UNIVERSITAS NEGERI MEDAN

DEVELOPMENT MEDIA GEOGEBRA CLASSIC 6 -BASED

INTERACTIVE LEARNING ON SOLID GEOMETRY

RESEARCH PROPOSAL

Submitted to a Research Proposal Seminar

in the Context of Skripsi Final Projects Preparation

By:
Name : Hendri Johan Tambunan

ID 4163312011

Study Program : Billingual Mathematics Education

DEPARTMENT OF MATHEMATICS
FACULTY OF MATHEMATHICS AND NATURAL SCIENCES

MEDAN
NOVEMBER 2022
 Development Media Geogebra Classic 6 -Based Interactive Learning On
Solid Geometry

Student Name : Hendri Johan Tambunan

ID Number : 41633312011
Study Program : Mathematics Education
Department : Mathematics

Approved By:
Skripsi Supervisor,

Prof. Dr. Edi Syahputra, M.Pd

NIP. 19570121 198903 1 001
Acknowledged By:

Mathematics Education Study Program Bilingual Program

Head, Coordinator,

Nurhasanah Siregar, S.Pd.,M.Pd Dr.Ely Djulia,M.Pd

NIP. 19831111 200812 2 001 NIP. 19660724 199193 2 012

Head of Mathematics Department

Dr. Pardomuan Sitompul, M.Si

NIP. 19691126 199702 1 001
Date of Seminar
:

i
 TABLE OF CONTENTS
AUTHENTICATION SHEET...............................................................................i
TABLE OF CONTENTS......................................................................................ii
LIST OF IMAGES................................................................................................iv
ATTACHMENT LIST..........................................................................................v
BAB I PRELIMINARY.........................................................................................1
1.1. Problem Background.....................................................................................1
1.2. Identify Problems........................................................................................12
1.3. Problem Limitations....................................................................................13
1.4. Problem Formula.........................................................................................13
1.5. Research Objectives...................................................................................13
1.6. Product Specifications Developed.............................................................13
1.7. Benefits of Research...................................................................................14
1.8. Assumptions and Limitations of Development...........................................15
1.8. Operational Definition...............................................................................16
BAB II LIBRARY REVIEW.............................................................................18
2.1. Theoretical Framework...............................................................................18
2.1.1. Research and Development (Research and Development).................18
2.1.2. Understanding Learning Media............................................................21
2.1.3. Media, Props, and Aids.........................................................................33
2.1.4. Types of Media.....................................................................................34
2.1.5. Learning Media Function….................................................................37
2.1.6. Benefits of Learning Media..................................................................39
2.1.7. Characteristics of Learning Media........................................................43
2.1.8. Types of Learning Media......................................................................45
2.1.9. Learning Media Criteria.......................................................................47
2.1.10. Learning Media Principles..................................................................49
2.1.11. Interactive Learning Media................................................................53
2.1.12. Software Geogebra.............................................................................58
2.1.13.1. Geogebra Program View.................................................................64
2.1.13.2. Advantages and Disadvantages of Geogebra.................................69
2.2. Development Model ADDIE......................................................................75
2.3. Flat Side Room Building Materials (Pyramid)............................................79
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 2.4. Relevant Research......................................................................................83
2.5. Conceptual Framework...............................................................................85
2.5.1. The Validity of Geogebra Based Interactive Learning Media.............89
2.5.2. Practicality of Geogebra Interactive Learning Media..........................93
2.5.3. Effectiveness of Geogebra Based Interactive Learning Media............95
BAB III RESEARCH METHODS....................................................................96
3.1. Type of Research........................................................................................96
3.2. Place and Time of Research.......................................................................96
3.3. Research Subjects........................................................................................96
3.4. Development Procedures............................................................................97
3.4.1. Development Model.............................................................................98
3.4.1.1. Stage Analysis....................................................................................99
3.4.1.2. Stage Design....................................................................................104
3.4.1.3. Stage Develop..................................................................................106
3.4.1.4. Stage Implementation......................................................................109
3.4.1.5. Stage Evaluation..............................................................................112
3.5. Data Collection Instruments......................................................................115
3.5.3. Data Collection Instruments for the Effectiveness of Learning Media.............118

3.6. Data Analysis Techniques.........................................................................118

3.6.1. Analysis ofValidan Data.....................................................................122
3.6.2. Analusis of Teacher and Student Response Data...............................125
BIBLIOGRAPHY.............................................................................................129
ATTACHMENT.................................................................................................130

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 LIST OF IMAGES

Picture 2.1. Program Geogebra early View...........................................................27

Picture 2.2. Program Geogebra Workspace View.................................................28
Picture 2.3. Stage...................................................................................................29
Picture 2.4. Panel Timeline....................................................................................29
Picture 2.5. Panel Motion Editor............................................................................29
Picture 2.6. Properties Pane...................................................................................30
Picture 2.7. Panel Library......................................................................................30
Picture 2.8. Panel Tools or Tools Box...................................................................30
Picture 2.9. Pyramid...............................................................................................35
Picture 2.10. Pyramid Upright Triangle................................................................35
Picture 2.11. Two Upright Pyramid Triangles form a Beam.................................36
Picture 2.12. Cavalieri Principles...........................................................................36
Picture 2.13. Conceptual Framework.....................................................................39
Picture 3.1. Steps Development Model ADDIE.....................................................44

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 ATTACHMENT LIST

Appendix 1. Flowchart Interactive Learning Media.............................................57

Appendix 2. Storyboard Interactive Media............................................................58
Appendix 3. Learning Materials and Media Validation Sheet...............................64
Appendix 4. Teacher Response Questionnaire Validation Sheet..........................67
Appendix 5. Teacher Response Questionnaire Sheet............................................69
Appendix 6. Student Response Questionnaire Validation Sheet...........................71
Appendix 7. Student Response Questionnaire Sheet.............................................73
Appendix 8. Learning Results Test Instrument Sheet............................................75

v
 BAB I
PRELIMINARY
1.1 Background of the Problem

The development of technology in the twenty-first century is now growing

very rapidly, not only developing as a medium for social interaction or often
called social media, but also developing in the field of education. Almost all
components in education involve technology. The teaching and learning process
can not be separated from technology. Information technology today, must be
integrated in all subjects, not least in mathematics subjects. With the advancement
of technology, the development of education in schools is increasingly
experiencing change and encouraging various changes. Education in schools has
shown rapid development in the areas of curriculum, methodology, equipment,
and assessment. Likewise, there have been changes in the field of education
administration, organization, personnel (HR), and educational supervision.
Therefore, overall it can be said that the changes that occur are a renewal in the
education system that concerns all aspects or components that exist (Sanaky,
2013:1)
Talking about the quality of education, can not be separated from the
learning process in the classroom. Learning and learning activities in the
classroom are actions and abilities that involve each teacher and student together
to achieve a goal that improves the quality of education rationally. So it is
expected that with the change in the progress of the times in the field of science
and technology, it will also support progress and changes to positive aspects in
education. With the advancement of science and technology will be able to
influence the mindset of educators in facilitating the learning needs of their
students, one of which is in the use of learning media. With the existence of
interesting learning media such as impressions or displays generated from
learning media delivered by teachers using the curriculum. Curriculum is a plan
that is prepared to launch the teaching and learning process under the guidance
and responsibility of the school or educational institution and its teaching staff, as
well as events that occur under the supervision of the school, so in addition to
formal culinary activities as well as informal activities. This curriculum is
intended to be able to direct education towards the
BAB I
1
 2

intended direction and objectives in thorough learning activities. Some of the

components in question include: (1) objectives, (2) teaching materials, (3)
learning and learning activities, (4) methods, (5) learning tools / media, (6)
learning sources, and (7) evaluations (Ekayani,2017).
According to Permendikbud No. 54 of 2013 on Graduate Competency
Standards that expected graduate ability qualifications include attitudes,
knowledge, and skills. One of the knowledge that must be achieved by students is
the mastery of technology, various efforts are made to obtain adequate output in
accordance with the expected standards of graduate competence including by
planning mathematics learning using effective, interesting and also efficient
media, the selection of this media is directed in accordance with the competencies
that will be achieved by learners. One of the current media that develops and is
widely studied and studied by educators is computer technology with its various
programs, programs in the computer can be utilized in learning.
In Indonesia, efforts to develop formal education are also carried out at
various levels, ranging from primary, secondary, to national education, as
contained in the National Education System Law No. 20 of 2003 Article 3
(Wikipedia.org) which reads: "The purpose of national education is to develop the
potential of learners to become human beings who believe and fear God
Almighty, be noble, healthy, knowledgeable, capable, creative, independent, and
become a democratic and responsible country”.
But in reality the quality of education in Indonesia is still relatively low,
especially in the field of mathematics. This can be seen from the results of The
Third International Mathematics and Science Study (TIMSS) 2015, Where
Indonesia is in the position of 45 out of 50 countries with a score of 397 and the
score is still below the average international score of 500 (Puspendik.2016). This
should be a very important concern for the government to improve the quality of
education, both in terms of curriculum, quality of educators, facilities and
infrastructure and other matters related to education.
In Indonesia, the government has enacted the 2013 curriculum to be
applied at every level of education, but not a few schools that still do not apply it.
Many schools have implemented curriculum 2013, but it has not been
implemented
 3

effectively. Many issues arise from both the community and schools, especially
for teachers. Until now there are still teachers who have a negative perception of
the 2013 curriculum so they tend to be reluctant to apply it. Many teachers have
not been informed due to the lack of comprehensive socialization regarding the
application of this curriculum. Teacher training in implementing learning in
accordance with the 2013 curriculum is still uneven, both in the manufacture of
RPP and in the maximum use of learning media and props (Siregar, 2017).
Mathematics plays a very important role in everyday life. With
mathematics we can solve various problems in life, both simple and complex. In
solving math problems, students are not required to be able to calculate and find
the right answer quickly, but students need to reason, predict the right problem-
solving steps, find a simple formula, and prove it. But most students still find it
difficult to understand problems in mathematics, especially problems that are not
routine with a little complicated computing (Puspendik.2006).
There are two important reasons why the learning media can enhance the
teaching and learning process expressed by Sanaky (2013). The first reason, with
regard to the benefits of media in the learning process, among others: (1) learning
will attract more students so as to foster learning motivation; (2) The method of
learning will be more varied, not solely verbal communication through the
teacher’s speech of words by the teacher, so that learners do not get bored and the
teacher does not run out of energy, if the teacher must teach for every hour of the
lesson;
(3) The learning material will be clearer in meaning so that it can be better
understood by learners and allow learners to master learning goals better; (4)
Learners do more learning activities, because not only listen to the teacher’s
description, but also other activities such as observing, doing, demonstrating, and
others.
The second reason, pleasing to the level of thinking of the learner. Human
thinking levels follow the stage of development, starting from concrete thinking to
abstract, starting from concrete thinking to abstract, starting from simple thinking
to complex thinking. So the medium of use of learning media is very closely
related to the stage of thinking. By using the medium of learning well, abstract
things can be condensed and complex things can be simplified (Sanaky, 2013).
 4

The development of mathematical media in schools is key in the learning

process in school. The determination of the development model also greatly
affects the activeness of learners in receiving learning materials, the selection of
appropriate and innovative development models becomes an obligation for
teachers. Teachers must know the characteristics of each class. In addition to the
development model, the selection of media in learning also needs to be considered
by teachers. Addie-based development model includes the combination of image
shapes, graphs, mathematical models, written words, and conclusions that are all
generated by combining ideas in solving in one problem. Development Stages by
presenting interactive learning media in various forms as in the previous statement
can improve the mathematical representation ability of students who are
professionally trained in each stage of the Addie-based development model
(Sudjana, 2000).
In addition, learning media has a role to influence the learning process in
the classroom, both in teachers and learners. Based on the results showed that a
person’s knowledge is obtained from hearing experience 11%, from vision
experience 83%. While memory is in the form of darkening obtained from what is
heard 20%, from the experience of what is seen 50%. When viewed from the
ability to see higher, the position of interactive learning media is very strategic,
because the ability of learning media can: (a) stimulate the learning process, (b)
present the original object directly, (c) make things abstract to the concrete, (d)
give equal perception, € overcome the barriers of time, place, number and
distance, (f) re- present information consistently, and (g) provide a relaxed
learning atmosphere (Sanaky, 2013).
However, despite the importance of tools / media for achieving
educational goals, Surayya (2012) He said there are still many educational
institutions that are less concerned with a tool/media. Evidently there are many
cases of teachers who do not use the media in accordance with the material taught
so that students have a lot of difficulty in absorbing and understanding the lessons
delivered, teachers have difficulty delivering lesson materials, many students feel
bored with certain lessons. This can be identified as a problem of lack of media
use in teaching.
 5

This is in line with the state that there are still many teachers who only use
a few media even some are completely unable to develop it, resulting in saturation
and boredom that infect students in the classroom. Teachers should have media in
teaching and managing classes so that learning can be more interesting and even
missed, as a result of this condition most students experience boredom and less
shrewd material presented, because teachers are more dominant using the lecture
method. (Abudullah 2016)
In today’s technological era, learning media has many very important roles
in supporting the success of learning activities for students. The role of the right
learning media can affect learning outcomes because learning media serves to
help learners in extracting information, understanding comprehensive learning
materials in order, and creating teaching and learning activities comprehensively
can shape thinking.
One step to improve students’ mathematical abilities is to provide
interactive learning with the right Addie development methods. Interactive
learning in schools is expected to form systematic attitudes and habits for students
so that they are able to understand the picture and concepts about the relationship
between the wakes. Therefore, it is very important for teachers to always develop
interactive learning methods and media, one of which is to give students the
opportunity to be able to learn, one of which is to give students the opportunity to
be actively involved in observing, exploring, trying and finding the principles of
building flat-sided spaces through creative and communicative learning activities
and being able to apply what they learn in their studies. Context of everyday life.
In line with this, limas material in mathematics also requires presentation that can
attract students’ attention and make it easier for students to develop their abilities.
In its development, mathematics is inseparable from the development of
science and technology development (IPTEK). By utilizing technology we are
also facilitated in solving mathematical problems. Often students find it difficult
to understand mathematical materials that are fairly abstract, especially building
flat- sided spaces. The materials used by the authors in the study are triangular
pyramid, Quadrilateral Pyramid, and Pyramid of the Pentagon.
 6

For this reason, a learning medium is needed as a demonstration tool and

visualization of mathematics that can help students in constructing their
knowledge and understanding so that students can solve math problems well, one
of which is by utilizing GeoGebra software. The use of GeoGebra software can
display the Triangle Pyramid, Quadrilateral Pyramid, and Pyramid of the
Pentagon from abstract to concrete, complex to simple so that it is easy to
understand and learning becomes more quality. (Saputro, dkk., 2015)
The optimal use of learning media can make it easier for students to digest
the subject matter. However, not all learning media can be used as the right
solution in effective learning process in a quality manner. Therefore, a teacher is
required to be more creative and innovative in developing learning media, as well
as more selective in the selection of every problem that is easy to understand and
choose learning media.
The curriculum that is widely used today is curriculum 2013 (K13). K13
learning system is the student as a center in the learning process, while the teacher
only as a facilitator. There are four aspects of assessment in the 2013 Curriculum,
namely years, skills, attitudes and behavior. Downsizing of learning materials is
done on several subjects such as Indonesian, PPkn, etc. While mathematics is
done additions. In accordance with the Regulation of the Minister of Education
and Culture number 60 of 2014. The 2013 curriculum was temporarily suspended
because it was deemed unprepared and temporarily, was reinstated using the
Education Unit Level Curriculum (KTSP). Then in the 2017/2018 school year, it
will be re-applied nationally with some revisions that have been made by the
Ministry of Education.
The problem that is often found in teaching, especially teaching
mathematics is how to present the material to students properly so that effective
and efficient results or maximum results, in addition to other problems that are
often found is the lack of attention of mathematics teachers to various variations
in the use of teaching methods in an effort to improve the quality of teaching
properly and regularly.
As for the phenomenon that exists today can be a major factor, in
educational institutions in Indonesia very few who use the right media in the
 7

teaching and learning process, most educators, especially math subjects only use
whiteboards as tools and media to teach, even though we know all mathematical
materials cannot be explained as a whole only through words or through writing
only (verbalisme).
Based on the results of observations and interviews of researchers when
conducting observations at Labuhan Deli Junior High School in March 2020, the
medium used in delivering the material is a book. The book is in the form of
package books and Learning Media through Geogebra. In addition, math teachers
do not use technology-based learning media in the teaching and learning process.
Learning media is one of the most important sources of learning. Mathematics is
abstract, so that every student needs to be realized with learning media so that it is
easy to understand in the teaching and learning process.
As for the reality in the field, especially in the research place, namely in
SMP Negeri 1 Medan, the math learning process still uses a conventional
approach (lecture), grouping of each student during group work and lack of use
of learning media by all teachers. Teachers are active in explaining the subject
matter while students are only as listeners. Students are less included in the
management of information, so students are not active in participating in learning
activities that take place regularly and for that teachers can motivate students’
learning to be low, characterized by the number of students who play alone and
joke when learning activities take place regularly. In the learning prose the
teacher is very limited only to emphasize the cultivation of concepts in the
student, regardless of whether the concepts taught have been understood by the
student itself in a continuous manner. Education is a conscious and planned
effort to realize the learning atmosphere and learning process so that learners
actively develop their potential to experience religious spiritual strength, self-
control, personality, intelligence, noble morals, as well as the skills necessary for
themselves, society, nation and state. The purpose of national education is to
develop the potential of learners to become human beings who believe and fear
God Almighty, be noble, healthy, knowledgeable, capable, creative, independent,
and become democratic and
responsible citizens.
 8

