Development of Problem-Based Mathematics Learning Media in the Independent Curriculum

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Volume, 11 Nomor 2 July 2023 pagr. 139-148 p-ISSN:2541-4232 dan e-ISSN: 2354-7146

Development of Problem-Based Mathematics Learning Media in the Independent Curriculum

Febri Fajar Nurvicky¹, Moh. Mahfud Effendi^2*, Reni Dwi Susanti³

1Mathematics Education Departement, Muhammadiyah University of Malang, Indonesia Email: [email protected]

Abstract

This study aims to develop mathematics learning media with the Microsoft Office 365 Powerpoint program, the Problem-Based Learning model assisted by the TikTok application in an independent curriculum. In developing this learning media, researchers used the ADDIE development type (Analysis, Design, Development, Implementation, and Evaluation) with 30 students as respondents in mathematics at MTS Muhammadiyah 1 Malang. Data collection techniques were in the form of questionnaires which included observation and interview questionnaires, media and material validation questionnaires, as well as pre-test and post-test questionnaires. The feasibility test Assessment by material experts includes learning objectives, learning methods, learning resources, learning activities, and learning materials, 77% of which are categorized as very feasible. Then the media was tested in the class before and after being given the media test treatment. The results were 0.028 with the treatment category before and after using the TikTok application-based learning media. In this case, it means that the mathematics learning media combined with the TikTok application is very feasible to use.

Keywords: Development Of Mathematics Learning Media; Independent Curriculum; Microsoft Office 365; Tiktok App.

INTRODUCTION

Problems found in learning mathematics make us want to solve with the knowledge we have and not use many of the same algorithms by all students. Many students in Indonesia have low reading literacy, which makes it difficult to solve math problems (Tanjung et al., 2023). The importance of realizing the ability to solve mathematical problems is the main goal in learning mathematics. This problem solving ability can solve math problems using steps from start to finish, proving we know the problem algorithm so that we are able to form a systematic mindset (Wirevenska et al., 2021).

Theorems, definitions, and terms in mathematics are so abstract that we can only learn them in mathematics (Radiusman, 2020). Problem solving abilities can be developed through the Problem Based Learning (PBL) learning model. This Problem Based Learning learning model can be combined with learning media in the Microsoft Office 365 Power Point program with the help of the Tiktok application for publication suitable for combining with this model (Aziizah et al., 2020;

Firamadhina & Krisnani, 2021; Ngatmiyatun, 2021; Puspitasari et al., 2022)

In the current curriculum, it is needed for educational institutions as a learning guide (Mailin, 2021).

The development of technology and information has had an impact on the world of education with the enactment of the Independent Curriculum Policy (MKBM). Independent Curriculum (MKBM) is a

(Received: 13-03-2023; Reviewed: 21-04-2023; Revised: 23-06-2023; Accepted: 25-06-2023; Published: 29-07-2023)

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policy of the Minister of Education and Culture (Kemdikbud). In the independent curriculum policy, the concept of independent learning is better used in the current industrial revolution 5.0, where people use advanced technology as problem solvers. The curriculum is an important instrument for education, where every student is given the opportunity without exception to study internal and external subjects that aim to make students excel in skills and academics(Hidayatullah, 2021; Kholik et al., 2022;

Tuasikal et al., 2021).

The Problem-Based Learning learning model is able to make the teaching and learning atmosphere in the classroom fun and exciting in learning mathematics. Problem-Based learning is centered on students, which is recommended and especially on the implementation of the current curriculum. This learning can be done in various ways, one of which is by orienting students to various problems that often occur in everyday life. Mathematical critical thinking skills can be sharpened by facing various daily problems because this problem-based learning model emphasizes the complex and practical life problems (Malau 2021; Puspitasari et al. 2022). Learning the Problem-Based learning model is also known as collaborative learning, the delivery of learning methods in presenting a problem requires students to develop problem-solving skills and the ability to learn independently (Arnidha &

Noerhasmalina, 2018; Syamsidah & Suryani, 2018).

