 2004; Osemwinyen, 2008; WAEC, 2011; & Gimba, 2013).
Several factors have been attributed to the poor performance in secondary school mathematics, among which are: poor methods of teaching (Harbour‐Peters, 2001), poor interest in mathematics (Badmus, 2002 & Obodo, 2004), gender difference (Agwagah, 2000) and lack of appropriate instructional materials for teaching mathematics at all levels of education in Nigeria (Gambari, 2010). Various attempts have been made towards improving the low achievement and retention level of
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secondary school students in mathematics without any remarkable success (Gimba, 2006; Iwendi, 2009) Poor teaching method is one of the major factors influencing poor achievement and retention (Osemwinyen, 2009; Tolu, 2009).
Mathematics has several branches and some of these branches are more difficult for teachers to teach and students to learn than others. The basic geometry at junior secondary level serves as a background for understanding all branches of geometry at higher level. Research findings have confirmed that geometry is one of the topics among the abstract and complex aspects of mathematics, which students find difficult to learn, and some teachers find difficult to teach without the use of instructional materials (Akinlade, 2004 & WAEC, 2011).
Instructional materials such as mathematical models have potentials in the teaching of abstract concepts such as geometry (Gambari & Gana, 2005). Abimbade (1997) concluded that instructional models enhance visual imagery, stimulates learning and assists the teacher to properly convey the topic content to the learner, in order to achieve better understanding and performance.
In the review of empirical studies on instructional models, Shih, Kuo and Liu (2012) developed and evaluated the instructional model and learning system and found that the model enhanced mathematical achievement. Aboderin (1997) found that the use of Pythagoras model for mathematics instruction had positive effect on students’ achievement. Joshua (2007) reported that using geometrical globe model for teaching mathematics at senior secondary schools enhanced students’ performance. Also, Gimba (2006) and Gambari (2010) in different studies reported that using 3‐ dimensional instructional model to supplement conventional teaching method produced higher achievement than the use of conventional instruction alone.
Computer has been used in the developed countries to tackle most of the teaching and learning challenges since 1980s. It has potential for arousing students’ interest, motivation and achievement (Yusuf & Afolabi, 2010). It can influence students’ attitudes and interest towards mathematics which may positively affect their achievements and retention (Golden, McCrone, Walker & Rudd, 2006). Computer‐Assisted Instructional (CAI) package can be used to teach all subjects including sciences. According to Scott (2004) CAI can be used to provide opportunities for students to learn using drill and practice, tutorial, games and simulation activities, animation, and many others.
Animation is processed as a part of the visual information. There were two versions of the illustration mode, static and animated. The static version consisted of a graphic depicting the scientific process with no visual movement to show the process in operation, while the animated version showed the process with visual movement to demonstrate the process in operation. Animations have been defined as images in motion (Dwyer & Dwyer, 2003). The capable features of Animation can enliven the learning experience. Animation which promotes flexibility of learning allowed a wider range of stimuli thus increased the student engagement in learning. Animation seems to attract learners’ attention and increase their motivation to learn. Many students get stimulated on a daily basis by computer animation then our instruction needs to contain computer
animation (Martindale, 2007). Animation as an attention gaining strategy helps to reduce the
processing demands in science, technology and mathematics (STM). As an elaboration strategy, it also facilitates encoding and retrieval processes by connecting information and providing alternative retrieval pathways (Gagne, 1985). Pavio’s (1986) dual coding theory identified two separate information processing systems which is a visual system that processes visual knowledge, and a verbal system for processing verbal knowledge. According to Paivio (1986) and Riber (1994) animation that combines visual and verbal knowledge may store information into long‐term memory thus facilitates encoding and retrieval process.