Based on the results of observations teachers are still dominant in the

classroom means that students are still less involved in the learning process.
Based on interviews with several math teachers of State Junior High School 1
Labuhan Deli, teachers are still dominant in the classroom. Teachers more often
use lecture methods that make students more enthusiastic, giving examples and
practice questions that are not much different from the examples given by
teachers. Students’ attitude towards mathematics tends to be passive, the lack of
students involved in math learning is to feel anxious in taking math lessons, and
does not have confidence such as not daring to ask if experiencing difficulties, do
not dare to express opinions, do not dare to do problems in front of the class, do
not dare to answer questions, and the student’s math learning results are still
optimal and stable. Some students in grade VIII, some students always feel afraid
if they will start learning mathematics.
To overcome these weaknesses the use of information technology (IT) in
learning is considered one of the appropriate solutions. The utilization of IT in
learning brings a change in the tradition or culture of learning in a row. IT
learning in learning can be an independent learning system (instructor
independent) or can also be combined with a direct learning process (face-to-face
in the classroom) that relies on attendance. One way of using technology in
learning is the use of technological resources as a medium in successive learning
processes (Sugiyono, 2013).
The world of adult education is entering the era of the media world, where
learning activities are needed to demand the reduction of lecture methods and
replaced with the use of many media. Given the weaknesses in learning that use
teachers as the main source of learning, there needs to be regular effort to correct
these weaknesses (Emzir, 2015).
As a teacher, teachers should have the ability to design and develop
learning media. In developing a computer-assisted mathematical learning medium
required a software or software. The selection of software depends on the material
to be taught to students. Some of the mathematical software that is ready for use
in math learning include: Geogebra, Sketchpad, Maple, Graphmatica, FX Draw
Cabri II, Cabri 3D, Matlab, Minitab and so on. These software has special skills
in
 9

mathematical learning, for example to align geometry and algebra can be used
Geogebra, Sketchpad, Grapmatica, Fx Draw, and Cabri, to align statistics can be
used to develop interactive media / multimedia such as adobe flash, blender, swish
max, construct (to develop game-based media), stencil (to develop game-based
media), and so on.
The reason for geogebra selection is because this software was developed
for the process of learning to teach mathematics in school by Markus Honwarter
at florida Atlantic University. On the one hand, the Geogebra is a dynamic
geometric system. In addition, geogebra is a software that is very helpful for
students or teachers in doing tasks or learning mathematics related to geometry,
algebra, tables, graphs, statistics and calculus can be more using this software.
Many teachers already use this software and recommendations for the use of this
software. The reason for choosing Geogebra Software is because this software is
able to produce presentations, interactive CDs, and learning CDs in the form of
video, text, images, design, audio, interactive evaluation and animation.
To support the Curriculum 2013, the quality of learning is strongly
influenced by the learning media used. The more quality the learning media used,
the more quality the learning process. (Siswanto, 2012). One of the learning media
for students is to bring a fun and interactive atmosphere for students is computer-
based media by using flash software with Geogebra.
Geogebra is a software with basic ideas combining geometry, algebra, and
calculus that can be used to learn and teach at elementary, junior high, high, and
university levels (Hohenwarter, 2008). Geogebra is a software that is almost
competitive in all operating systems as long as we have installed Java. Geogebra
can be installed freely by visiting the websitse. For teachers, Geogebra offers an
effective opportunity to create an interactive online learning environment that
allows students to explore a variety of mathematical concepts (Hohenwarter,
2008).
The advantages of Geogebra is that it has many features so that it is able to
make mathematical learning design by using Geogebra Classic software is an
important thing to do. However, based on the above description of the teacher’s
ability to use software, especially Geogebra, is still lacking, so that media can be
stored in laptops and mobile phones to make it more practical. The advantages of
 10

Geogebra Classic software compared to other Geogebra is because it is equipped

with some features that geogebra versions did not have before it, such as the
command symbol when making latex formula is a space that serves to create
sentences manually by writing symbols \:, Latex Formula is a very different tool
bar to the Geogebra Classic 6.
Research and development of learning media is widely done along with
the development of technology. One of them is research conducted by Sudjana
(2011:99) with the title “Geogebra-Based Interactive Learning Media
Development on Flat Side Room Building Materials for Grade VIII Students”.
This research resulted in a learning medium based on Geogebra Classic 6
Software on Geometry Materials with valid, effective, and practical criteria.
Geogebra Classic 6 software-based learning media that has been widely
developed, especially mathematical learning media in flat side room building
materials. The development of media like this can already be accessed on the
internet for example through youtube. However, existing media use classic 5 with
Latex Formula that manually to create sentences and the rest of the tool bar is no
different from classic 6 in the creation of mathematical learning media.
Learning that utilizes Geogebra allows student interaction with students
and student interaction with teachers that is done through Geogebra-based
learning design that can take the form of writing, sound, color, images, motion,
simulation, and so on. This principle used, in line with the principle of learning
operant conditioning, learns through a series of response stimuli and meaningful
learning. (Constructivism).
Paying attention to the various reasons that have been expressed at the
beginning, the researcher took the initiative to create an interactive learning media
using action script not latex formula, namely learning media based on Geogebra
Classic 6 Software for mathematics subjects, especially in the material Build Flat
Side Room (Limas). The benefits of Geogebra Classic 6 Software in learning is
that learning using geogebra classic 6 software-based learning media will be more
interesting and simple for students in following learning.
Based on the background above, the author is encouraged to conduct
research that focuses on the development of interactive learning media on solid
 11

geometry (Limas) for class VIII odd semesters with addie (Analysis, Design,
Development, Implementation, Evaluation) approach. Therefore, the author
conducted a study with the title "Development of Geogebra Classic 6 Based
Interactive Learning Media on Solid Geometry”.

1.2. Identification of Problems

Based on the description in the background of the above problem, the
problems that arise can be identified as follows:
1. There has been no development of interactive learning media based on
Geogebra Software material to build flat side space in smp.
2. Teachers are in dire need of learning media used to teach flat-sided
room building materials.
3. Low teaching and learning outcomes of teachers towards students in
math subjects.
4. The school has not been able to provide learning media materials to
build a flat-sided room that is able to display the material with
interesting visualizations, which are simple, and complete.
5. Math learning in the classroom is still teacher-centered and students
tend to take note of the teacher's explanation and hear the teacher's
lecture.

1.3. Scope of Problem

In order for research to be focused, the problems in this research are
limited to the development of interactive learning media based on Geogebra
Classic 6 Software on flat-sided space building materials (pyramid). The scope of
material is very broad that can be included in the learning media, namely to
determine the concept of surface area and volume of limas. The ultimate goal of
learning is that students can solve problems related to surface area concepts and
volumes of limas. Testing of products made only includes:validity, practicality,
and effectiveness.

1.4. Formulation of the Problem

Based on background, problem identification and problem limitations
above, can be formulated problems as follows:
 12

1. How the validity of geogebra Classic 6-based interactive learning media

on flat-sided space building materials (Pyramid)?
2. How the practicality of geogebra Classic 6-based interactive learning
media on flat-sided space building materials (Pyramid)?
3. How effective is geogebra Classic 6-based interactive learning media on
flat side room building materials (Pyramid)?

1.5 Research Purposes

Based on the formulation of the above problem, the goals to be achieved
in this study are :
1. To produce interactive learning media development products based on
Geogebra Classic 6 on flat-sided space building materials (Pyramid) with
criteria.
2. Generate impact interactive learning media accompaniment based
geogebra Classic 6 with addie model to be able to improve critical
thinking skills of junior high school students
3. Produce an interactive learning model based on Geogebra Classic 6 with
an effective ADDIE model to be able to improve the critical thinking skills
of junior high school students
4. Analyze the improvement of junior high school students' critical
thinking skills taught with geogebra classic 6-based interactive learning
media developed using existing applications
5. Generate geogebra Classic 6-based interactive learning media syntax with
Addie model on flat-sided space building
to produce geogebra-based interactive learning media development products on
flat-sided space building materials (Pyramid) with valid, practical and effective
criteria.

1.6. Product Specifications Developed

The product produced in this development is a Geogebra-based interactive
learning medium on Solid Geometry of class VIII students, with the following
specifications:
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1. The learning media is equipped with exercise questions so that students

can evaluate the material they learn.
2. This learning medium is in the form of software so that students can use it
as a source of self-study.
3. Learning media in the form of files that can be opened at any time and
easily stored, can be on DVD, Flash drive, and other storage media .

1.7. Benefits of Research

This research is expected to provide benefits, among others.
1. Theoretically
a. Being the enrichment of material learning media builds data-sided spaces
that are easy for researchers to do in the teaching and learning process .
b. Provide accurate definitive references to flat-sided space building
materials.
c. Theoretically the results of this research are expected to be given a
contribution of science in the field of Education to pay more attention to
the implementation of meaningful learning for students so that students'
learning outcomes can be further improved.
d. The development of this learning media can have a good impact in the
development, improvement and improvement of other Geogebra-based
interactive learning media, so that the use of geogebra-based interactive
learning media can help improve the quality of learning.

2. Practically
a. For Educational Institutions (Medan State University)
The results of this study can be used as a good reference material and
study for UNIMED students and can be used as a reference for further
research.
b. For the school
1) Provide a complete, accurate and interesting variety of learning media
2) Assist the teacher in delivering the material and can make an
alternative learning media with geogebra software software to the
mathematical reasoning skills of junior high school students.
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3) The results of this research are expected to be used by teachers as

reference materials for interactive learning media to build flat-sided
spaces (Pyramid) to add insight and experience regarding the
development of Geogebra-based ADDIE development models.
c. For learners
1) Improve Understanding of Flat Side Room Building materials
(Pyramid) by using fun learning media.
2) Improve mathematical problem solving skills through geogebra
software-assisted scientific learning approach.
3) Add Media for learning in addition to package books.
d. For researchers
1) This research provides knowledge related to the development of
Geogebra-based interactive learning media in applying mathematical
learning approaches and as a provision of researchers as prospective
teachers in real formal instusition.
2) As for how to review and create effective and innovative learning
media in accordance with technological developments.

1.8. Assumptions and Limitations of Development

1. Development Assumptions
The development of geogebra-based interactive learning media has
several assumptions:
a. The teaching and learning process will be easier because the
learning media will clarify the learning message
b. Provide motivation to students through this geogebra-based
interactive learning medium .
c. This learning medium is a new innovation that can help teachers
to provide more interesting materials .
 15

2. Limitations of Development
The development of this learning media is limited to one material,
namely Building a Flat Side Room (Pyramid). In addition, the trial was
only applied to one researcher precisely in class VIII Smp Negeri 1
Medan.

1.9. Operational Definition

Operational definitions are given to avoid differences in interpretation.

The definition of operational means as follows :

1. The development of interactive learning media is a series of processes

or activities carried out to produce a product in the form of interactive
learning media based on existing development theories. The medium
in question is an interactive learning medium so that the development
theory used is the theory of learning development.
2. Interactive learning media is all teaching tools used to help convey the
subject matter in the teaching and learning process so as to facilitate
the achievement of learning goals that have been formulated.
3. Development research is a systematic study to design, develop, and
evaluate programs, processes, and learning outcomes that must meet
the criteria of consistency and effectiveness internally.
4. Geogebra software is a computer program to learn mathematics,
especially Geometry and Build flat side space. In addition, the
application of geometric systems and build flat-sided spaces
dynamically so that they can construct points, vectors, lines, lines,
cone slices, even functions change them dynamically.
5. Interactive or interaction is related to two-way communication
involving all components to be active and cooperate with each other.
In addition, it becomes an alternative to convey the message or content
of learning to learners so that there is stimulation of thoughts, feelings,
attention, interests, talents and abilities, so as to create a conducive
learning environment.
6. Valid, the learning media is said to be valid if the criteria used to state
that the learning medium has an adequate degree of validity i.e. the
 16

average value of validity for the overall minimum aspect is in the

category is quite valid and the validity value for each aspect is at least
in the valid category.
7. Effective, learning media is effective if it meets 3 of 4 indicators, but
indicator 1 must be met. The indicators: (1) the ability of learning
outcomes, (2) student activities, (3) student responses, and (4) the
teacher's ability to manage learning.
8. Practical, the learning medium is said to be practical if the validators
state that each of these teaching materials can be used on the ground
with minor revisions or without revisions, which have been tested on
each validation sheet for learning materials and media.
 17

BAB II
TINJAUAN PUSTAKA
2.1 Theoretical Framework

2.1.1. Research and development (Research and Development)

Research and Development is a process or steps to develop a new

product or improve an existing product, which can be accounted for. Strategies to
develop an educational product by Borg dan Gall (Setyosari, 2016). The purpose
of this development research method is used to produce specific products in
testing the effectiveness and usefulness of the product, as well as knowing how
learners and educators respond to the products developed.

Development research consists of two words, namely research (research)

and development (development). The first activity is to conduct research and
literature studies to produce a specific product design, and the second activity is
development that is testing effectiveness, validation of the design that has been
made, so that it becomes a product that is tested and can be utilized by the wider
community. According to Mulyatiningsih (2012: 161), Research and development
aims to produce new products through the development process.

According to Puslitjaknov-Balitbang Depdiknas (2008) Research and

development methods contain three main components, namely 1) development
model, 2) development procedures, 3) product trials. Meanwhile, according to
Anik Ghufron (2007: 2), Research and development is a model used to improve
the quality of education and learning that is able to develop various learning
products.

The development model is the basis for developing the product to be

produced. Development models can be procedural, conceptual, and theoretical
models. A procedural model is a decryptive model, showing you the steps you
need to follow to produce a product. Conceptual model is an analytical model that
mentions the components of the product, analyzes the components in detail and
shows the relationships between the components to be developed. A theoretical
 18

model is a model that describes a frame of mind that is based on relevant theories
and supported by empirical data. (Sugiyono.2016)

Research and development generally applies broadly to the terms of

purpose, personal, and time as complements. Products are developed to know
certain needs with detailed specifications. When resolving certain needs with
detailed specifications. When completed, the product is field tested and revised
until a certain initial level of effectiveness is achieved. Although the research and
development cycle is expensive, it produces quality products designed to meet the
needs of the field of Education. School managers are consumers of research and
development efforts, which may for the first time realize the importance of
educational research value. (Setyosari, 2015)

Definition of development research according to Borg &Gall (Setyosari,

2016) It is a process used to develop and validate educational products. This study
follows a cyclical step. This research step or development process consists of a
review of the findings of product research to be developed, developing products
based on these findings, conducting field trials in accordance with the background
in which the product will be used, and revising the results of field tests. Education
itself is conducted based on an industry-based development model, whose
findings are used to design products and procedures, which are then
systematically field tested, evaluated, refined to meet certain effectiveness,
quality, and standard criteria.