In research (Marsitin & Sesanti, 2023) produce e-modules based on mathematical literacy that are valid, effective, and feasible problem-based learning approaches to improve students' mathematical reasoning in multivariable calculus material. This research uses the development method with stages:

analysis, design, development, and evaluation. The research subjects involved were fifth semester students majoring in mathematics education. Research (Sesriani, 2022) applies a realistic mathematics learning model with Jigsaw with the help of Problem-Based Learning to see how realistic mathematics learning models with the help of Jigsaw. From the research conducted (Ramadanti et al., 2021) the development of valid, practical, and effective E-module learning media with the Problem- Based Learning model aims to engage students in improving ways of thinking and solving problems contextually. Development learning media based on Problem-Based Learning can be developed with the help of other applications such as Microsoft Office 365 with the TikTok supporting application in learning mathematics in the independent curriculum. As explained by previous research, this research is significant to do with the aim of developing mathematics learning media with Microsoft Office 365, the Powerpoint program, and the Problem-Based Learning model assisted by the TikTok application in the independent curriculum. This development is expected to help overcome problems in learning mathematics.

METHOD

This research is a type of research and development (Research and Development/R&D). This research aims to produce and develop a product in the form of Office 365-based math learning media. The development model used in this study is the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation).

Several stages in the ADDIE method are as follows Analysis, analyzing the need to find out facts and problems that occur in the field by conducting observations and interviews with the aim of making effective learning media and finding out the media and teaching materials that are being used. Design, designing learning media that is developed. This stage includes making media designs, compiling materials, practicing questions, and making power points. Development, making products according to what was previously designed. Media created in "PowerPoint" using Office 365 Software with other supporting elements, namely Canva. After the media has been developed, it is then validated by experts. Implementation, researchers tested media validation as well as material validation to experts and gave questionnaires to students about the practicality of media. Evaluation, researchers conduct media trials on the control class and the experimental class to find out their response to the media that has been developed.

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Sources of data in this study came from experts, teachers, and students. Data collection techniques in this study used observation and interviews with the aim of knowing the media used in schools, the needs needed, the problems experienced, and the learning model used. Documentation looks for data or things or variables in the form of notes, transcripts, books, archives, agendas, and so on. Compared to other methods, this method is not too difficult in the sense that if there is an error, the data source is still or has not changed. The documents used are the results of student achievement in report cards and student achievement in practical work. The written test of learning outcomes in this stage consists of questions that are used to collect data related to student readiness variables. The form of questionnaire is in the form of a checklist or answers with five alternative answers. The instruments used were interview and observation questionnaires, validation questionnaires to academics and practitioners, motivational questionnaires, and post-test and pre-test. After making observations and interviews, we conducted questionnaires in the form of post-tests and pre-tests. Then do the Analysis with the results of the data from the questionnaire along with making media development.

Table 1. Media eligibility criteria

Assessment Percentage Interpretation

76%-100% Very worth it

51%-75% Worthy

26%-50% Not worth it

0-25% Very Inadequate

The table shows the percentage of assessments which use a Likert scale of 4 with the criteria of very feasible, feasible, less feasible, and very less feasible.

Table 2. Scoring criteria

No Score Information

1 Skor 4 Well

2 Skor 3 Enough

3 Skor 2 Not enough

4 Skor 1 Very less

Table 1 criteria for evaluating the feasibility of learning media on a Likert scale 4 . Table 2 is used to determine the scoring criteria

Table 3. Spss data analysis decision making

Decision-making Information

Significance value (2-tailed) < α (0.05) Indicates that there is a significant difference between the initial variable and the final variable Significance value (2-tailed) > α (0.05) Indicates that there is no significant

difference between the initial variable and the final variable Table of decision-making criteria resulting from data analysis in SPSS for decision-making after

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RESULT AND DISCUSSION Analysis

After doing the Analysis, there are several problems in the class, such as students needing a more varied learning model, the learning media used being contextual media, and the curriculum used is the 2013 curriculum, the 2016 revision. The purpose of developing media is to create a learning model based on Microsoft Office 365 with a PowerPoint program for more varied learning with the help of the Tiktok application with the target that students can access the media that has been developed quickly anytime, anywhere. The learning environment of facilities and infrastructure in the classroom is already supportive, and students' knowledge has relatively not increased and is still at the KKM level or minimum standard. In presenting the material using media in the form of Android, students are given a link to access the learning media that has been made, with the material being applied to relations and functions in class VIII junior high school. The obstacle that occurs is that many students misuse cell phones so that they open other applications that are not learning media. Students must understand the ability to think mathematically to determine their level of competence.

