DEVELOPMENT OF SCRATCH-BASED E-MODULES ON VALUABLE COMPARISON MATERIALS TO IMPROVE THE UNDERSTANDING OF MATHEMATICS CONCEPTS OF GRADE VIII JUNIOR HIGH SCHOOL STUDENTS

Ni Komang Ciska; Gede Suweken; I Gusti Putu Sudiarta

doi:10.36526/sosioedukasi.v15i2.8723

Authors

Ni Komang Ciska Universitas Pendidikan Ganesha Lokasi Universitas: Jl. Udayana No. 11, Singaraja, Bali 81116, Indonesia
Gede Suweken Universitas Pendidikan Ganesha
I Gusti Putu Sudiarta Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.36526/sosioedukasi.v15i2.8723

Keywords:

Direct Proportion; Project-Based Learning; E-Module; Scratch; Visual Programming; Concept Understanding; Plomp Model;

Abstract

This study aimed to develop a Scratch-based e-module on direct proportion for eighth-grade junior high school students that meets the criteria of validity, practicality, and effectiveness. The developed e-module integrates Project-Based Learning (PjBL) and constructionism principles through interactive activities and visual programming projects designed to support students’ mathematical conceptual understanding. This research employed a development research approach based on the Plomp model, which consists of three phases: preliminary research, prototyping phase, and assessment phase. The research subjects consisted of 10 Grade VIII B students in the initial trial, 27 Grade VIII B students in the limited trial, and 38 Grade VIII A students in the product implementation phase. Data were collected through validation sheets, student response questionnaires, and mathematical conceptual understanding tests. The results showed that the developed e-module achieved an average validity score of 3.43, categorized as very valid. The practicality score obtained was 3.83 in the limited trial, categorized as very practical. The implementation results indicated that the average score of students’ mathematical conceptual understanding increased significantly from 42.50 on the pre-test to 81.32 on the post-test. The results of the Paired Samples t-Test revealed that the improvement was statistically significant. Furthermore, the effect size analysis using Cohen’s d yielded a value of 3.45, indicating a very large effect of the e-module on improving students’ mathematical conceptual understanding. Based on these findings, it can be concluded that the Scratch-based e-module on direct proportion fulfills the criteria of being valid, practical, and effective, making it highly suitable for use as a digital learning resource to support meaningful mathematics learning in junior high schools.

References

Arsyad, A. (2014). Media pembelajaran. Raja Grafindo Persada.

Aunurrahman. (2014). Belajar dan pembelajaran. Alfabeta.

Brennan, K., & Resnick, M. (2012). Connecting computational thinking to science and math education.

Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.

Cynthia, C., Arafah, K., & Palloan, P. (2023). Development of interactive physics e-module to improve critical thinking skills. Jurnal Penelitian Pendidikan IPA, 9(5), 3943–3952. https://doi.org/10.29303/jppipa.v9i5.2302

Darmawati, Y., & Mustadi, A. (2023). The effect of problem-based learning on the critical thinking skills of elementary school students. Jurnal Prima Edukasia, 11(2), 142–151. https://doi.org/10.21831/jpe.v11i2.55620

Daryanto. (2013). Menyusun modul: Bahan ajar untuk persiapan guru dalam mengajar. Gava Media.

Denpasar, U. M., & Indah, T. (2023). Terhadap kemampuan pemecahan masalah siswa. Jurnal Pendidikan Matematika, 12(3), 3457–3469.

Edith, A., Kafai, Y., & Resnick, M. (2009). Constructionism in practice: Designing, thinking, and learning in a digital world. In Proceedings of the International Conference on Constructionism.

Fadli, M. R. (2020). Memahami desain metode penelitian kualitatif. Humanika: Kajian Ilmiah Mata Kuliah Umum, 21(1), 33–54.

Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of digital educational game and game design in STEM learning: A meta-analytic review. International Journal of STEM Education, 10(1). https://doi.org/10.1186/s40594-023-00424-9

Hobri, Iqbal, M., Hidayati, F. K., Kusuma, F. W., & Irawan, A. (2018). Matematika SMP/MTs kelas VII semester 2. Pusat Perbukuan Kemdikbud.

Islam, M., Awal, M., & Zaman, R. (2022). The concurrent journey of sustainable development goals (SDGs) and fourth industrial revolution (4IR): Paradoxical or parallel? SDMIMD Journal of Management, 13, 1–14. https://doi.org/10.18311/sdmimd/0/29193

Jiang, B., & Li, Z. (2021). Effect of Scratch on computational thinking skills of Chinese primary school students. Journal of Computers in Education, 8, 505–525. https://doi.org/10.1007/s40692-021-00190-z

Kafai, Y. B., & Burke, Q. (2013). Connected code: Why children need to learn programming. MIT Press.