According to Gal and Borg in Emzir, the education development model is

based on an industry that uses research findings in designing new products and
procedures. With research these models are systematically tested in the field,
evaluated, improved to obtain specific criteria about effectiveness, quality or
standards. According to Gay, Mills, and Airasian in education, the main purpose
of research and development is not to formulate or test theories, but to develop
effective products for use in schools. Products produced by research and
development include: teacher training materials, teaching materials, a set of
behavioral objectives, media materials, and management systems.
 19

In the field of education, products produced through development

research are expected to increase educational productivity, namely graduates who
are many, qualified, and relevant to their needs. According to Sugiono (2010) The
resulting educational products can be a curriculum specific to specific educational
purposes, teaching methods, educational media, teaching books, modules,
competence of education personnel, evaluation system, competency test model,
classroom arrangement for certain learning models, production unit models,
management models, employee development systems, payroll systems and others
(Tatik dan Edi, 2017:17)

Research and development generally applies broadly to the terms of

purpose, personal, and time as complements. Products are developed to know
certain needs with detailed specifications. When completed, the product is field
tested and revised until a certain initial level of effectiveness is achieved.
Although the research and development cycle is expensive, it produces quality
products designed to meet the needs of the field of education. School managers
are consumers of research and development efforts, which may for the first time
realize the importance of educational research value.

Development research according to Seels & Richey (Setyosari, 2016)

defined as follows: “Development research, as apposed to simple instructional
development, has been defined as the systematiem study of designing, developing
and evaluating instructional programs, processes and products that must meet the
criteria of internal consistency and effectivenessi”. Based on this definition
development research as distinguished by simple learning development, is defined
as the systematic study of designing, developing, and evaluating programs,
processes, and learning outcomes that must meet the criteria of consistency and
effectiveness internally.

2.1.2. Learning Media

2.1.2.1. Understanding Learning Media
The word media comes from Latin and is the plural form of the word
medium literally meaning intermediary or introduction (Sadiman, 2009:6).
Arabic,
 20

media is the intermediary or delivery of messages from the sender to the recipient
of the message. Many understandings are given to the word media, so that the
boundary between understanding one another sometimes becomes blurred,
especially for the word learning media.
Media boundaries are put forward by experts AECT (Association of
Education and Communication Technology) Arsyad (2010: 3) media as all forms
and channels are used to convey messages and information. Media definition
according to Roqib (2009: 70) Is everything that can be used to convey a message
from the sender to the recipient so that it can stimulate the thoughts, feelings,
attention, and interests of the learner in such a way that the learning process
occurs. The Dictionary of Indonesian (KKBI), media is interpreted as a tool or
means of communication. Next, Muhson (2010:3) explaining the media is a
container of messages that the source or channel wants to be forwarded to the
message or recipient of the message.
Learning media is one component of the teaching and learning process that
has a very important role in supporting the success of the teaching and learning
process. Gagne (Rusman, dkk, 2015: 170) stating that “Media are different types
of components in a student's environment that can provide stimulation for
learning”. The use of learning media can also provide stimulation for students to
occur the learning process is fascinated by opinions Miarso (Rusman, dkk, 2015:
170) that: “Learning media is everything that is used to channel messages and can
stimulate the mind, feelings of attention, and willingness of the learner so that it
can encourage the process of intentional learning, aim, and control”.
Media has a very wide scope so talking about media should be limited in a
direction that is relevant to learning problems or known as learning media.
Learning is a process of communication between learners, teachers and teaching
materials and a communication does not run without the help of media delivery
facilities. The message communicated is the content of learning in the curriculum
that is poured by the teacher using learning media.
Media has a number of uses in supporting the learning process Susilana
dan Riyana (2009: 9) stating that in general the use of media is; (a) Clarify the
message so as not to be too verbal, (b) Overcome the limitations of space, time,
energy, and
 21

sensory power, (c) Cause learning passion, more direct interaction between
students with learning resources, (d) Allow children to learn independently in
accordance with their talents and visual abilities, auditory and kinesthetic, and (e)
Give the same stimulation, equalize experiences and give rise to the same
perceptions.
Learning is a plural form of the word learning that has a basic word. Teach
according to KBBI instructions given to people to be known (diturut), learning is
an effort to obtain intelligence / knowledge. The term learning better describes the
efforts of teachers / educators to make learners do the learning process. Learning
activities will not be meaningful if they do not produce learning activities in their
students. Learning activities will only be successful if the learner actively
experiences the learning process himself. A teacher cannot represent the learning
of his students. A student cannot be said to be learning just because he is in a
room with a teacher who is teaching. There are many other ways that teachers can
make students learn. The role that teachers should do is to strive so that each
student can interact actively with various learning resources (Suryani, 2012:136).
According to Nurseto (2011: 21) It can be briefly stated that the learning
media is a vehicle for the distribution of messages or learning information, And
according to Miarso (2005: 458) Learning media is everything that is used to
channel messages and can stimulate the mind, feelings, attention, and willingness
of the learner so that it can encourage the occurrence of a deliberate, purposeful,
and controlled learning process.
Many experts provide limitations on learning media. According to Adam
(2015 : 2), Learning media is everything both physical and technical in the
learning process that can help teachers to facilitate in delivering subject matter to
students so as to facilitate the achievement of goals that have been formulated. In
line with that, Falahuddin revealed that the learning media is interpreted as a
learning tool in teaching as well as a means of messenger from learning sources.
According to Wahyuningtyas dan Shinta (2017 : 9), Learning media is
everything to convey the message of learning so as to stimulate the mind, interest
and attention of students. The role of learning media cannot be separated from
learning activities.
 22

Wahyuningtyas dan Shinta (2017 : 9) The learning media has several

functions, the function of the learning media is :
1. Can clarify the delivery of messages and information so as to facilitate
learning and improve achievement,
2. Can direct students' attention to the material, so that it can lead to
motivation to learn,
3. Can provide experience to students and can relate to the daily life.

And good learning can be a good motivator to encourage children to be

creative, can develop ideas, understanding and language. Against the six basic
types of learning media, namely: 1) Text, 2) Audio media, 3) Visual media, 4)
Motion projection media and 5) Artificial or miniature objects.
Choosing the media should not be done carelessly, but based on certain
criteria. Errors in the selection of both type selection and selection of mediated
topics will have long unwanted consequences. Falahuddin (2014 : 112-113) In
general, the criteria that must be considered in the selection of media are as
follows:

1. Purpose of use
What learning objectives (basic competency and competency standards)
to achieve, what kind of sensory rangasangan is emphasized .
2. Target use
Who are the target students who will use the media, how their
characteristics, how many, social background, how motivated and
interests to learn.
3. Media characteristics
The characteristics of the media to be used need to be recognized, what
are the advantages and disadvantages, in accordance with the learning
media with the target and learning to be achieved.
 23

4. Time
The time here is how long it takes to hold or create the selected media, as
well as how long it is available, how long it takes to present the media
and how long the allocation of time is available in the learning process.
5. Availability
If we have to make it our own, is there the ability, time of energy, and the
means to make it our own, is there the ability, time of energy, and the
means to make it or if all of it is available, it is necessary to reconsider
the necessary means to present it.
Media, the plural form of the medium, is in the broadest sense a means of
communication. Derived from Latin, medium means intermediate. The term
refers to anything that carries information between the source and the
recipient. The purpose of the media is to facilitate communication and
learning (Smaldino, Lowther & Russel, 2011:7)
As a tool in the learning process, media has several functions. Sudjana
(2011:99) formulate the function of the learning media into six catechesis, as
follows:
a. The use of media in the teaching and learning process is not an additional
function, but has its own function as a tool to create an effective teaching
and learning situation.
b. The use of learning media is an integral part of the overall learning
situation. This means that the learning media is one of the elements that
must be developed by the teacher.
c. The medium of learning in learning, its use is integral to the purpose of the
content of the lesson. This function contains the understanding that the use
(utilization) of media must look to the purpose and teaching materials.
d. The use of media in learning is not solely as a means of entertainment, in
the sense that it is used only to complete the learning process to attract more
students.
e. The use of media in learning takes precedence to speed up the teaching and
learning process and assist students in capturing the understanding given by
teachers.
 24

f. The use of media in learning takes precedence to improve the quality of

teaching and learning. In other words, using the media, the learning
outcomes achieved by students will be long-lasting remembered by shiva so
that it has high grades.
In utilizing the medium of learning should not be arbitrary according to the
wishes of the teacher, unplanned and not systematic. Teachers must take
advantage of it according to certain steps there are six steps that teachers can
take at the time of teaching by using media. These steps are:
a. Formulate learning goals by utilizing media.
b. Teacher preparation.
In this phase students or classes must have preparation, before they receive
a float using media. Teachers must be able to motivate them to be able to
assess, anticipate, live lessons by using learning media.
c. Class preparation.
In this phase students or classes must have preparation, before they receive
a float using media. Teachers must be able to motivate them to be able to
assess, anticipate, live lessons by using learning media.
d. Step presentation of lessons and uses of media.
In this phase the presentation of lesson materials by utilizing learning
media. The teacher's skills are demanded here. Media developed its use for
the effectiveness and efficiency of achieving goals.
e. Step student learning activities.
In this phase students learn by utilizing learning media. The use of media
here can be students themselves who practice it or teachers directly use it,
either in the classroom or outside the classroom.
f. Learning evaluation step.
In this step the activity is evaluated, to the extent to which the teaching
objectives are achieved, which at the same time can be assessed the extent to
which the influence of the media as a tool can support the success of the
student learning process. The results of the evaluation can be used as a basis
or material for the next learning process.
 25

Media is something that is convincing message and can stimulate the

thoughts, feelings, and willingness of the audience or students so that it can
encourage the learning process in the student. Learning media includes tools that
are physically used to convey the content of learning materials. Learning media
is a learning tool in the framework of delivering material as a message to be
more easily accepted by recipients, namely students, so that students are more
motivated and active in following learning (Marsudi, 2016:19).
According to Danim (1995:7) Learning media is a set of tools or
complements used by teachers or educators in order to communicate with students
or learners. Learning media is a tool or form of stimulus that serves to convey the
message of learning (Rusman, 2012: 140). Meanwhile, according to Gagne’ &
Briggs (dalam Arsyad, 2011:4), Implicitly said that the medium of learning the
content of teaching materials, which consists of books, tape recorders, cassettes,
video cameras, video recorders, movies, slides (frame images), photos, images,
graphics, telivisi, and computers. In other words, media is a component of
learning resources or physical rides that contain instructional material in a student
environment that can stimulate students to learn.
The following is stated the research and development steps of several
experts, namely.
1. Thiagarajan
Thiagarajan with a 4D model, proposed a series of stages that must be taken in
this research, namely :
a.Define (Defining)
This stage is done to establish and define the terms of development. In other
models, this stage is called need analysis. Each product requires a different
analysis. In general, in this definition is carried out development needs
analysis activities, development requirements that are in accordance with the
needs of users as well as research and developer models (R & D models) that
are suitable for developing products.
b.Design (Planning)
After the definition stage and procedures that will be taken in the research of
learning product development. Activities that need to be done in this stage,
 26

namely Preparing the criteria test as the first action to know the initial ability
of learners and as an evaluation tool after the implementation of the activity,
choosing a learning medium that is in accordance with the material and
characteristics of learners; adjust the selection of the form of learning
presentation with the learning media used and simulate the presentation of the
material with the media and learning steps that have been designed.
c.Development (Development)
Thiagarajan divides the development stage in two activities, namely: expert
appraisal and development testing. Expert appraisal is a technique for
emnvalidating and assessing product design feasibility. In this activity,
evaluation is carried out by experts in their fields. The suggestions given are
used to improve the material and learning design that has been prepared.
Developmental testing is a product design test activity on the actual means of
the subject. At the time of this trial, data was searched for responses, reactions
or comments from the target use of the model. The results of the trial are used
to repair the product, after the product is repaired and then retested until it
obtains effective results.
d.Disseminate (Deployment)
Thiagarajan divides the disseminate stage in three activities: Validation
Testing, packaging, diffusion and adaption. At the Validation Testing stage,
the product that has been revised at the development stage is then
implemented at the actual target. At the time of implementation, measurement
of the purpose design is carried out. This measurement is done to find out the
effectiveness of the product developed. Once the product is assimilated, the
developer needs to see the results of achieving the goal. Goals that have not
been achieved need to be explained the solution so that the same piety is not
repeated after the product is disseminated. The last activity at the development
stage is to do packaging (packaging), diffusion and adaption (absorbed and
used). This stage is done so that the product can be used by others.
 27

2. Robert Maribe Branch

Robert Maribe Branch developed Intructional Design with the ADDIE approach,
which stands for Analysis, Design, Development, Implementation and Evaluation.
Analysis, concerned with the activity of analyzing the work situation and
environment so that it can be found what products need to be developed. Design is
a product design activity in accordance with what is needed. Development is the
manufacturing and testing of products. Implementation is the activity of using
products, and Evaluation is the activity of assessing whether every step of the
activity and product that has been made is in accordance with specifications or
not.

3. Plomp Development Model

The development model proposed by Plomp consists of five phases, namely (1)
initial investigation phase, (2) design phase, (3) realization phase, (4) test phase,
evaluation and refraction, (5) implementation phase.
a. Preliminary investigation phase (preliminary investigation)
One of the important elements in the design process is defining the problem.
If the problem is a case of a gap between what happened and the desired
situation, then an investigation of the cause of the gap is needed and carefully
describes it. The term "preliminary investigation" is also called needs analysis
or problem analysis. Plomp and van de Wolde were quoted by Rochmad as
saying that this initial phase of the investigation, the most important element
of which is the collection and analysis of information, the definition of the
problem, and planning for the continued possibilities of the project.
Investigating important elements is collecting and analyzing information,
defines problems and advanced plans of the project.
b. Design phase (design)
In this phase the solution (solution) is designed, starting from the definition
of the problem. Activities in this phase aim to design the problem solving
presented in the initial investigation phase. The result of the design is the
blueprint of the solution. Plomp states that the characteristic at this stage is to
evoke alternative solutions that are solutions in making designs that then
compare and evaluate from the various alternatives so as to produce the most
 28

promising design or blue print choices as solutions. The characteristics of

activities in this phase are the generation of all the parts of solving, comparing
and evaluating from various alternatives, and producing the best design
choices to promote or are blueprints of the solution.
c. Realization/construction phase (realization/contruct)
Design is a work plan or blueprint to be realized in order to obtain a solution
in the realization / construction phase. Plomp quoted by Rochmad states that
in fact, the design is an organized plan or work plan that is arranged and
forms a departure point for the phase where the solution can be realized or
created that will require construction or production activities such as
curriculum development or audio visual material production.
Design is a written plan or a work plan with the format of the departure point
from this stage is the solution realized or made. It often ends with
construction or production activities such as curriculum development or
audio-visual material production.
d. Test, evaluation and revision phases (test, evaluation and revision)
A developed solution must be tested and evaluated in practice. Evaluation is
the process of collecting, processing and analyzing information
systematically, in order to derive realistic value from solving.
Without evaluation it cannot be determined whether a problem has been
satisfactorily solved. In other words, whether the desired situation as outlined
in the formulation of the problem has been solved. Based on the data
collected can be determined which solutions are satisfactory and which still
need to be developed. This means supplement activities may be required in
previous phases and are called feedback cicles. The cycle is repeated until the
desired solution is reached.

e. Implementation phase (implementation)

After evaluation and obtaining a valid, practical, and effective product; Then
the product can be delegated to a wider area. The solution (solution) must be
introduced. In other words, it must be implemented. This implementation can
 29

be done by conducting further research on the use of development products in

a wider area.
From some of the above opinions it can be concluded that the subject media
is a medium used in learning easily and effectively, including teacher aids in the
teaching and learning process as well as means of messenger from learning
sources that are accurate to the recipient of learning messages (students) so as to
encourage the creation of the learning process in students.

