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DOI: https://doi.org/10.33258/birci.v5i3.5991
Development of Learning Media Animaker Assistant Animation Videos on Materials of Count Operations on the Submission of Wholesale Number Class I SDN Jatiasih 2
Vira Atmayandhi Dharmawita1, Ishaq Nuriadin2
1,2Universitas Muhammadiyah Prof. Dr. Hamka, Indonesia
[email protected], [email protected]
I. Introduction
The changing times are of course always accompanied by the development of increasingly advanced technology. Technological developments have had an impact on the education sector, especially in the learning process (Akbar & Noviani, 2019). The influence that arises is certainly an educational challenge, one of which is a change in the way of teaching in the learning process in this modern era. This is reinforced by research (Aka, 2017), previously teaching educators were only traditional, namely by using paper media, while now it is necessary to use technology as a learning medium. In this case, the more advanced technological developments are, teachers as educators are required to always innovate in changing the way of teaching by implementing learning media that can adapt to the times. A good learning media is the one which can adapt various student learning styles in order to achieve the learning goals – one of them is digital flipbook. It is an electronic learning media in which text, audio and visuals are included. Flipbook is one
Abstract
Technology developments require teachers to innovate their teaching method by utilizing the media of learning adjusted to the period. The study aims to test the feasibility of Animaker-assisted animated video learning media on the calculation of the addition of the whole number and to know first-grade students' responses to using this media. This study was held in Jatiasih 2 Public Elementary School. The method of this study was Research and Development (RnD) with the ADDIE model as development flow- through 5 stages. The technique of collecting data was using observation and questionnaires. The subject of the operated product validation test was conducted by three experts including a materials expert, a media expert, and a homeroom teacher. 25 first-grade students were trial samples to know students' responses.
The results of product development showed an average percent score of 86% with very decent category according to materials expert's judgment, an average percentage score of 94% with very decent category according to media expert's judgment, and an average percentage score of 90% with very decent category according to the homeroom teacher's judgment. The students' response results showed an average percent score of 87% which was pronounced very positive and very decent results. Based on these data results, this study concluded that Animaker-assisted animated video learning media was very decent for the teaching and learning source on the calculation of the addition of the whole number for first-grade students of elementary school. This learning media was capable to create a new and fun vibe of learning.
Keywords
animaker; learning media;
animation video
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Volume 5, No 3, August 2022, Page: 19741-19749 e-ISSN: 2615-3076 (Online), p-ISSN: 2615-1715 (Print)
www.bircu-journal.com/index.php/birci email: [email protected]
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of the classic animations made by a piece of paper, mostly found in the form of ‘thick’
book, and each paper aims to describe something – its appearance is designed in some specific ways so that the within objects may move or pop-up when opened (Nafiah in Afwan, B. et al, 2020).
Learning media is one of the important components of learning. Learning media is an intermediary tool for distributing messages so that during its use it can stimulate students' thoughts, attention, and interest during learning activities (Surata et al., 2020). With learning media, it is easier for students to understand the material presented and encourage students to be involved in more active learning. Moreover, current technological developments present many varied media, such as audio, games, education, animation, and audiovisuals (Rohmah, 2021). The presence of technological media as a learning medium provides benefits in the learning process, namely making it easier for teachers to convey material, creating a new learning atmosphere, and making learning more effective and interesting. However, the reality is that currently there are still many gaps and shortcomings in utilizing the media as the delivery of subject matter used by teachers, resulting in problems in the learning process.
One of them is based on observations made by researchers in class I at SDN Jatiasih 2 in learning mathematics, namely the teacher only uses media as limited as blackboards and textbooks. The media used by the teacher is of course still traditional whereas the teacher does not support learning media that uses technology. The media used by the teacher is also less supportive to explain mathematical material, especially in the abstract operation of adding whole numbers. So that it has an impact on the response of students which learning students become less focused, enthusiastic, and less enthusiastic learning so that the material cannot be well received by students.
Based on research that has been carried out by (Damayanti & Qohar, 2019), namely in explaining mathematical material requires an intermediary who can illustrate the concept of the material. Given that there is no use of innovative learning media in the teaching and learning process, it is necessary to develop learning media. In developing learning media, it needs to be adapted to the characteristics and developments of the times (Yazid et al., 2020). One of the suitable learning media to be developed is animated video.
Animated videos as audio-visual media can illustrate objects in detail so that they can help students understand and be interested in learning (Apriansyah, 2020). With animated video, it is believed to be more effective and efficient because it can involve two human sensory sensors, namely the eyes and ears. In accordance with Dale's opinion (Nawawi, 2019) that 75% of learning experiences are obtained through the sense of sight and 13%
through the sense of hearing. Animated videos also require adequate applications for the production process. One of the applications used in animation production is Animaker.