Kazu, İ. Y., Kurtoğlu, C., & Kazu, İ. Y. (2022). Investigation of the effectiveness of hybrid learning on academic achievement: A meta-analysis study. International Journal of Progressive Education, 18(1). https://doi.org/10.29329/ijpe.2022.426.14

Kosasih, E. (2021). Pengembangan bahan ajar. Bumi Aksara.

Lamon, S. J. (2012). Teaching fractions and ratios for understanding: Essential content knowledge and instructional strategies for teachers (3rd ed.). Routledge.

Mira, M., Sabilah, A., Royani, S., Sopiah, S., Sahriani, S., Rahmi, R., Siregar, P. S., & Marta, E. (2021). Pembelajaran daring terhadap hasil belajar matematika di sekolah dasar. MIMBAR PGSD Undiksha, 9(2), 351. https://doi.org/10.23887/jjpgsd.v9i2.34535

Nurafni, A., & Pujiastuti, H. (2018). Analisis pemahaman konsep matematika ditinjau dari gaya belajar siswa. JPPM: Jurnal Penelitian dan Pembelajaran Matematika, 12(1), 1–12.

Nurfahrani, N., Hayati, L., Lu'luilmaknun, U., & Kurniati, N. (2023). Pengaruh model PBL terhadap kemampuan berpikir kritis siswa kelas VIII SMPN 23 Mataram. Jurnal Ilmiah Profesi Pendidikan, 8, 2403–2407. https://doi.org/10.29303/jipp.v8i4.1831

Papert, S., & Harel, I. (1991). Situating constructionism. In S. Papert & I. Harel (Eds.), Constructionism (pp. 1–11). Ablex Publishing.

Plomp, T. (2013). Educational design research: An introduction. In T. Plomp & N. Nieveen (Eds.), Educational design research (pp. 11–50). SLO Netherlands Institute for Curriculum Development.

Rahmawati, N. (2020). Analisis kesulitan siswa dalam menyelesaikan soal cerita perbandingan senilai di SMP Negeri 1 Sragen [Unpublished undergraduate thesis]. Universitas Muhammadiyah Surakarta.

Resnick, M., Maloney, J., Monroy-Hernández, A., Rusk, N., Eastmond, E., Brennan, K., Millner, A., Rosenbaum, E., Silver, J., Silverman, B., & Kafai, Y. (2009). Scratch: Programming for all. Communications of the ACM, 52(11), 60–67.

Rizky, S., & Surya, E. (2017). Analisis kemampuan pemahaman konsep perbandingan siswa SMP. Jurnal Pendidikan Matematika, 1(2), 45–58.

Rob, S. (2018). Constructionism and its role in 21st century learning. Journal of Educational Technology, 15(3), 22–35.

Sáez-López, J. M., Román-González, M., & Vázquez-Cano, E. (2019). Visual programming languages integrated across the curriculum in elementary school: A two year case study using Scratch in five schools. Computers & Education, 97, 129–141.

Stewart, W., & Baek, K. (2023). Analyzing computational thinking studies in Scratch programming: A review of elementary education literature. International Journal of Computer Science Education in Schools, 6, 35–58. https://doi.org/10.21585/ijcses.v6i1.156

Sukiman. (2012). Pengembangan media pembelajaran. Pedagogia.

Sulistyowati, E., & Setyoningsih, S. (2023). Pengaruh penggunaan teknologi dalam pembelajaran matematika terhadap minat belajar siswa. Jurnal Pendidikan dan Kebudayaan, 8(1), 33–45.

Surur, A. M., Tartilla, & Vivien. (2023). Pengaruh pembelajaran berbasis coding terhadap pemahaman konsep matematika siswa. Jurnal Pendidikan Matematika, 17(1), 89–102.

Suryanto, B. (2019). Analisis kesulitan siswa kelas VII dalam menyelesaikan soal perbandingan di SMP Negeri 15 Surakarta [Unpublished undergraduate thesis]. Universitas Muhammadiyah Surakarta.

Susanto, A. (2016). Teori belajar dan pembelajaran di sekolah dasar. Prenadamedia Group.

Tarigan, W. P. L., Sipahutar, H., & Harahap, F. (2021). The effect of interactive digital learning module on student's learning activity and autonomy. Bioedukasi: Jurnal Pendidikan Biologi, 14(2), 196. https://doi.org/10.20961/bioedukasi-uns.v14i2.49366

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Pearson.

Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14, 1–14. https://doi.org/10.3389/fpsyg.2023.1202728