2.1.3. Media, Props and Aids

Media, props and aids have a lot of equality, even there is almost no
difference in all three. The difference between the three will be explained in the
following. Sanaky (2013: 14) defines props as a tool used by learners to
demonstrate subject matter. Props can take the form of objects or deeds. If
props are limited in their understanding as a tool to demonstrate / explain a
concept, principle or procedure, then the scope of discussion of props is
narrower than the scope of learning media. Not all types of learning media can be
used as props, but all props are definitely learning media. For example, a module
or book, is one type of learning medium, but it cannot be made props, unless
both can be used to demonstrate certain materials. Another example,
molimods, globes and other equipment is the media as well as a learning prop.
While the tools and learning media both serve to facilitate learners in
understanding learning. For example, the whiteboard that teachers use to convey
information to learners is called a tool, while what is conveyed on the whiteboard
in the form of images, text and the like is a medium (Ruis, 2009).
Learning media and learning media devices exist that argue that both are
difficult to distinguish their understanding. The two can only be separated when
they are used for real. In other words, the difference between the two is seen after
having a fixed function in their learning. For example, whiteboards are actually a
learning tool, it can only be said as a learning medium if it is defenitively used to
convey messages and information (Asyhar, 2011 : 13).
 30

2.1.4. Types of Learning Media

In the division of media types, for practical purposes, Sadiman (dalam
Maswan & Muslimim, 2017: 132), taking into account the characteristics, divide
the types of media commonly used in teaching and learning activities in the
world of education, These include: (1) graphic media, (2) audio media, (3)
projection media, and (4) all-round media. In general, there are three types of
media that need to be known, namely: (1) audio media (can be heard), (2) visual
media (can be seen), and (3) audio-visual media (heard and viewed) (Sanaky,
2013: 25).
According to Bretz (dalam Sadiman, 2011: 20) Dividing the media into
three main elements, namely sound, visual, and motion. There are five types of
media that can be used in learning, namely: visual media, audio media, audi-
visual media, presenter media groups, and computer-based object media and
interactive media (Rusman,dkk,2012: 143). Whereas Anderson (dalam
Sadirman, 2011: 89) divide media into ten groups, namely: audio media, print
media, sound print media, silent projection media, silent projection with sound,
motion visual media, motion audio visual media, objects, human resources and
environment, computer media.
Basically, learning media can be grouped into four types, namely visual
media, audio media, audio-visual media and multimedia (Asyhar, 2011: 44-45),
which is as follows:
1) Visual media, which is a type of media used only relying on the sense of sight
solely from learners. With this medium, the learning experience experienced
by learners is very dependent on their vision ability. Examples of this
medium are print media such as modules, maps, images, prototype media
such as earth globes and so on.
2) Audio media is a type of media used in the learning process by involving only
the learner's sense of hearing. The learning experience will only be obtained
by relying on the sense of hearing ability. Therefore, audio media is only able
to manipulate the ability of sound alone. The message and information it
receives are in the form of verbal messages such as spoken language, words
and others. Nonverbal messages are like sounds. Music, mock sounds and so
on.
 31

3) Audio-visual media is a type of media used in learning activities by involving

hearing and vision at once in a process or activity. Messages and information
that can be channeled through this medium can be verbal and nonverbal
messages that rely on both sight and hearing. Some examples of audio-visual
media are movies, videos, tv programs and others.
4) Multimedia, which is a medium that involves several types of media and
equipment in an integrated manner in a learning process or activity.
Multimedia learning involves the senses of sight and hearing through text
media, silent visuals, motion and audio visuals as well as computer-based
interactive media and communication and information technologies.

Whereas AH Hujair (2013: 44-45) dividing the media into five types, namely:

1) Materials that prioritize reading activities or by using word and visual

symbols in the form of vet materials and reading .
2) Audio-visual tools, tools that fall into this category, namely :
a. Projection media, such as: overhead projector, slide, film, and LCD .
b. Non-projection media, such as: whiteboards, posters, patchboards,
cartoons, planel boards, comics, charts, diagrams, drawings, graphics,
and others.
c. Three-dimensional objects include artificial objects, dolls, masks, maps,
globes, exhibitions, and school museums.
3) Media that use techniques or masials, namely slides, strip films, recording
films, radio, television, video, VCD, laboratories, computers and the internet.
4) Collection of objects (material collections), namely historical relics,
documentation, materials that have historical, religious, cultural, political and
other values .
5) Examples of behavior, teaching behavior. The teacher gives examples of
behavior or an act. For example, exemplifying an action with hand and foot
movements, body movements, mimics and others .
 32

From the exposure of the types of media above, it was concluded that media
is divided into visual media, audio, audio-visual, collection of historical objects,
and multimedia.

2.1.5. Learning Media Function

Media function as a teaching aid that also affects the climate, conditions,
and learning environment that is organized, and created by teacher (Arsyad, 2006:
15). According to Kemp dan Dayton (dalam Arsyad, 2006: 19), media can fulfill
three main functions if it is used for large numbers of individuals, groups, or
groups of listeners, namely (1) motivating interests or actions, (2) presenting
information, and
(3) giving instructions. Media has a clear function that is to clarify, facilitate, and
make interesting learning messages that will be conveyed by teachers to learners
so that they can motivate their learning and streamline the learning process
(Rusman,dkk, 2012:145).
According to Hamalik (Rusman, dkk, 2015: 172) the function of learning
media, namely :
a. To create an effective learning situation.
b. The use of media is an integral part of the learning system.
c. The use of media in learning is intended to enhance the quality of
education.
d. The use of media in assisting students in their efforts to understand the
material presented by teachers in the classroom.
e. Learning media is important in order to achieve learning goals.

Derek Rowntrie (dalam Rumampuk, 1988: 12) mention the media function
as follows:
1) Engage the student’s motivation (membangkitkan motivasi belaajar)
2) Recall earlier learning (mengulang apa yang telah dipelajari)
3) Provide new learning stimuli (menyediakan stimulus belajar)
4) Activate the student’s response (mengaktifkan respons murid)
5) Give speedy feedback (memberikan balikan dengan cepat/segera)
6) Encourage appropriate practice (menggalakkan Latihan yang serasi).
 33

According to Sanaky (2013: 7) Learning media serves to stimulate learning

by:
1) Presenting the actual object and the object that steps,
2) Duplication of the actual object,
3) Create abstract concepts to concrete concepts,
4) Giving common perceptions,
5) Overcoming the barriers of time, place, juklah, and distance,
6) Re-present the infromation consistently, and
7) Provide a fun, unpressurized, relaxing, and interesting learning
atmosphere, so as to achieve learning goals.
Besides that, menurut Kempt & Dayto (Rusman, dkk, 2015: 172) the main
function of learning media is:
a. Motivating interest and Action, realized by drama or
entertainment techniques.
b. Giving instructions, the information contained in the media must
involve students.
c. Present information, used in the presentation of information in the
presence of a group of students.
The use of media in learning can share new wants and interests, increase
motivation and stimulation of learning activities, and even psychologically affect
students. Furthermore, it was revealed that the use of teaching media will greatly
help the effectiveness of the learning process and the delivery of message
information and the learning side at that time. The presence of media in learning
can also help improve student understanding, present data / information more
interesting and reliable, facilitate data interpreters and condense information.
(Sardiman, 2015 : 10)
The use of learning media at this stage has a fairly accurate orientation in
learning will be very helpful in the delivery of regular messages and lesson
content and provide deeper meaning as learning progresses so as to motivate
learners to improve their learning process easily and effectively.
In system insight, Bretz states that the three functions of learning media
are as systems, subsystems, and enrichment. Learning media developed as a
system,
 34

has a complete component like a learning system. Its use is highly dependent on
the competence of the teacher. Usually this medium is prepared for the process of
self- study. Media for enrichment is a medium that is prepared as an option for
learners to be able to master more than formulated in the learning objectives.
(Prawiradilaga, 2012: 107)

2.1.6. Benefits of Learning Media

In his book Asyar Arsyad argues that the benefits of learning media are as
follows:
a. Learning media can enhance and direct learning motivation, so as to
give rise to learning motivation, more direct interaction between
students and their environment, and the possibility of students to learn
individually according to their abilities and interests.
b. Learning media can clarify the presentation of messages and
information so that it can facilitate and improve the learning outcome
process.
c. Learning media can provide students with similar experiences about
events in their environment, as well as allow direct interaction with
teachers, communities, and their environment for example through
travel, visiting the laboratory.
d. Learning media can overcome the limitations of sense, space, and time.
(Asyar Arsyad, 2002: 41)
Media has an important role in learning, namely to explain abstract things
and can represent the teacher as a communication tool, learning material.
According to (Arsyad, 2014: 29-30) is:

1) Learning media can clarify the presentation of messages and

information so as to facilitate and improve learning processes and
outcomes.
2) Learning media can provide students with similar experiences about
events in their environment.
3) Learning media can increase and direct children's attention so that it can
cause learning motivation.
4) Learning media can overcome the limitations of sense, space, and time.
 35

The use of learning media in learning is not absolutely must be held by

teachers. That is, if the teacher in the learning process does not use the learning
media will not be said to fail because the main thing in the learning process is that
learners can learn regularly and achieve easy and effective goals that are to be
achieved and have been formulated before. However, the use of learning media,
including ICT-based learning media (Information and Communication
Technology), will support the success of learning, because it has the following
advantages:
a. Learning materials that have been learned can be repeated (playback).
For example using video recording, compact disk (solid disc), tape
recorder or television.
b. It can form equality of opinion and correct perception, of an object,
because it is conveyed not only verbally, but in real form using the
medium of learning.
c. Create a conducive learning environment, so that learners can
communicate and react to the environment of learning, thus providing
real and direct experiences.
d. Can provide a deeper understanding of the learning material being
discussed, because it can explain difficult concepts or become easier or
simpler.
e. Can explain learning material or objects that are abstract (unreal, can
not be seen directly) into concrete (real can be seen, felt, or felt).
f. Helping teachers present learning materials becomes easier and faster,
so that learners are easy to understand, long remembered and easy to re-
express.
g. Attracting and arousing attention, interest, motivation, activity, and
creativity learning learners, and can entertain learners.
h. Provoke the participation of learners in the learning process and give a
deep impression in the minds of learners.
i. Learning materials that have been learned can be repeated (playback).
For example using video recording, compact disk (solid disc), tape
recorder or television .
 36

j. Shaping the attitude of learners (affective aspects), improving skills

(psychomotor).
k. Saves time, effort, and cost (murnir, 2008)

In addition, other benefits of learning media according to (Haryono,

2014:49) The benefits of learning media as follows:

1) Overcome the limitations of the experience possessed by the students.

2) Obtain a clear picture of objects that are difficult to observe directly.
3) Allow direct interaction between students and their environment.
4) Generate uniformity of observation.
5) Make it easier for students to compare, observe, describe an object.
6) Provide a thorough experience from the concrete to the abstract.
7) Motivate and stimulate children to learn.
8) Generate new desires and interests.
9) Instilling true, concrete, and realistic basic concepts.
Other than that, according to Trianto (2009: 234) Learning media is
expected to provide benefits, among others: (1) the material presented becomes
more useful meaning for students, and not verbalistic; (2) learning methods are
more varied; (3) students become more active in various activities; (4) learning is
more interesting; and (5) overcome space limitations.
Various explanations about the benefits of learning media can be concluded
that learning media is very important as a tool in the teaching and learning
process. Media also serves to improve the quality of learning and facilitate the
delivery of a subject matter to students from abstract to concrete.

2.1.7. Characteristics of Learning Media

According to Arsyad Azhar (2005: 6-7) common characteristics contained
in the media are :
a. Educational media has a physical sense that today is known as hardware,
which is an object that can be seen, heard, or tasted by the five senses.
 37

b. Educational media has a nonphysical understanding known as software

(software) which is the content of messages contained in the hardware that
is the content that wants to be conveyed to students.
c. The emphasis of educational media is on visuals and audio.
d. Educational media has an understanding of tools in the learning process
both inside and outside the classroom.
e. Educational media is used in the framework of communication and
interaction of teachers and students in the learning process.
f. Educational media can be used en masse (e.g. radio, television), large
groups and small groups (e.g. movies, slides, videos, OHPs), or
individuals (e.g., modules, computers, radio tapes/tape recorders).
g. Attitudes, actions, organizations, strategies, and management related to the
application of a science.
Furthermore Gerlach & Ely the quoted Arsyad Azhar (2005: 12), There
are three characteristics of media that are clues to why media is used and anything
that can be done by media that teachers may not be able to (or less efficiently) do.

a. Ciri Fiksatif (Fixative Property)

This feature describes the ability of a medium to record, store,
preserve, and reconstruct an event or object. An event or object can be
sequenced and rearranged with media such as photography, video tape,
audio tape, computer floppy disks, and movies. This feature is very
important for teachers because events or objects that have been recorded in
the existing media format can be used at any time and can even be
transferred into other formats. Events that happen only once can be
immortalized in format and rearranged for the purposes of learning
activities.
With this fixative feature, media allows a recording of events or
objects that occur at a given time to be transported without knowing the
time.
b. Ciri manipulatif (Manipulative Property)
 38

The transformation of an event or object is possible because the

medium has a manipualtive feature. Events that take days can be presented
to students within two or three minutes with time-lapse recording shooting
techniques. The media ability of manipulative traits requires more special
attention because if there is an error in the reset sorted on the event or
cutting the wrong part, there will also be an misinterpretation, so as to
change the attitude of students in an undesirable direction.
c. Ciri distributive (Distributive Property)
The distributive feature of the medium allows an object or event to
be transported through space, and simultaneously the event is presented to
a large number of students with a stimulus of relatively similar experience
about the event. Once information is recorded in any media format, it can
be produced at any time and is ready to be used simultaneously in various
places or used repeatedly somewhere. The consistency of the information
that has been recorded will be guaranteed to be the same or almost the
same as the original.
Based on the above exposure can be drawn a conclusion something is said
by the learning media if it has characteristics: (1) ficasative characteristics,
(2) manipulative characteristics, (3) distributive features, (4) in the form of
hardware and software and (5) can be used both en masse, large groups /
small or individuals.

2.1.8. Learning Media Criteria

In order for the selection of media on target, it is necessary to pay attention
to several factors that are the basis of consideration in the selection of learning
media. According to Arsyad (2014:74) good learning media criteria that need to
be considered in the media selection process include the following: :

a. In accordance with the goal to be achieved. Media is selected based on

established instructional objectives that generally refer to either the
satau or combination of two or not cognitive, affective, and
psychomotor realms.
 39

b. Appropriate to support the content of lessons that are facts, concepts,

principles, or generalizations. Different media, for example movies and
graphics require different symbols and codes, and therefore require
different processes and mental skills to understand them. In order to
help the learning process and mental abilities of students.
c. Practical, flexible, and defensive. This criterion leads teachers to choose
existing media, easy to obtain, or easily made by the teacher. The
selected media should be usable anywhere and anytime with equipment
available around it, and easily moved and taken away everywhere.
d. Teachers are skilled at using it. This is one of the main criteria.
Whatever the medium, the teacher must be able to use it in the learning
process. The value and benefits of media are largely determined by
teachers who use them in the learning process.

On the other side, according to Asyhar (2012:81) good learning media

criteria that need to be considered in the media selection process are as follows.

1. Clear and neat. Good media should be clear and neat in its presentation .
2. Clean and interesting. Clean here means there are no unnecessary
distractions to text, images, sounds and videos.
3. Fit the target. Effective media for large groups is not necessarily as
effective if used in small groups or individuals.
4. . Good quality. Media criteria must be technically of good quality. For
example, the visual development of both images and photographs must
meet certain technical requirements, such as visual slides must be clear
and the information conveyed should not be disturbed by other elements
in the form of backgrounds (Arsyad, 2006).
5. In accordance with the purpose of learning. A good medium is a
medium that conforms to a predetermined instructional purpose that
generally refers to one or a combination of two or three cognitive,
affective, psychomotor realms.
 40

6. Practical, flexible, and resistant. This criterion leads the teacher /

instruction to choose the existing media, easy to obtain, or easy to make
by the teacher himself.
7. The size is in accordance with the learning environment. Media that are
too large is difficult to use in a class that is limited in size and can cause
learning activities are less conducive .
8. Relevant to the topic taught. Media must be in accordance with the
characteristics of facts, concepts, principles, procedural or
generalizations.