Animaker is a simple do-it-yourself-based online animation video creation application whose use is so easy that users can easily produce animated videos as desired. The Animaker application provides various interesting editing features such as text, background, audio, custom dubbing of animated characters, to transition effects. Based on previous research conducted by (Ningtyas et al., 2021) that animated videos with Animaker make students feel less bored, and more active when learning, and it becomes easier to understand the material.
Based on the description above, the purpose of the research carried out is to test the feasibility and responses of students regarding the animated video learning media assisted by Animaker on the material for counting operations on the addition of whole numbers for class I SDN Jatiasih 2. The uniqueness of developing this media is a more complete explanation of the material, and concepts the material is visualized more clearly and contains evaluation practice questions.
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II. Research Method
The research method used in this research is a development research method or what is called Research and Development (R&D). Development research is a method used to produce and validate certain products (Hanafi, 2017). The general purpose of research and development is to create and test the feasibility of a product so that it can be used by the wider community. In this case, the research conducted by the researcher resulted in an animated video learning media which was developed with the help of Animaker on the material of counting operations for the addition of whole numbers.
The development model used in the research is guided by the ADDIE model with the steps of implementing the development stages including 1) Analysis (Analyze), 2) Design, 3) Development, 4) Implementation, and 5) Evaluation.
This research was conducted at SDN Jatiasih 2 which is located at Jl. Anugerah, RT.002/RW.006, Jatiasih, Jatiasih District, Bekasi City, West Java. The trial subjects in this study were conducted by 1 material expert, 1 media expert, and 1 homeroom teacher for class I to determine the validity of the media before it was implemented to students.
The product trial sample was conducted on 25 class I students. Product trials were carried out to know the student's responses to the product being developed.
Data collection techniques used two methods, namely observation, and questionnaires. Observations were carried out to find out problems in classroom learning conditions and the needs of students. While the questionnaire was used to assess the validity and trials of the development of animated video learning media assisted by Animaker which was carried out by material experts, media experts, teachers, and student trials to determine the feasibility and responses of students regarding the developed media.
The data obtained in this study in the form of quantitative data from validation instruments and trials in the form of scores calculated from each subject to determine the results of the feasibility of the product being developed. While qualitative data is obtained through the results of a review by experts in the form of comments, suggestions, and input. The calculation of the questionnaire uses a Likert scale with a rating scale of 1 -5.
Furthermore, to measure the validity of the results of obtaining expert assessments and student trials, it is calculated by the following formula (Jannah & Julianto, 2018).
Information:
f = Total score obtained N = Maximum Score P = Percentage Number
Furthermore, to determine the level of success is measured based on the reference percentage of the eligibility criteria presented in Table 1.
Table 1. Eligibility Criteria
(Optiana & Muchlas, 2019)
Percentage Category Information 76% - 100% Very Worthy Vali (no revision)
56% - 75% Worthy Sufficiently Valid (not revised) 40% - 55% less worthy Less Valid (Revised)
0% - 39% Not feasible Invalid (Revised)
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III. Result and Discussion
Animated video learning media which was developed with the help of Animaker on the material of counting operations on the addition of whole numbers, resulted in research and development with the following steps.
3.1 Analysis
The analysis stage is carried out as an initial activity by analyzing educators, the needs and character of students, material analysis, and facilities. Which is the collection of information obtained based on observation. This process aims to state the problems that occur so that solutions can be found.
In the results of the analysis of educators, researchers found a fundamental problem related to the learning techniques used by teachers during the mathematics learning process, namely the teacher still uses the lecture method in which students only listen to the material explained by the teacher. Utilization of learning tools used only media in the form of blackboards and textbooks. In this case, they have not used technology as a learning tool and the use of learning media is still very minimal. The media used is certainly not supportive for learning Mathematics, especially in the matter of counting operations for the addition of whole numbers, because it is one of the abstract materials so it needs to be illustrated clearly.
This of course has an impact on the results of the analysis of students who lack focus, enthusiasm, and enthusiasm for student learning, so the material is not well received by students. The analysis of students is also seen through the characteristics and thinking stages of class I students, namely they do not like theoretical material. Students prefer learning that is illustrated with full of interesting pictures, colors, and moves.
While in material analysis, researchers refer to basic competencies, core competencies, and learning objectives. This is done as a reference so that the development of animated video media can be relevant to the material and learning objectives achieved.
The last analysis is an analysis of the facilities and infrastructure available at SDN Jatiasih 2. Researchers found that the available facilities are quite complete including laptops and LCD projectors so that they can support using animated video media.
3.2 Design
In accordance with the results of the analysis obtained previously, the researchers designed an animated video learning media with the subject matter of counting operations for the addition of whole numbers. Before designing, the researcher first determines the application to be used in developing animated video media, namely Animaker. Animaker is an application that helps in animation and makes it easier to use and has quite complete features. Next, the researchers began to make the design by making flowcharts as a development flow, storyboards as an overall picture of the media, and collecting and determining image properties, animated characters, and backgrounds that were already available on Animaker's features by paying attention to the suitability of the predetermined theme.
