Pengembangan Komik Matematika Digital pada Materi Aritmetika Sosial Kelas VII SMP
Abstract
This research was a development research which was aimed to producing a new product in the form of digital mathematical comic. Digital mathematical comic developed through four stages according to the 4D model procedure which are define, design, develop, and disseminate. The instrument in this study was a questionnaire used to assess the feasibility of comics and student responses. The feasibility of comics was assessed by 2 lecturers as media experts and 2 teachers as material experts. The media expert’s give an average score of 70.50 out of a total average of 80.00 with very feasible category and the material expert’s give an average score of 48.00 out of a total average of 52.00 with very feasible category. Subsequently, a trial was conducted on 26 seventh grade students at SMPN 8 Mataram. According to the student response questionnaire an average score of 14.27 was obtained from a total average of 15.00 with very feasible category. So it can be concluded that digital mathematical comics are declared very feasible for use in math learning in the classroom.
References
Dunnington, G. W. (2004). Carl Friedrich Gauss Titan of Science. Washington, DC: The Mathematical Assosiation of America.
Fitriani, D., Edrizin, Wahyuni, Y., & Desfitri, R. (2014). Pengembangan Media Komik Matematika Berbasis Scientific pada Materi Bilangan Bulat. Prosiding Seminar Nasional Dan Kongres IndoMS.
Jalinus, N., & Ambiyar. (2016). Media dan Sumber Pembelajaran. Jakarta: Kencana.
Kemdikbud, P. (2018). Laporan Hasil Ujian Nasional. Retrieved July 15, 2020, from hasilun.puspendik.kemdikbud.go.id
Lanti, E. (2017). Media Pengembangan Pendidikan Karakter Bagi Siswa Sekolah Dasar. Gorontalo: Athra Samudra.
Mawaddah, M. (2016). Pengembangan Komik Digital sebagai Media Pembelajaran Etiket Makan di dalam Keluarga. Yogyakarta: Universitas Negeri Yogyakarta.
Muslika. (2014). Meningkatkan Hasil Belajar Siswa Kelas VII C SMP Negeri 1 Mumbulsari Jember pada Materi Aritmatika Sosial dengan Model REACT (Relating, Experiencing, Applying, Cooperating, Transferring) Tahun 2012/2013. Kadikma, 5(1), 175–186.
Nuraeni, R., Ardiansyah, S. G., & Zanthy, L. S. (2020). Permasalahan Matematika Aritmatika Sosial dalam Bentuk Cerita: Bagaimana Deskripsi Kesalahan-kesalahan Jawaban Siswa? Teorema: Teori Dan Riset Matematika, 5(1), 61–68.
Suaramerdeka. (2018). Kebangkitan Komik Indonesia. Retrieved September 8, 2020, from https://www.suaramerdeka.com/smcetak/baca/79855/tiap-hari-pembaca-tembus-13-juta
Subroto, E. N., Qohar, A., & Dwiyana. (2020). Efektivitas Pemanfaatan Komik sebagai Media Pembelajaran Matematika. Jurnal Pendidikan, 5(2), 135–141.
Ulfa, S. (2016). Pemanfaatan Teknologi Bergerak sebagai Media Pembelajaran bagi Anak Usia Dini. Edcomtech, 1(1), 1–7.
Wardhani, S. (2008). Analisis SI dan SKL Mata Pelajaran Matematika SMP/MTs untuk Optimalisasi Pencapaian Tujuan. Yogyakarta: PPPPTK Matematika.
Wurwiarwin, Wahyono, U., & Werdiana, I. K. (2018). Pengembangan Komik Fisika Kontekstual Berbasis Android Pokok Bahasan Tekanan untuk Sekolah Menengah Pertama. Jurnal Pendidikan Fisika, 6(2), 230–243.