2.1.9. Principles of Learning Media

Teaching media is used in the framework of efforts to increase or improve

the quality of the teaching and learning process. Therefore, it must be considered
the principles of its use which, among other things, :
a. Teachers should take into account the profit and loss of utilizing a
teaching medium.
b. Teaching media should be viewed as a source of learning used in an
effort to solve problems faced in the teaching and learning process.
c. The use of teaching media should be viewed as an integral part of a
teaching system and not just as a tool that serves as an addition to it when
deemed necessary and only used as a matter of time.
d. The teacher should really master the techniques of a teaching that is used.
e. If a subject requires more than a variety of media, then the teacher can
utilize the multi media used and facilitate the teaching and learning
process and can also stimulate students in learning.
f. The use of teaching media should be organized systematically rather than
just using it.(Arsyad Azhar,2002)
According to Rusman, dkk (2015) In determining or choosing learning
media, a teacher must consider several principles as a reference in optimizing
learning. These principles include :
a. Effectiveness
 41

The selection of learning media must be based on the accuracy of use

(effectiveness) in learning and the achievement of learning goals or the
formation of competencies. Teachers should be able to strive so that the
learning media needed to form competencies can be optimally used in
learning.

b. Can be used
The selected learning medium should really be usable or applied in learning,
so as to increase students' understanding and improve the quality of
learning.
c. Relevance
The suitability of learning media to be characterized by the purpose,
rusteristic of learning materials, the potential and development of students,
as well as with the available time.
d. Efficiency
The selection and use of learning media really notices that the media is
cheap or cost but can convey the core of the message in question, the
preparation and use of relatively takes a short time, then only requires a
little energy.
e. Contextual
The selection and use of learning media must prioritize aspects of the
student's social and cultural environment. It would be nice to consider the
development aspects of learning life skills.
In addition to the above considerations, to choose a medium can use patterns
like others. According to Sanjaya (2008: 224-226) a number of considerations in
choosing the right learning media we can formulate in one word ACTION,
namely acronyms of;access, cost, technology, interactivity, organization, and
novelty.
a. Access
Ease of access is the first consideration in choosing a medium. Is the
medium we need available, easy, and usable to students?
b. Interactivity
 42

A good medium is one that can give rise to two-way communication or

interactivity. Every learning activity developed of course requires media
that is in accordance with the purpose of learning..
c. Cost
Costs should also be considered. There are many types of media that can be
our choice. Sophisticated media is usually expensive. However, the high
cost must be calculated with the aspect of benefits. The more people who
use, the unit cost of a media will decrease.
d. Interactivity
A good medium is one that can give rise to two-way communication or
interactivity. Every learning activity developed of course requires media
that is in accordance with the purpose of learning.
e. Organization
An important consideration is organizational support. For example, are
school leaders supportive? How's it organized?
f. Novelty
The novelty of the selected media should also be a consideration. Newer
media are usually better and more attractive to students. .
Based on some of the above opinions, it can be concluded that the principle
of learning media selection is to consider the learning objectives, learning
materials, student conditions, media characteristics, learning strategies,
availability of time and cost, and the function of such media in learning. Learning
objectives will be achieved effectively and efficiently if the selection of learning
media is appropriate and accurate.
Based on the results of observations and interviews about learning
conditions in class VIII of State Junior High School 1 Labuhan Deli on
Mathematics subjects, researchers chose computer-based learning media as the
most appropriate medium.

2.1.10. Interactive Learning Media

The word "interactive" comes from the word "interaction" which in the
Great Dictionary Indonesian means things to act in contact, influence and relate
 43

to each other. According to Sri Maryani (2009: 3) Interactive means influencing

each other. That is, between the user (user) and media (program) there is a
reciprocal relationship, the user responds to the appearance of the media
(program), then continued with the presentation of the next information /
concept presented by the media (program).
Learning media can be interpreted as an intermediary or liaison between
two parties, namely between the source of the message and the recipient of the
message (Anitah, 2008: 1). Sadiman (1993) that the learning medium is an
intermediary or delivery of messages from sender to recipient of the message. It
can be concluded that there must be 2 or more people in a learning that requires
media, namely between the one who gives the message and the recipient of the
message.
According to Eka (2013) Interactive learning media is the integration of
digital text, graphics, animation, audio, images and video by providing users
with a high level of control and interactive. By combining the use of multimedia
with control, interactive multimedia can be obtained. User control includes:
Focus on the goals and content that you want to convey through interactive
multimedia to students so that results can be achieved and includes how to
deliver or delivery techniques to students to make it easier to understand.
According to Sanjaya (2012) various learning media :
1. Judging by its nature:
a) Auditive Media
Media that only have sound elements such as radio, tape recorder,
cassette and sound recording.
b) Visual Media
Media that can only be seen and does not contain sound elements
such as paintings, images, and various graphic media.
c) Visual Audio Media
Media that contain elements of sound and images and are considered
better and interesting because they contain these two elements. For
example recording/video, sound slides.
2. Viewed from usage techniques:
 44

a) Judging from the way it is used, this media requires a projection tool
such as a projector because it will display images and saura that will
be used in the learning process. LCDs are also used to project
computers or laptops. Without this tool it would not be effective.
b) Un projected media such as images, photographs, paintings, radio,
and various other forms of graphic media.
Meanwhile, According to Anitah (2008):
a) Props
Props are tools used to clarify the lessons presented and used to
show something that is rill so as to clarify the meaning of learning
b) Lesson tools
Lesson tools used in learning media include whiteboards, erasers,
erasers, erasers, notebooks and others.
c) Visual Audio
In modern times, many learning methods use electronic devices
and only a small percentage still use tools such as whiteboards. Audio
visual is one of the tools used in the learning process for example by
using radio, tape recorder, film, television, computer, laptop, etc. By
using auxiliary props such as laptops can directly see the image or
material to be delivered by the teacher. Audio visual methods can also
make it easier for students in the learning process.
Multimedia forms according to Sanjaya (2012)
a) Linear multimedia
Linear multimedia is multimedia that is kuential or sequential. Each
student or user of this media uses it in order or stage according to the
specified material. For example, TV and movies .
b) Interactive Multimedia
Interactive multimedia is multimedia that is not sequential so
students do not need to use predetermined stages or sequences. In this
case students can choose which topics to discuss and learn first. If there
is uncertainty in one material that has been discussed then the material
can
 45

be repeated and explained again because it does not use stages or

sequences such as linear multimedia.
Characteristics and Capabilities of Interactive Multimedia in Learning
1. Rusteristic interactive multimedia in learning :
a) Combines elements between audio and visual.
b) It is interactive and has the ability to accommodate user responses .
c) Self-contained, providing ease and completeness of content so that
users can use without guidance from the teacher.
2. Interactive Multimedia Capabilities in Learning are:
a) Provide interactive processes and provide easy feedback.
b) Give freedom to students in determining the topic of the learning
process.
c) Provide systematic ease of control in the learning process

Advantages of using interactive multimedia in learning:

1) The learning system will be more innovative and interactive .
2) Teachers will always be required to be innovative creative in the search
for learning breakthroughs.
3) Able to combine text, images, audio, video and animation in a single unit
that supports each other to achieve learning goals. (Munir, 2012)
The word "interactive" comes from the word "interaction" which in the Great
Dictionary Indonesian means things to act in contact, influence and relate to each
other. According to Sri Maryani (2009: 3) Interactive means influencing each
other. That is, between the user (user) and media (program) there is a reciprocal
relationship, the user responds to the appearance of the media (program), then
continued with the presentation of the next information / concept presented by the
media (program).
Interactive learning media is a multimedia that is equipped with the
delivery of information and materials that can be controlled and operated
by the user, so that users can choose what to run first according to the
selection and instructions available (Nur Lailiyah: 1151). Meanwhile
according to Yusufhadi Miarso (2005: 465), The most important
characteristic in
 46

interactive learning media is that students not only pay attention to the
presentation of materials or objects but also must interact during learning.
Interactive multimedia is multimedia that is equipped with a controller
tool that can be used by its users, so it can choose what it wants for the
next process in the media. Examples of interactive multimedia are
interactive learning, gaming applications, and others. Interactive
multimedia is a multimedia display designed by designers so that it fulfills
the function to inform messages and have interactiveness to users of the
media. (Munir, 2015: 110). Interactive aspects of this medium can be
navigation, simulation, games and problem training. According to Azhar
Arsyad (2005: 97), the concept of interaction in a computer-based learning
environment generally includes three elements :
1) Adjustable instructional sequences.
2) Answer/responsa know the student's work.
3) Customizable (interactive) feedback
According to Yudhi Munadi (2013: 152-153) The advantages of
interactive multimedia as learning are:
1) Interaction. This multimedia program is programmed or designed to be
used by students individually (self-study). When students apply this
program, he is invited to engage auditively, visually and kinetically, so
that with this involvement it is possible for information or the message to
be easy to understand.
2) Increase learning motivation. By accommodating the needs of learners,
students will be motivated to continue learning
3) Provide feedback. Interactive multimedia can provide immediate feedback
(responses) to learning outcomes carried out by learners .
4) Provide feedback. Interactive multimedia can provide immediate feedback
(responses) to learning outcomes carried out by learners.
5) The control of its utilization is entirely on its users (users).
An interactive learning medium has the ability to be repeated,
but some media are often played only once by the audience because
they feel enough is enough. In order for the media to have a high
 47

repetition value (in the sense that the audience does not get bored
quickly), it is necessary to add creativity in the delivery of diverse
materials and visualizations. (Wibawanto, 2017:15)
From the above definitions, it can be concluded that interactive
learning media is all forms of either humans, materials or events
that build certain conditions as an intermediary means in the
teaching and learning process to achieve a learning goal that has the
benefit of being able to clarify the message so as not to be too
verbalitis, overcome limitations, provide stimuli that can equalize
students' understanding and can provide effective learning and
learning. efficient. The conclusion in particular that interaktactive
learning media is a medium or intermediary used by educators to
convey the message or content of learning to learners so that there is
stimulation of thoughts, feelings, attention, interests, talents and
abilities, so as to create a conducive learning environment and good
feedback (response) from learners themselves.

2.1.11. Geogebra Software

One of the computer software that can be used as a medium of learning
mathematics is Geogebra software. Geogebra was developed by markus
Hohenwarter in the year 2001. Geogebra stands for Geometry (geometry) and
algebra (algebra). Geogebra is a computer software to align mathematics,
especially geometry and algebra. Through a variety of existing facilities
Geogebra can facilitate the use to visualize geometric objects that are abstract
quickly, accurately, and efficiently. In addition, Geogebra can be used as a tool
to construct mathematical concepts. (Mahmudi, 2010:1)
The importance of using Geogebra Classic 6 software in learning
activities to make it easier for students to absorb what teachers say to improve
math problem solving skills and learning motivation and attitudes towards
mathematics. This problem is very good when combined to help develop
creativity and increase students' learning motivation through their investigations.
 48

Geogebra is expected to present a more interesting and memorable form

of images and animations, so that learning can be felt by students more fun and
not boring and can improve students' ability to solve students' math problems.
The use of Geogebra Classic 6 as a learning medium can make procedural
knowledge and declarative knowledge more interesting and effective, so that the
learning experience is felt by students more concretely. The use of Geogebra
Classic 6 in learning can facilitate teachers in delivering materials and make it
easier for students to absorb what the teacher is saying.
The use of Geogebra Classic 6 as a learning medium can be used for
exploration, either to be aired by teachers in front of the class or students
exploring using their own computers. According to Mahmudi (2010:3), some of
the advantages of the use of Geogebra Classic 6 in geometry learning as
follows:
1. Geometric paintings that are usually produced quickly and
meticulously compared to using pencils, ruler or term
2. The existence of animation facilities and dragging in the Geogebra
program can provide a clearer visual experience to students in
understanding
3. Can be used as a counter/evaluation to make sure the painting has
been made correct
4. Make it easier for teachers or students to investigate or demonstrate
the properties that are applied to a geometric object

The geogebra display along with the menu, toolbar and work screen are as
follows:
1. Starting a Geogebra
Starting work with Geogebra can start with Click Start-All
Program and Geogebra or doble click geogebra icon on the desktop
screen.
2. Geogebra work screen display
The Geogebra work screen consists of several parts. These
sections are algebra window, toolbar, geometry window, input file
and input option.
 49

Picture 2.1 Geogebra work screen view

Description:

1. Input File: in the input file can be entered an equation of a graph, coordinate
points, command of the geogebra. The list of Command Geogebra can be viewed
by clicking the "Command" down arrow on the menu adjacent to the Input Field.
2. Geometry Window: in this window will be displayed input inserted in graphic form.
For example charts, dots, lines and more.
3. Window Algebra: each geometric object will have an algebraic representation in
this section. Algebra windows can be opened and closed using the view menu.
4. Toolbar: This toolbar consists of arrow keys. This button will be active by clicking
the button and when clicked the button will change color. The other button has a
down arrow on the right side of the button. The arrow indicates that there is
another button in it.

5. Geogebra selection menu

The menu in Geogebra and its options are as follows:
 50

 The File menu consists of a selection of New, New window, open, save, Save as,
Print preview, Export and Close.
 The edit menu consists of Undo, redo, and properties options
 The view menu consists of options, Axes, Grid, Refresh, View, Algebra Window,
Auxiliary Object, Horizontal Spliting, Input field, Command list, Navigation bar
for Contruction Steps, play button, button to open Contruction Protocol
 Option menu consists of Choice Point Capturing, Angel Unit, Decimal Places,
Point style, Graphics, Font Size, Languange and Drawing Pad
 Window menu with Window options
 The help menu consists of help, license and about options
6. Learning To Build Flat Side Space through Interactive learning media Geogebra
software
 Open a Geogebra worksheet like the previous step.
 Go to 3D Graphics Tools Click the Pyramid tool (click the small arrow in
the right corner of the button to see all options).
 Create any dots in the Windows Graphics area
 For triangular limas at the point against the line then enter the decimal number
in the Input bar to create a Pyramid (for example y=x)
 To create a point mirroring result against the line. Click Reflect object about
line in 3D Graphics Tools (click the small arrow in the right corner of the button
to see all options)
 Click Object click on the line y=x.
 51

The result of limas on the material builds a flat side room at the point against
y = x as shown below:

2.1.12. Materi Limas Bangun Ruang Sisi Datar

2.1.12.1. Limas Segitiga

2.1.12. Pyramid
One of the buildings of space is bounded by a lot of facets (as a pedestal)
and several sides of a triangle that meet at one breaking point. Limas consist of
several kinds depending on the shape of the base. Like the prism the name
limas is also based on the number of n-sided sides of the base. Triangular limas
have four sides with 6 ribs that meet each other at 4 corners. When described,
the shape of the triangular limas will look like this :

Picture 1. 6 Pyramid
 52

2.1.12.1. Pyramid Nets

Pyramid Nets it is obtained by opening the limas so that the entire
surface of the limas. It consists of a series of 6 triangular ribs. The series
consists of 3 sides of a triangle whose each pair has the same shape and size.