3.3 Development
At the development stage, the media that has been designed is then realized by the researcher in accordance with the design that has been made previously. Animated video media began to be developed with the help of the Animaker application. In development, researchers need a laptop and a stable internet network so that during the operating process
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there are no problems. This is needed because Animaker is an online application that requires an internet network for its use. The results of the development of animated video learning media assisted by Animaker can be seen in the following table.
Table 2. Animaker-Assisted Video Learning Media Products
No. Media Display Information
1. Learning opening display
2
Content display
3. Display an explanation of how to
complete the operation of counting the addition of whole numbers through
story questions illustrated with moving animated images.
4.
Display the evaluation of story questions
5
Cover View
The material presented in this developed media uses a realistic mathematical approach, as a source of approach that involves material to be associated with everyday life around students to facilitate students' understanding of studying mathematical concepts (Pratiwi & Wiarta, 2021). In this case, the development of animated video media assisted by Animaker contains material that is easy for students to understand.
After the development process is complete, it is followed up with a validation assessment by material experts, media experts, and educators, namely the homeroom teacher I. The aim is to assess the feasibility of learning media in the form of animated videos assisted by Animaker that were developed, before being implemented for students.
The results of the material expert validation consist of several aspects that are assessed with 15 items overall indicators. The average percentage obtained in the aspect of the structure of the material reached 80%, the content quality aspect reached 91%, the language aspect reached 90%, and the evaluation aspect reached 70%. Based on the results of the known aspects, the total average percentage obtained with the validation results
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reaches 86% which is included in the 'very feasible' category. Details of the results of material validation are presented with the average diagram in Figure 8.
Figure 1. Material Expert Validation Results
Some suggestions and inputs were given by material experts related to evaluation questions, namely the need to change one evaluation exercise question. These suggestions and inputs were then improved by the researchers to produce learning media according to their needs.
Furthermore, for the results of media expert validation, the average percentage of data acquisition in each aspect, namely the visual aspect, is 93%, the audio aspect is 90%, the typographic aspect is 100%, and the language aspect is 90%. So, the overall total validation percentage was obtained with a result of 94% which was declared in the 'very feasible' category. The following are the details of research results from media experts which are presented with the average diagram in Figure 9.
Figure 2. Media Expert Validation Results
There are suggestions and inputs given by media experts on the main sound and background sound for animated videos, namely the background sound should be louder than the background sound. As for the assessment of the media itself, they received comments that the animated video media developed was very good. The suggestions given were then revised by the researcher.
The results of the next validation were carried out by the homeroom teacher of class I at SDN Jatiasih 2. The average percentage of data acquisition on the assessment of the media aspect reached up to 92% and the assessment on the learning aspect reached 88%.
In this case, the overall total percentage of obtaining validation achievement of 90% which is stated as the 'very feasible' category is used in accordance with the achievement of the eligibility criteria. The details of the research results by the teacher are presented in the average diagram in Figure 10.
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Figure 3. Validation Results of Class I Homeroom Teachers
3.4 Implementation
After the media is declared valid by the experts and homeroom teachers for class I, then the media products can be implemented for students. The selection of students is carried out by purposive systematic which chooses one class and the balance of the homeroom teacher for class I. Tests are carried out during the learning process with the developed media products. In displaying animated video learning media to students, of course, assisted by a projector so that the animated video display can be seen in a larger and clearer size.
After the activity ended, students were given a questionnaire that aims to determine the students' responses to the developed media. The results of trials by students include aspects that have been determined with a total indicator of 10 items. In the aspect of the reaction to the use of media, the average result reaches 88%, the language aspect reaches 82.40%, and in the aspect of benefit, it reaches 86.00%. So the overall average percentage of student responses to animated video learning media assisted by Animaker was obtained at 87% which was declared 'very positive' and 'very feasible'. So it can be concluded that with this media the material can be well received by students so that it supports the emergence of interest, enthusiasm, and enthusiasm for learning. The following are the details of the results of student responses which are presented with the average diagram in Figure 11.
Figure 4. Student Response Results
3.5 Evaluation
The evaluation stage is the stage for making final improvements to the application of the developed media. Evaluation is carried out based on comments, suggestions, and input from the previous stage. If there are deficiencies, it is necessary to make improvements so that the developed media get better results in the future.
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IV. Conclusion
From the results of research and development that has been carried out, it can be concluded that the animated video learning media assisted by Animaker on the material content of counting operations for the addition of whole numbers meets the very high eligibility criteria, so animated videos assisted by Animaker are suitable for use in the learning process, especially as a teaching and learning resource. because it can provide an atmosphere of new learning experiences, make students enthusiastic and enthusiastic in the learning process, and the presence of moving illustrations helps to clarify the material so that it can facilitate students in learning.
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