Design

After the researchers conducted an analysis regarding the problems and learning that existed in schools, the researchers designed learning media using Microsoft Office 365 with the PowerPoint program, then prepared the material used in the media to be made in accordance with student learning achievements. Then design the display on PowerPoint before uploading it on TikTok as shown below:

Table 4. Storyboard for making mathematics learning media material on Relations and Functions

Visual Keterangan

Appearance Home

At the start of the designed display of the designed mathematics learning media, a start button appears to go to the HOME scene.

When the START button is clicked, it will go to the HOME scale where on this scene, there are six main menus, namely KD, KI, Author, Relations, Functions, and Practice Questions.

View KD, KI, and Author

When the user clicks on the KD (Basic Competency) button, it will appear on the KD (Basic Competency) screen. This scene shows several indicators of student competency according to Bloom's taxonomy.

When the user clicks on the KI (Core Competency) button, it will appear on the KI (Core Competency)

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screen. This scene shows some student achievements that must be done.

When the user clicks on the Author button, it will appear on the Author screen. This scene shows the identity of the maker of mathematics learning media

Display material Relations and

Functions

When the user clicks on the Relationships button, it will appear on the Relationships screen. This scene shows relational material from understanding,

presentation, and various kinds of representations such as tables, diagrams, and others.

When the user clicks on the Function button, it will appear on the Function screen. This scene shows function material from understanding,

presentation, and various kinds of representations such as tables, diagrams, and others

View practice questions

When the user clicks on the Question Practice button, it will appear on the Question Practice screen. This scene shows practice questions related to the material that has been given before to find out the level of student understanding.

Table 4 shows the process of making the display design for mathematics learning media with the Microsoft Office 365 Powerpoint program. The selection of display background and display animation must be related to each other in terms of elements or colors. The use of animated stickers is not large so that the delivery of the material is clearly visible and does not disturb students' concentration.

Developement

After the researcher inserts the video presentation of the results of the media into Tiktok, it must be tested by media experts and material experts. Assessment by material experts includes learning design, visual communication, display components, operation or use of Microsoft Office 365-based mathematics learning media with the PowerPoint program with the TikTok application. Assessment by material experts includes learning objectives, learning methods, learning resources, learning activities, and learning materials, with an average percentage of 77%. The criteria are very feasible, as shown in Table 1. This shows that the appearance and content of the mathematics learning media with

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category. Then a field trial will be carried out on 30 grade VIII junior high school students in mathematics with the subject matter of relations and functions

Table 5. Media And Material Validator

Validator to N

1 58 60

2 37

3 4

53 81

Results 77%

P = The percentage of the desired score

= Number of validator scores =

N = Total score of questions

Mathematical learning media instrument validation with Microsoft Office 365 Powerpoint program shows a percentage result of 77% with very decent criteria. as shown in table 5. There are a number of validators from each expert, with a total score of 60 the total score of each validator. It is evident that the average percentage value reaches 77% with very decent assessment criteria, as in table 1.

Table 6. Suggestions And Input Before And After Media Validation

No Before Validation After Validation

1. Submission of learning media increases the attractiveness of student learning

Not yet significant because it has not been tested in the field

2. Instructional media were asked to students who had taken media subjects

It was asked at the time of observation at school

3. Display images on interesting learning media

The learning media displayed are less varied

Before the media was tested on students, there were several improvements during validation and after validation. From the delivery of learning material, it makes student attractiveness, media display, and students have taken learning media subjects. These 3 points have improvements for preparing for the media feasibility test for students, such as the improvements according to what has been given by the validator in table 6.