(a) (b)

(c) (d)

2.1.12.1.a. Pyramid Nets Equilateral Triangle

Pyramid nets equilateral triangle obtained by slicing some ribs limas
then laying it, then will be obtained nets such as the example above. The image
above is the process of forming equal-sided triangular pyramid nets, which have 6
perpendicular ribs on the fives of the equilateral triangle.
2.1.12.1.b. Pyramid Nets Isosceles Triangle
Pyramid nets isosceles triangle obtained by slicing some ribs pyramid
then laying it, then will be obtained nets such as the example above. The image
above is a process of formation.
2.1.12.1.c. Pyramid Nets Right triangle
Pyramid Nets Right triangle obtained by slicing some ribs limas then
laying it, then will be obtained nets such as the example above.
 53

2.1.12.1.d. Pyramid Nets Any Triangle

Pyramid Nets Any Triangle obtained by slicing some ribs limas then
laying it, then will be obtained nets such as the example above.
2.1.12.2. Surface Area of Pyramid
Surface Area of Pyramid is the total triangular area of the pyramid nets
of the triangle.
An example looks for the surface area of a triangular pyramid.
Take a look back at the following tumpeng rice picture:

(ii)
(i)

Picture 2.1.12.2 Pyramid and Pyramid Nets

On picture 2.1.12.2(ii) It's the net of the limas O.ABCD Gambar 2.1.12.2(i).
Based picture 2.1.12.2(ii), surface area O.ABCD It can be stated as follows,
Surface area of pyramid O.ABCD
= broad ABCD + broad ∆𝐴𝐵𝑂 + broad ∆𝐶𝐷𝑂 + broad ∆𝐴𝐷𝑂
= broad ABCD + (broad ∆𝐴𝐵𝑂 + broad ∆𝐵𝐶𝑂 + broad ∆𝐶𝐷𝑂 + broad ∆𝐴𝐷𝑂)
= area of the base + the sum of the area of the vertical triangles

6 cm

Picture 2.1.12.2 pyramid-shaped rice cone

Thus, then just look for the surface area with the formula:
L = area of the base + total area of vertical plane
 54

L = 62 + 4 × 1
×6×5
2

L = 36 + 60
L = 96
So, the surface area is 96 𝑐𝑚2
2.1.12.3. Volume Pyramid

No Pyramid Many Unit size Volume

Limas (V)
Units
1 6V=sxsxs V = 1 𝐿𝑡
3
= (s x s) x s
= (s x s) x 1 s x 2
2
s x s = L dan 1 𝑠 = t
2
=Lxtx2
6V = 2Lt
2𝐿𝑡
V= 6
V = 1 𝐿𝑡
3

Thus, it can generally be concluded that the limas volume formula is as follows.

1
VOLUME LIMAS = Lt
3
Description:
L : area of the base
t : tall

2.1.12.4. Types Pyramid

2.1.12.4.1. Triangular Pyramid
Triangular pyramid are fives that have a triangular-shaped base (either
equilateral triangle, equilateral triangle, elbow triangle, or arbitrary
triangle). Look at the following picture!
 55

1
Surface Area Pyramid = ( × 𝑎 × 𝑡) + (3 × 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑢𝑝𝑟𝑖𝑔ℎ𝑡 𝑠𝑖𝑑𝑒𝑠 )
2
1 1
Volume Pyramid = × ( × 𝑎 × 𝑡) × 𝑡
3 2

2.1.12.4.2. Quadrangle Pyramid

Quadrangle Pyramid are limas that have rectangular base (be it in the
form of square, rectangle, trapezium, ketupat, laying-kite, row of anjang
and others). Look at the following picture!

Surface Area Pyramid = (𝑠 × 𝑠) + (4 × 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑢𝑝𝑟𝑖𝑔ℎ𝑡 𝑠𝑖𝑑𝑒𝑠)

Volume Pyramid = 1 × (𝑠 × 𝑠) × 𝑡
3

2.1.12.4.3. Pentagon Pyramid

Pentagon Pyramid is a limas that has a hexagon-shaped base, both
orderly and rectangular. Look at the following picture !

Surface Area Pyramid = (1,72 × 𝑠 × 𝑠) + (5 × 𝑙𝑢𝑎𝑠 𝑠𝑖𝑠𝑖 𝑡𝑒𝑔𝑎𝑘)

Volume Pyramid = 1 × (1,72 × 𝑠 × 𝑠) × 𝑡

3
 56

2.1.12.4.4. Hexagon Pyramid

Hexagon Pyramid are limas that have a hexagon-shaped base of either
an orderly or arbitrary hexagon. Look at the following example!

Surface Area Pyramid = (2,598 × 𝑠 × 𝑠) + (6 × 𝑙𝑎𝑟𝑒𝑎 𝑜𝑓 𝑢𝑝𝑟𝑖𝑔ℎ𝑡 𝑠𝑖𝑑𝑒𝑠)

Volume Pyramid = 1 × (2,598 × 𝑠 × 𝑠) × 𝑡

3

2.1.13. Advantages and Disadvantages of Geogebra

According to Mahmudi (2010) The use of geogebra program provides
several advantages, including the following:
1. Geometric paintings are usually quickly and meticulously compared
to using pencils, ruler, or timeframes.
2. Can be used as a counter/evaluation to ensure that the painting that
has been made is correct.
3. The existence of animation facilities and dragging movements in the
geogebra program can provide a clearer visual experience to
students in understanding the concept of geometry.
4. Make it easier for teachers/students to investigate or demonstrate
the properties that apply to a geometric object.

2.1.14. Relevant Research Studies

Prior to this research, there have been several references to relevant
research references used in this study are previous studies, where there are
similarities in research topics as follows.
Research Yuris Mimbadri, dkk. (2019) demonstrate that geogebra-assisted
learning media on integral material area area meets valid, practical, and
effective criteria. With a level ofvalidity of 0,91 with the category "Very
High"; practicality level of 92,64% with the category "Very Good"; and the
level of
 57

effectiveness based on test scores of learning results by 80,65% or 25 of 31

students with the category "Good".
Research M. Faizal Fatoni, dkk. (2017) Demonstrate that the
development of online interactive learning media assisted by Geogebra
software on quadratic equation material produces a learning medium that
meets valid, practical and effective criteria. Valid is indicated from the
validation stage that categorizes this medium in a very high category.
Practically indicated from the percentage of response questionnaires of
students who obtained grades 92% with a good category. Effectively
demonstrated from the test of student learning results, where students get
grades above KKM as much as 89,5% from all the students of the class VIII H
and exceed the effectiveness criteria. So that this learning media is worth
using in the learning process in school.
Research Nur Hamidah, dkk. (2020) demonstrate that learning with
learning media. Geogebra on the material of the square function has an effect.
 58

BAB III
RESEARCH METHODS
3.1. Types of Research
This research includes research and development or research and
Development (R&D) using the ADDIE development model. This research
focuses on the development of Geogebra-based interactive learning media
on solid geometry (Pyramid).

3.2. Place and time of research

This research was conducted in junior high school in class VIII
students. The research will be conducted in the odd semester of the study
year 2021/2022.

3.3. Research Subjects

Subjek The subjects in the study were middle school year 2021/2022
students who were willing to come to school, while the object in the study
was geogebra-based interactive learning media on solid geometry
(Pyramid).

3.4. Development Procedures

3.4.1. Model Pengembangan
In the development of geogebra-based interactive learning media
This is used by the ADDIE development model. This development model
was developed by Dick and Carry. ADDIE stands for Analysis,
Development or Production, Implementation or Delivery and Evaluations.
According to product development measures, this research and
development model is more rational and more complete than the 4D
model. The ADDIE model was chosen because it is simple and can be
done gradually or systematically to produce a product that is worth using.
Model ADDIE (Sugiyono, 2015 : 200), contains several stages that can be
used to design and develop an effective and efficient program, where the
stages are:
a) analysis (analyzing); b) design (design); c) development (develop)
;d)implementation (implement); e) evaluation (evaluating). The core of
 59

activities at each stage of development is also almost the same. Therefore,

this model can be used for various forms of product development such as
models, learning strategies, learning methods, media and teaching
materials..

Mulyatiningsih (2012) describes the ADDIE development design

stage as met:

A Analysis of competencies and needs of learners to determine

problems and appropriate solutions.
Analysis

D Designing learning media according to the results of analysis.

Design
Develop learning media according to input from validators and
D pretest before the product is tested.
Development

I Application of the product to see eligibility through user

Implementation response questionnaire

E Evaluate data obtained from expert validation results and

Evaluation product implementation tests.
Picture 3.1. Development research model ADDIE

3.4.1.1. Analysis Stage (Analisis)

At this stage, researchers analyze the need for the development of
learning media and feasibility and development requirements. This stage is
done by covering three aspects, namely :
a. Analysis of The Needs of Learners
Analysis of the needs of learners is carried out by analyzing the state
of learning as the main information and the availability of learning
media that support the implementation of learning. At this stage will
be determined what kind of learning media will be developed to help
learners learn.
 60

b. Character Analysis of Learners

This analysis is done to find out the attitude of learners in learning
mathematics. This is done so that the development of learning media
in accordance with the character of learners.
c. Curriculum Analysis
Curriculum analysis is carried out by paying attention to the
characteristics of the curriculum used in the school concerned. This is
done so that the development of learning media in accordance with the
demands of the curriculum. After that, researchers examine Basic
Competencies (KD) to formulate indicators of learning achievement.

3.4.1.2. Stage Design (Design)

Once it is known what kind of product will be developed, then at this
stage the product design is carried out. The product to be designed and
developed is a Geogebra-based learning medium in the form of interactive
media that contains a brief description, core competencies and basic
competencies, indicators, learning objectives, material descriptions,
references, and worksheets.

3.4.1.3. Development Stage (Development)

Once it is known what kind of product will be developed, then at this
stage the product design is carried out. The product to be designed and
developed is a Geogebra-based learning medium in the form of interactive
media that contains a brief description, core competencies and basic
competencies, indicators, learning objectives, material descriptions,
references, and worksheets.

3.4.1.4. Implementation Phase (Implementation/Application)

The next step is implementation or implementation. This stage is
carried out on a limited basis to schools that have been designated as
research places. Researchers conduct learning with the help of learning
 61

media that have been developed. Researchers also make observations that
can be used as a material for improving learning media. After the learning
process is completed, learners must work on post-test problems that have
been provided. The problem has been compiled based on indicators to see
the effectiveness of the use of learning media developed.
At this stage, researchers also distribute response questionnaires to
teachers and learners that contain details of statements about the use of
media developed in learning. It aims to obtain data on the practicality of
media use. In addition, teachers and learners are asked to comment as a
reference for revision. Furthermore, an analysis of the results that have
been found from implementation activities.

3.4.1.5. Evaluation Stage (Evaluation)

In this last stage, researchers made the last revision to the media
developed based on input obtained from the response questionnaire and
observation results. This aims so that the media developed is really in
accordance with the goals to be achieved and can be disseminated.
The research is divided into two stages. The first stage is to
develop geogebra-based interactive learning media. Learning media
development includes the design of learning media, validation of the
content of learning materials by learning materials experts, as well as
validation of learning media experts. The second phase in the study is to
pilot interactive learning media based in class VIII junior high school year
2020/2021. The research procedures described above are summarized in
the form of flowcharts as follows:
 62

Observation of problems on the ground

Analysis of learners' characteristics Analysis of learners' characteristics

A
Analysis of learners' needs n
a
l
Specifications of media types, indicators, and learning
objectives to be measured and achieved

D
Draft Pre-test and post-test
Draft early plans of learning media e
s

Revisi Validation by material experts and media experts

Media D
on ev
e
Invalid Validation results analysis Valid l
o
I
Revisi Learning Learning Revisi m
Trials
on on

p
Giving a question Pre-tes Providing response questionnaires to l
and Post-test teachers and learners and observing the e
implementation of learning
m
ineffe Analysis e
ctive of test n
Analysis of t
teacher response Not
effective Practical
and observation Practic a
results al t
i
Learning Media Ready to Be Disseminated

Picture 3.2. Learning Media Development Research Procedure

 63

3.5. Data Collection Instrument

To see the validity, practicality and effectiveness of this developed
learning medium, data collection instruments are compiled. According to
Arikunto (2010), Research instruments are walat or facilities used by
researchers in collecting data so that their work is easier and the results
are more careful, complete, and systematic so that the data is easier to
process. The instruments used in this study are:

3.5.1 Learning Media Validity Data Collection Instrument

Expert validation is one of the content validity tests that is an
important step that must be taken in developing quality learning media.
This technique is used to strengthen the instrument in content and
construction, thus reflecting its validity. The results of the expert validisi
are theoretical considerations of the research instruments for the
development of Geogebra-based learning media that are ready to be
used. This validation process is carried out by several material experts
and media experts. Here is a grid of validation sheets based on
previously described validity indicators in chapter II.

Table 3.1. Grid of material validation sheet by expert team

Number of
Aspects Indicator items

Quality of content Accuracy:

and purpose 1
 Conformity of media content
1
with learning purposes
1
 Accuracy of the sequence of
1
learning materials
 The truth of the concept of
learning material
 64

 Conformity of language used

with mathematical literacy

Interests:
1
 Importance of learning materials
for learners
Kelengkapan:
1
 Completeness of learning
1
materials
 Depth of learning material
Interest/attention:
1
 Ministry of learning materials
In accordance with the conditions of
learners: 1

 Material in accordance with the

level of knowledge of learners
Learning strategy/ Provide learning opportunities:
Instructional 1
 Learning media gives learners the
opportunity to learn
Provide help to learn
1
 Learning media provides learners
with help to learn
Quality of motivation and perception:
1
 Media provides learning
motivation to learners
1
 65

 Media connects the material

studied with other materials from
inside and outside mathematics
Media flexibility:
1
 Media can be used anytime and
1
anywhere
 Media can be used by learners
independently
The social quality of instructional
interaction: 1

 Media causes meaningful social

interaction between learners
1

 Media causes meaningful social

interaction between learners and
teachers
Quality of tests and assessments:
1
 Conformity of tests provided with
learning materials
1
 Conformity of assessment with
the tests given
Influence on learners:
1
 Media has a good impact on
learners
Influence on teachers and their
learning: 1

 Media has a good impact on

1
teachers
 66

 Media has a good impact on

learning
Media design Readability:
1
 Readability of the type and size
of letters used
Easy to use :
1
 Media is easy to use by learners
 Media is easy to use by teachers
1

Display/impression quality:
1
 Beauty of the display of learning
1
media
1
 Quality of illustrations and
animations
 Aesthetics of button placement
Quality of program management:
1
 Quality of menu items and
buttons to menu content
1
 Accuracy of commands in the
medium of learning
1
 Accuracy of the test suspension
provided
Sum 31

The score of each statement is filled with opinions 1 = strongly

disagree, 2 = disagree, 3 = agree, and 4 = strongly agree .
 67

3.5.2 Learning Media Practicality Data Collection Instruments

a. Teacher and Student Response Questionnaire
The teacher response questionnaire consists of several statements
regarding the response of teachers and learners regarding the learning
media developed. It consists of 10 statements. Here is a grid of teacher
responses to developed learning media:

Table 3.2. Teacher response questionnaire grid

No Number of
Statement
items

1 Learning media in accordance with the level of development of

1
learners

2 Learning media can increase the learning activities of learners 1

3 Learning media helps teachers in guiding learners during the learning

1
process

4 This learning medium needs to be used in math learning 1

5 Learning media makes it easier for teachers to carry out learning 1

6 The use of language in learning media is easy to understand and does

1
not give rise to double meanings

7 Learning media guide learners to learn independently. 1

8 Instructions for the use of learning media are clear and easy to
1
understand.

9 Learning media has an attraction for learners 1

 68

The score of each statement is filled with opinions 1 = strongly

disagree, 2 = disagree, 3 = agree, and 4 = strongly agree.
The student response questionnaire is a questionnaire that
contains the student's response about learning by using the learning
media developed. This box consists of 9 statements. Here is a grid of
learners' response to developed learning media:

Table 3.3. Students response grille

No Number of
Statement
items

1 Learning media makes learners comfortable to learn

1
and interact with friends and teachers

2 Learning media is easy to use so it's fun to use 1

3 Learning media makes it easy to reason and understand

1
the concept of geometric transformation.

4 Teaching materials on learning media are neatly

1
arranged so that they are easy to understand

5 Learning media makes learners more active in learning

1
and able to cultivate social skills.

6 Similar learning media need to be used in other

1
mathematical materials

7 The appearance of the learning media is interesting. 1

8 The presentation of material in the medium of learning

1
is interesting.

9 The presentation of material in the medium of learning

1
is interesting.
 69

The score of each statement is filled with opinions 1 = strongly

disagree, 2 = disagree, 3 = agree, and 4 = strongly agree.

3.5.3 Data Collection Instruments for the Effectiveness of Learning

Media
a. Field Implementation Test
Tested the implementation of this field, the class used into 2
classes. In its operation, the newly revised and field-tested media
must still be assessed for its shortcomings or obstacles that arise for
further improvement. Exposure is done hammering the
questionnaire on students and analysis of test results, so as to get an
analysis of its effectiveness and practicality analysis. Media is said
to be effective when obtained a percentage of student value success
rate is high, while vice versa is said to be ineffective if the
percentage percentage of student grade success is low. Media is
said to be practical or without revision when obtained a high
percentage of practicality, while vice versa is said to be impractical
if the level of practicality is low. In both classes were compared to
get an accurate percentage score from the test results on each
questionnaire they worked on.

b. Final Product Improvements

This latest media product revision is done if in use in a wider
educational institution there are shortcomings and weaknesses. In
the usage test, researchers always evaluate how the product
performs. So that it can be used for the refinement and creation of
new media again.
c. Product Trials
There are several things to note in the product trial, namely: (1)
trial desaian, (2) trial subject, (3) data type, (4) data collection
instrument, and (5) data analysis techniques.
 70

1. Test Design
This step is a development activity that is carried out
individually. Activities carried out are ranging from collecting data,
compiling books and learning media, and testing product feasibility
by doing validation by several experts. Testing eligibility by
providing media results with questionnaires to validators or experts
to assess the level of validity and practicality level to assess whether
or not books and learning media will be used in the classroom.
2. Test Subject
The validation subject consists of 3 lecturers of media experts
and 2 teachers in the school where the research is.
The test subject is selected with a major in Mathematics Education
and the class to be given research and development of interactive
learning media is class VIII junior high school. The next subject
there is 1 class of 20 students / i in class A and then there is 1 kela
numbering 20 students / i in class B in classroom VIII junior high
school for field implementation tests and interactive learning media
trials. In the implementation of the implementation of learning
media to class VIII junior high school that has been carried out by
mathematics teachers with a total of 20 students / I to be given
supervision and direction in the use of interactive learning media
based on Geogebra Classic Software 6.
1. Data Type
The type of data obtained from validation of learning media is
quantitative data. The study data was analyzed using descriptive
statistical analysis. The data obtained by the analysis describes
whether the learning media that has been developed meets all three
aspects of quality, namely valid, practical, and effective.
Qualitative data comes from suggestions, criticisms and responses
from validators. Suggestions, criticisms, and responses from
validators will later be used as development materials and
considerations in revising products in books and learning media.
 71

2. Dissemination and Implementation

In the last step in this development procedure is to perform
dissemination and implementation. Dissemination and
Implementation is conveying the results of media product
development to users and professionals. At dissemination,
researchers conduct a collection of discussions to users. In this
discussion there are three things that are done, namely first
socializing or introducing the product to users, second is asking for
input and suggestions on media products to users, then the third is
to offer media products to be applied or implemented by
professionals to find out and the extent of the quality of the
products that have been developed.
3. Data Collection Instruments
An instrument is a tool used in data retrieval, the resulting data will
be accurate if the instrument used by the researcher is valid, therefore
the selection of appropriate instruments is needed in this research and
development.
a) Observation
Observation or observation is a technique or way of collecting
data by observing the activities of ongoing observers while the
learning process is ongoing. Observation is carried out with the
aim of knowing the implementation of the learning process
carried out by researchers clearly. There are two types of
observations:
1) Non-systematic observation, conducted by the observer by
not using an observation instrument.
2) Systematic observation, conducted by observers using
guidelines as observation instructions.

b) Questionnaire
Questionnaire or questionnaire is a technique or way of
collecting data indirectly (researchers do not directly question
 72

with respondents). The instrument or data collection tool is also

called a questionnaire containing a number of questions or
statements that must be answered or responded by the
respondent. In this research and development, there are two
types of questionnaires used, namely the first validation
questionnaire of book development instruments and media given
to experts to measure how much validity or feasibility of the
instrument. The second is in the form of student response
questionnaires to media that have been used in the learning
process. The goal is to find out the effectiveness of the use of
books and mathematical media in classroom learning.
The instruments used to collect data according to aspects of
media quality (validity, practicality, effectiveness) are as
follows:
1) To test the validity of the media, a data collection
instrument is used in the form of a validation sheet. There
are two types of validation sheets used, namely validation
sheets for material and learning experts and validation
sheets for media experts.
2) To test the practicality of the media, data collection
instruments are used in the form of validator
questionnaires that are submitted along with validation
sheets to validators. In addition, students' answers
(practice answers on the media) are recorded for analysis.
3) To test the effectiveness of media, data collection
instruments are used in the form of student response
questionnaires submitted to students after students use
media. In addition, students' grades (practice answers on
media) are also recorded for analysis.
c) Test
A test is a spate of questions or exercises or other tools used
to measure the skills, knowledge, intelligence, abilities or talents
possessed by an individual or group.
 73

The test used by researchers in this study is a post test. Post

test is a test used to measure whether students have mastered
certain competencies as formulated in the indicator of learning
outcomes. Tests are a tool for collecting data on this study. The
same test question is given to students after carrying out the
learning process. Test questions are used to find out the results
of students
in classes who are taught using open and learning media.
Data from assessment of the use of book development
products and learning media against students in the analysis
using effectiveness analysis. Media is said to be effective when
obtained a percentage of student value success rate is high, while
vice versa is said to be ineffective if the percentage of student
value success rate is low.
3.6. Learning Media Data Analysis Techniques
3.6.1. Analysis of Validan Data
To see the validity of learning media used descriptive statistical
analysis based on the average score of the learning media that has been
validated by a team of experts and revised based on the correction and
advice of the expert team. The activity of determining the average
value of the total aspect of assessment of the validity of Geogebra-
based learning media follows the following steps:
a) Determine the average value of the expert for each indicator with
the formula:
𝑉𝑗𝑖
∑𝑛
𝐼𝑖 = 𝑗=1
(Sinaga, B 2008)
𝑛

With: 𝐼𝑖 = average values of experts for each indicator

𝑉𝑗𝑖 = data value from-j appraiser against indicator from-i
𝑛 = Lots of appraisers
The results obtained are then written in the column in the
corresponding table .

b) Determine the average of values for each aspect with the formula :
 74

∑𝑚 𝐼𝑖𝑗
𝐴𝑖 = 𝑗=1
(Sinaga, 2008)
𝑚

With: 𝐴𝑖 = average value for aspects to-i

𝐼𝑖𝑗 = average for aspects to-i indikator ke-j
𝑚 = There are many indicators in the -i
The results obtained are then written in the column in the
corresponding table.

c) Determine the value 𝑉𝑎 or the total average of the average values

for all aspects with the formula:
∑𝑛 𝐴𝑖
𝑉𝑎 = 𝑗=1
(Sinaga, 2008)
𝑛

With: 𝑉𝑎 = total average value for all aspects

𝐼𝑖𝑗 = average value for aspects to -i
𝑛 = Many aspects
The results obtained are then written in the column in the
corresponding table. Next, the value 𝑉𝑎 referenced at the interval of
determining the degree of validity of learning media such as the
following table :

Table 3.4 Learning media validated criteria

No. 𝑉𝑎 Criteria forValidan

1. 1 ≤ 𝑉𝑎 < 2 Invalid

2. 2 ≤ 𝑉𝑎 < 3 Not valid

3. 3 ≤ 𝑉𝑎 < 4 Valid

4. 𝑉𝑎 = 4 Very valid

Description:
𝑉𝑎 = value of determining the degree of validity of Geogebra-
based learning media
 75

The criteria states that Geogebra-based learning media has a

good degree of validity if the minimum level of validity achieved
is valid (3 ≤ 𝑉𝑎 < 4). If the level reached below that, then it is
necessary to revise based on the input of experts and then re-
conduct
validation activities.

Table 4.1 RPP Validation Assessment Sheet Grid

Assessment Aspects Assessment Indicator Sum

I. Identity A. Clarity of identity 5

B. Completeness of identity 4

II. Learning Indicators C. Accuracy of the description of basic 2

and Objectives competencies in learning indicators and
objectives

III. Material Selection D. Conformity with learning objectives 1

E. Completeness and traceness of 2

materials

F. Suitability to the needs of students 1

IV. Approach Selection G. Conformity of learning approach 2

with learning objectives

H. Conformity of learning approach 2

with teaching material

V. Suitability of Learning I. Conformity with process standards 4

Activities with Learning
J. Allocation of learning time 1
Media Development

K. Conformity of learning resources 2

with learning objectives
 76

VI. Learning Resources L. Conformity of learning resources 2

and Assessment of with learning approaches
Learning Outcomes
M. Conformity of assessment techniques 2

N. Instrument completeness 1

3.6.2. Analysis of Teacher and Student Response Data

a. Analysis of Teacher and Student Response
To see the practicality of learning media used descriptive
statistical analysis based on the average teacher response score (𝑅𝑔)
and learners (𝑅𝑠) learning using developed learning media. This
activity was carried out at the end of a limited trial. Activities to
determine the average score of the teacher's response score (𝑅𝑔)
Follow the steps give me:
∑𝑛 𝑅𝑖
𝑅𝑔 = 𝑗=1
(Sinaga, 2008)
𝑛

With: 𝑅𝑔 = average teacher response score

𝑅𝑖 = data on the teacher's response score to the statement-i
𝑛 = banyaknya pernyataan
The results obtained are then written in the column in the
corresponding table.

Activities to determine the average value of learners' response

scores (𝑅𝑠) Follow these steps:
a) Determine the average response score of each learner with the
formula :
𝑛 𝑅𝑖
∑𝑗=1
𝑆𝑖 = (Sinaga, 2008)
𝑛

With: 𝑆𝑖 = average response score of each learner

𝑅𝑖 = data on the student's response score the statement to-i
 77

𝑛 = Lots of statements
The results obtained are then written in the column in the
corresponding table.

b) Determine the average response score of learners:

∑ 𝑚 𝑆𝑖
𝑅𝑠 = 𝑗=1
(Sinaga, 2008)
𝑚

With: 𝑅𝑠 = average student response

𝑆𝑖 = average response score of each learner
𝑚 = number of learners
The results obtained are then written in the column in the
corresponding table.

After the data is collected, the average total score of the

teacher's response is determined (𝑅𝑔) and learners (𝑅𝑠) with the
following categories:

Table 3.5 Criteria for Teacher or Student Response Rate

Response Rate of Teacher or
No. Practicality Criteria
Learner

1. 1 ≤ 𝑅𝑔 𝑜𝑟 𝑅𝑠 < 2 Not practical

2. 2 ≤ 𝑅𝑔 𝑜𝑟 𝑅𝑠 < 3 Less practical

3. 3 ≤ 𝑅𝑔 𝑜𝑟 𝑅𝑠 < 4 Practical

4. 𝑅𝑔 𝑜𝑟 𝑅𝑠 = 4 Very practical

3.6.3 Data Analysis Techniques for the Effectiveness of Learning Media

The completion of individual student learning is done by calculating
the score of each student. Based on curriculum 2013 it is said to be
complete if it obtains value ≥ 80 with predicate B. Based on
Permendikbud No 53 year 2015 the value of the completion of knowledge
and skills competencies is
 78

poured in the form of numbers and letters, namely 1-100 for numbers
equivalent to letters A-D.

Table 3.6 Completeness of Knowledge and Skills

The Value of Completeness of Knowledge and Skills

Number Range Alphabet

86-100 A

71-85 B

56-70 C

≤ D

Source : Permendikbud No 53 Tahun 2015

The value of a student's knowledge and skills is determined by a

formula :

𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑠𝑐𝑜𝑟𝑒𝑠 = 𝑆𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑥 100

𝑀𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
While the completion of the results of learning perelas or
percentage of classical provisions (PKK) this is obtained by
calculating the percentage of the number of students who are
completed individually. A class is said to have finished learning if
PKK ≥ 80 (Sinaga, 2008: 139). The percentage is calculated by
formula :

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑤ℎ𝑜 ℎ𝑎𝑣𝑒 𝑐𝑜𝑚𝑝𝑙𝑒𝑡𝑒𝑑 𝑡ℎ𝑒𝑖𝑟 𝑠𝑡𝑢𝑑𝑖𝑒𝑠

𝑃𝐾𝐾 = 𝑥 100%
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑎𝑙𝑙 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠

Criteria that state the student has been completed if more than or
equal to 80% students have had an average score of at least 80 or
are in category B. If the above criteria have not been met, it is
necessary to review the learning process and results to get
effective learning media
 79

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 84

ATTACHMENT
85
 86

Attachment 1. Flowchart Interactive Learning Media

Media usage
instructions
SK and KD
Competence
Learning
Objectives

Pyramid

Title Page Menu Page Side

Lateral
Material

Exercise Corner Point

Evaluation Nets

Surface Area
Media Info

Volume
Go out
 87

Attachment 2. Interactive Learning Media Storyboard

No Display Design Description

1 Title page The title page begins with

an animation of the
UNIMED logo and slowly
transitions into a
watermark on the title
page. Then came the
media title, the creator's
identity, and the entry
button to the media.

2 Halaman Menu The menu page appears

when the sign-in button is
executed. On the top left
is the UNIMED logo and
the title of the learning
media. At the top right
there is navigation
(starting from the far
right) exit, home, vol+,
vol-, and mute. In the
middle there are main
menus consisting of
instructions, SKKD,
materials, exercises,
evaluations, and learning
media info. At the bottom
left of the media there is
a watermark on the name
of the learning media
developer. At the bottom
right of the media there is
 88

a time that shows the

hour + minutes

3 Menu page On the instructions page

contains a brief
description of the general
instructions for media use
and an explanation of the
function of each
navigation button on the
media. The position of
the instruction view
replaces the position of
the Media Information on
the menu page. The rest
of the instructions are the
same as the menu page

4 SKKD page On the instructions page

contains a brief
description of the general
instructions for media use
and an explanation of the
function of each
navigation button on the
media. The position of
the instruction view
replaces the position of
the Media Information on
the menu page. The rest
of the instructions are the
same as the menu page

5 Material Page On the main menu

material page contains
access to the SUBBAB
menu. There is a
navigation button next
that serves to proceed to
the next material.
 89

On the main menu

material page contains
access to the SUBBAB
menu. There is a
navigation button next
that serves to proceed to
the next material.

6 Advanced Material On the advanced material

Page page contains various
design display
presentation material
that can be seen in the
design image. The
material design display 1
has the title of the
material, the description
of the material, the
button leading to the sub-
material and the back
&next navigation button.
The material design
display 2 has the title of
the material, the material
example button, the
navigation button to the
subbab, and the back
&next navigation button.
The material design
display 3 has the title of
the material, navigation
buttons to the material
points, navigation
buttons to subbabs, and
back &next navigation
buttons. (Geogebra
Classic 6 SUBBAB
Worksheet View)

The material design

display 4 has the title of
 90

the material, the

description of the
material, the illustration
of the material, the
navigation button to the
subbab, and the back
&next navigation button.
The material design
display 5 has a back
navigation button and a
video tutorial. (Material
Tutorial Video View)

7 Exercise Page On the Practice page

contains a button to go to
the practice subbab view
to head to theGeogebra
classic 6 view. The
position of the Practice
view replaces the position
of the Media Information
on the menu page.

The exercise subbab page

contains the Geogebra
Classic 6 view, as well as a
back navigation button to
return to the practice
menu on the main menu.

8 Evaluation Page The Exercise page

contains a button to go to
the practice subbab view
to head to the Geogebra
Classic 6 view. The
position of the Practice
view replaces the position
of the Media Information
on the menu page. The
exercise subbab page
contains the Geogebra
 91

Classic 6 display, as well

as a back navigation
button to return to the
workout menu on the
main menu.

9 Media Info Page The Media info page

contains a button to go to
the reference view and a
button to go to the media
developer view. The
position of the Media Info
view replaces the position
of the Media Information
equal to the menu page.