After the improvements are made, then test the mathematics learning media with Microsoft Office 365 PowerPoint program to students at MTS Muhammadiyah 1 Malang. The appearance of mathematics learning media with Microsoft Office 365 in the PowerPoint program is ready and ready to be tested on students as shown below:

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Figure 1. Overall Display Of Mathematics Learning Media With The Tiktok Application

Figure 1 shows all the main views of mathematics learning media with the Microsoft Office 365 PowerPoint program based on the TikTok application. There are several display scans that are loaded in the TikTok application according to the previous design.

Figure 2. Display Of One Of The Math Learning Media Scans With The Tiktok Application

Figure 2 shows an example of a video scene when students click on it. There is a comment column feature that complements if you don't understand the delivery of the material.

Implementation

After getting a validity test from experts, researchers will conduct a trial of mathematics learning media based on the Microsoft Office 365 Power Point program with the Tiktok application at MTS Muhammadiyah 1 Malang. At the field trial stage, 30 class VIII student respondents were used. From this trial the researcher gave a questionnaire to students that had been prepared in advance according to the indicators and basic competencies previously described, and the data obtained was as follows:

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Tabel 7. Paired Samples Statistics

Mean Std. Deviation Std. Error Mean

Pair 1 Pre Test 63.8889 19.16667 6.38889

Post Test 48.3333 17.85357 5.95119

The table displays the results of the Pre test and Post test of students who have received the usual learning model and the learning model using Problem Based Learning (PBL). You can see the difference in the mean and standard deviation of the pre-test and post-test.

Tabel 8. Results Of Paired Samples Test

Paired Differences

t

Sig. (2- tailed) Mean

Std.

Deviati on

Std.

Error Mean

95%

Confidence Interval of the

Difference Lowe

r Upper Pair

1

Pre Test - Post Test 15.55 556

17.400 51

5.800 17

2.180 34

28.93 077

2.68 2

.028

The results of the assessment were carried out by 30 class VIII students at MTS Muhammadiyah 1 Malang. Only nine respondents participated in the activity from start to finish. According to table 7, the average value has changed from 638889 to 48.3333. There has been a decrease in the average value of student scores. The standard deviation for the distance on student scores narrows and does not widen to 19.16667-17.85357. then for the sig two-tailed value, it reaches 0.028 < α 0.5 with information that there is a difference in treatment of the significant pre-test and post-test values according to table 8.

Evaluation

From the material expert test, media expert test, and field test to students, there are several points that must be evaluated from 2 components, namely the display component of learning media and the use of learning media in the field.

The display component of learning media is very minimal in terms of choosing music or background sound, which characterizes TikTok as a lively application. Then the background of the learning media is made less attractive to students in learning, only blue. So that in this evaluation, the researcher added an interesting musical background, then the background was added with abstract components and images to make it more attractive to students.

The components of the use of instructional media in the field are still unclear due to unfavorable classroom conditions and limited timeliness. In the delivery of mathematics learning media with Tiktok, it requires direct meetings with students as the target respondent, then with problems in

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delivering material to students, the researcher creates a link to share with students as an alternative that can be accessed by students anytime and anywhere without any time limit and place.

CONCLUSIONS AND SUGGESTIONS

This research focuses on the development of Problem-Based Learning model mathematics learning media with the Tiktok application by preparing materials that are used as teaching materials in accordance with learning outcomes. The results of the due diligence are based on the feasibility indicators. The assessment by material experts includes learning design, visual communication, display components, operation or use of Microsoft Office 365-based mathematics learning media, and the Powerpoint program with the Tiktok application. Assessment by material experts includes learning objectives, learning methods, learning resources, learning activities, and learning materials, 77% of which are categorized as very feasible. Then the media was tested on the class before and after the media test treatment, there was a result of 0.028 in the category of treatment before and after using the TikTok application-based learning media. In this case, it means that the mathematics learning media combined with the TikTok application is very feasible to use.

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