The reference view

contains the look of the
book used to compose
the material on the
media and the back
button to go to the media
info view.
On the media developer
view, developer profile
photo, media developer
motto, and back button
to go to media info view.
10 Halaman Keluar On the exit page view
contains a yes button to
exit the media and a no
button to return to the
last page accessed
 92

Appendix 3. Learning Materials and Media Validation Sheet By Media Experts

VALIDATION OF MATERIALS AND MEDIA

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

Validator Name :

Department/Job :

INSTRUCTIONS

Appropriate values by assessment

You.

B. Assessment Sheet

VALIDATION OF MATERIAL

Valuation
Aspects Assessed
1 2 3 4

I. Content Feasibility Component

A. Material Coverage

B. Relationship of core competencies / basic

competencies

1. Relevance of learning to core competencies / basic

competencies

2. Conformity of material with basic competencies

C. Accuracy of material (correctness and determination)

1. Truth and concept decree

2. Truth and theoretical determination

II. Presentation Component

A. Presentation of learning
 93

1. Encourage students to know the content of

learning media

2. Stimulates student engagement/participation for

self-study

3. Systematic/runut/clear logical flow

4. Ease to learn

B. Language aspects

1. The language used is easy for students to

understand

2. Does not mean double (ambiguous)

MEDIA VALIDATION

A. Content Feasibility Component

1. Conformity of learning media to facilitate learners

2. Media conformity for individuals/groups

B. Effectiveness of the media used

1. Effective and efficient in the development and use

of learning media

2. Creative in ideas and ideas

C. Media Quality

1. Maintainable (can be maintained and managed

easily)

2. Usability (easy to use simply in operation)

3. Compatibility (learning media can be installed)

4. Reusable (Some/all learning media programs can

be reused for the development of other learning
media)

5. Communicative (on target and acceptable to the

wishes of the target)

Information: 1 = not appropriate

 94

2 = quite appropriate

3 = appropriate

4 = very suitable

C. Comments and Suggestions for Material Improvement in the Media

No Comments Repair Advice

Medan, 2021

Validator
 95

Appendix 4. Teacher Response Questionnaire Validation Sheet

VALIDATION OF TEACHER'S REPSON QUESTIONNAIRE

Development of Interactive Learning Media Based

on Geogebra Classic 6 on Solid Geometry (Pyramid)

A. Instructions :
In the framework of the preparation of this thesis, researchers used
instruments in the form of teacher response questionnaires to interactive
learning media based on Geogebra Classic 6 developed. Therefore, the
researcher asked for the willingness of Mr / Mrs. to provide an assessment of
the developed questionnaire. Assessment is done by giving a check mark (√)
in the corresponding column in the matrix of aspect descriptions assessed by
the following assessment scale:
1. is not appropriate
2. is less suitable
3. is Quite Appropriate
4. is Appropriate
5. is Very Suitable

In addition to providing an assessment, Mr/ Mrs is expected to comment

directly in this validation sheet. For his help thank you.
B. Assessment Table

Assessment Scale
Aspects assessed
1 2 3 4 5

1. Hint Aspects

a. The charging instructions are clearly

stated

b. The teacher's response options are

clearly stated

Average aspects to -1

2. Language Aspects
 96

a. Language usage is reviewed from the

use of rules Indonesian.

b. Clarity of instructions/directions,
comments and problem solving.

c. Simplicity of sentence structure.

d. The language used is communicative.

Average aspects to -2

3. Content Aspects

a. The purpose of use of the

questionnaire is clearly stated and
measured

b. Questions on the questionnaire can

capture the entire student's response
to the activities and learning
components.

c. The formulation of questions in the

questionnaire using words /
commands / statements that demand
a response from students.

C. General assessment of the teacher's response questionnaire

a. Teacher Response Questionnaire can be applied without revision
b. Teacher Response Questionnaire can be applied with minor revisions.
c. Teacher Response Questionnaire can be applied with major revisions.
d. Teacher Response questionnaire has not been applicable.
 97

D. Suggestions

Please Note the following revision details and/or write directly on the problem.

……………….,……………2021

Validator/Appraiser
 98

Appendix 5. Teacher Response Questionnaire Sheet

TEACHER RESPONSE QUESTIONS

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

Teacher's Name :

School :

Charging Instructions :

1. Fill your name in the provided column.

2. This questionnaire is a follow-up to the development of learning media using
Geogebra Classic 6 on the subject of building a flat side room (Pyramid).
3. Give your opinion honestly and actually.
4. Give a sign (√) in the late column provided in accordance with the
question / statement given.

Information :

SS : Very Agree R : Nervous STS : Strongly Disagree

S : Agree TS : Disagree

No Criteria SS S R TS STS

1. Teaching Mathematics on the subject of

Building Flat Side Room (Pyramid) is
supported by the existence of interactive
learning media based on Geogebra
Classic 6.

2. Geogebra Classic 6-based interactive

learning media makes it easy to learn
maths to build flat-sided spaces
(Pyramid)
3 You find it difficult to use interactive
learning media based on Geogebra
Classic 6 on the subject of building flat
side space (Pyramid)
 99

4 Geogebra Classic 6-based interactive

learning media on the subject of building
flat-sided spaces (Pyramid) using clear
and easy-to-understand language.

5 Use of media in accordance with the

learning objectives to be achieved.

6 Appearance (writing / illustration / table /

image) in the media is clear and easy to
understand

7 Material contained in the media in

accordance with the goals that students
want to achieve in following learning.

8 The use of media can make students more

active in learning activities.

9 Presentation of material in the media

gives rise to a double interpretation
(ambiguous) for students.

10 The order of presentation of material in

this media in accordance with the
indicators to be achieved.

Medan, 2021

Subject Teacher
 100

Appendix 6. Teacher Response Questionnaire Sheet

TEACHER RESPONSE QUESTIONNAIRE

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

Teacher's Name :

School :

Charging Instructions :

5. Fill your name in the provided column.

6. This questionnaire is a follow-up to the development of learning media using
Geogebra Classic 6 on the subject of building a flat side room (Pyramid).
7. Give your opinion honestly and actually.
8. Give a sign (√) in the late column provided in accordance with the questions
/ statements given.

Information :

SS : Very Agree R : Nervous STS : Strongly Disagree

S : Agree TS : Disagree

No Criteria SS S R TS STS

1. Teaching Mathematics on the subject of

Building Flat Side Room (Pyramid) is
supported by the existence of interactive
learning media based on Geogebra
Classic 6.

2. Geogebra Classic 6-based interactive

learning media makes it easy to learn
maths to build flat-sided spaces
(Pyramid)
3 You find it difficult to use interactive
learning media based on Geogebra
Classic 6 on the subject of building flat
side space (Pyramid)
 101

4 Geogebra Classic 6-based interactive

learning media on the subject of building
flat-sided spaces (Pyramid) using clear
and easy-to-understand language.

5 Use of media in accordance with the

learning objectives to be achieved.

6 Appearance (writing / illustration / table /

image) in the media is clear and easy to
understand.

7 Material contained in the media in

accordance with the goals that students
want to achieve in following learning.

8 The use of media can make students more

active in learning activities.

9 Presentation of material in the media

gives rise to a double interpretation
(ambiguous) for students.

10 The order of presentation of material in

this media in accordance with the
indicators to be achieved.

Medan, 2021

Subject Teacher
 102

Lampiran 7. Student Response Questionnaire Validation Sheet

STUDENT RESPONSE QUESTIONNAIRE VALIDATION SHEET

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

A. Instructions :
In the framework of the preparation of this thesis, researchers used
instruments in the form of teacher response questionnaires to interactive
learning media based on Geogebra Classic 6 developed. Therefore, the
researcher asked for the willingness of Mr / Mrs. to provide an assessment of the
developed questionnaire. Assessment is done by giving a check mark (√) in the
corresponding column in the matrix of aspect descriptions assessed by the
following assessment scale:
1. is not appropriate
2. is less suitable
3. is Quite Appropriate
4. is Appropriate
5. is Very Suitable

In addition to providing an assessment, Mr/ Mrs is expected to comment

directly in this validation sheet. For his help thank you.
B. Assessment Table

Assessment Scale
Aspects assessed
1 2 3 4 5

1. Hint Aspects

a. The charging instructions are clearly

stated

b. The student's response options are

clearly stated

Average aspects to -1

2. Language Aspects
 103

a. Language usage is reviewed from the

use of rules Indonesian.

b. Clarity of instructions/directions,
comments and problem solving.

c. Simplicity of sentence structure.

d. The language used is communicative.

Average aspects to -2

3. Content Aspects

a. Language usage is reviewed from the

use of rules Indonesian.

b. Clarity of instructions/directions,
comments and problem solving.

c. Simplicity of sentence structure.

C. General assessment of student response questionnaires

a. Student Response questionnaire can be applied without revision

b. Student Response questionnaires can be applied with minor revisions.
c. Student Response Questionnaires can be applied with major revisions.
d. Student Response Questionnaires cannot yet be applied.

D. Suggestions

Please Note the following revision details and/or write directly on the problem.
 104

……………….,……………2021

Validator/Penilai
 105

Appendix 8. Student Response Questionnaire Sheet

STUDENT RESPONSE QUESTIONS

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

Name :

Class :

School :

Date :

Charging Instructions :

9. Fill your name in the provided column.

10. his questionnaire is a follow-up to the development of learning media
using Geogebra Classic 6 on the subject of building flat side space (Pyramid).
11. Give your opinion honestly and actually.
12. Give a sign (√) in the late column provided in accordance with
the question / statement given.

Information :

SS : Very Agree R : Nervous STS : Strongly Disagree

S : Agree TS : Disagree

No Criteria SS S R TS STS

1. Is the geogebra classic 6-based interactive

learning media display interesting?

2. Is learning media easy to use?

3 Can the text/writing in the media be read

clearly?

4 Is the language used easy to understand?

5 Is the problem presented in this learning

medium easy to understand?
 106

6 Does geogebra classic 6's interactive

learning media make you more
passionate about learning?

7 Does this classic 6 interactive learning

medium provide a boost to learning flat-
sided space building materials (Pyramid)?

8 Is this Geogebra Classic 6-based

interactive learning medium fun/not
boring?

9 Can the use of Geogebra Classic 6-based

interactive learning media help you more
easily remember and understand flat-
sided space building materials (Pyramid)?

10 Should learning media like this be

applied in other Mathematics materials?
 107

Appendix 9. Learning Media Validation Sheet Results By Media Experts

LEARNING MEDIA VALIDATION SHEET BY MEDIA EXPERT

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

Name :

NIP/NIDN :

Charging Instructions:

Give a sign (√) in the assessment column of each descriptor of an indicator that
has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6

Information :

1 : Very Less 2 : Less 3 : Enough

4 : Good 5 : Very Good

No Indicator 1 2 3 4 5 Saran

1. Background and text are fun,

compatible and easy to read

2. Using effective colors

3 Logical and reasonable look

4 Multimedia used in relation

to stated purposes and
learning objectives

5 Graphics are consistent,

suitable and designed to
enhance learning

6 It looks consistent across all

pages.
 108

7 All multimedia components

work all the time.

8 Users can install programs

easily and quickly

9 The letters used are clear and

consistent.

10 All buttons are easy to operate

……………….,……………2021

Validator/Appraiser

……………………………
 109

Appendix 10. Learning Media Validation Sheet Results By Media Experts

LEARNING MEDIA VALIDATION SHEET BY MEDIA EXPERT

Development of Interactive Learning Media Based on Geogebra Classic 6 on

Solid Geometry (Pyramid)

Nama :

NIP/NIDN :

Charging Instructions:

Give a sign (√) in the assessment column of each descriptor of an indicator that
has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6

Information :

1 : Very Less 2 : Less 3 : Enough

4 : Good 5 : Very Good

No Indicator 1 2 3 4 5 Suggestion

1. The content and context are

consistent with the theme
 110

2. All information relating to

the objectives that have been
set with the purpose of
learning
3 Use real examples to create
instructions relevant to
learning

4 Graphics designed to
enhance learning activities

5 All buttons are easy to

operate

6 Usage can access / install

software easily

7 Clear and complete

instructions for access

8 All aspects of the product

can be easily integrated in
classroom activities.

9 Teachers can easily assess

student development by
conducting evaluations
contained in products

10 Providing feedback in
learning

11 Text and documents always

use multimedia tools to
create interactive learning

12 Multimedia used in relation

to stated purposes and
learning objectives

13 Color is used in an effective

way
 111

14 Background and writing are

made fun to fit and easy to
read

……………….,……………2021

Validator/Appraiser
 112

LEARNING MEDIA VALIDATION SHEET BY MATERIAL EXPERT

Name :

NIP/NIDN :

Charging Instructions:

Give a sign (√) in the assessment column of each descriptor of an indicator that
has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6

Information :

1 : Very Less 2 : Less 3 : Enough

4 : Good 5 : Very Good

No Indicator 1 2 3 4 5 Suggestion

1. The content and context are

consistent with the theme

2. All information relating to

the objectives that have been
set with the purpose of
learning
3 Use real examples to create
instructions relevant to
learning

4 Graphics designed to
enhance learning activities

5 All buttons are easy to

operate

6 Usage can access / install

software easily
 113

7 Clear and complete

instructions for access

8 All aspects of the product

can be easily integrated in
classroom activities.

9 Teachers can easily assess

student development by
conducting evaluations
contained in products

10 Providing feedback in
learning

11 Text and documents always

use multimedia tools to
create interactive learning

12 Multimedia used in relation

to stated purposes and
learning objectives

13 Color is used in an effective

way

14 Background and writing are

made fun to fit and easy to
read

……………….,……………2021

Validator/Appraiser
 114

Appendix 11. Student Response Questionnaire Sheet

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA

Development of Interactive Learning Media Based on Geogebra Classic 6

on Solid Geometry (Pyramid)

Name :

Class :

Origin of school :

Date :

Instructions:

1.Give a sign (√) in the assessment column of each descriptor of an indicator that
has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6
2.If your assessment is 1 and 2, then please give advice in the advice column
provided
3.Description: 1= Very Bad; 2 = Less Good; 3 = Good; 4 = Very Good

No Indicator 1 2 3 4 Suggestion

1. The program provides activities

used in a classroom instruction,
individual or group learning
experience

2. Students can repeat instructions at

any time
 115

3 Clear and complete directions help

students display or perform the
tasks provided

4 The program provides other

resources for students such as
websites, biographies, and others
that are appropriate for learning

5 Always ask students to be active in

learning activities.

6 The display is consistent

throughout the page

7 Easy to operate to find the required

features

8 Logical and reasonable look

 116

Appendix 12. Results of Student Response Questionnaire Sheet

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA

Development of Interactive Learning Media Based on Geogebra Classic 6

on Solid Geometry (Pyramid)

Name :

Class :

Origin of school :

Date :

Instructions:

4.Give a sign (√) in the assessment column of each descriptor of an indicator that
has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6
5.If your assessment is 1 and 2, then please give advice in the suggestion column
provided
6.Description: 1= Very Bad; 2 = Less Good; 3 = Good; 4 = Very Good

No Indicator 1 2 3 4 Suggestion

1. The program provides activities

used in a classroom instruction,
individual or group learning
experience

2. Students can repeat instructions at

any time
 117

3 Clear and complete directions help

students display or perform the
tasks provided

4 The program provides other

resources for students such as
websites, biographies, and others
that are appropriate for learning

5 Always ask students to be active in

learning activities.

6 The display is consistent

throughout the page

7 Easy to operate to find the required

features

8 Logical and reasonable look

 118

Appendix 13. Student Response Questionnaire Sheet

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA

Development of Interactive Learning Media Based on Geogebra Classic 6

on Solid Geometry (Pyramid)

Name :

Class :

Origin of school :

Date :

Instructions:

7.Give a sign (√) in the assessment column of each descriptor of an indicator that
has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6
8.If your assessment is 1 and 2, then please give advice in the advice column
provided
9.Description: 1= Very Bad; 2 = Less Good; 3 = Good; 4 = Very Good

No Indicator 1 2 3 4 Suggestion

1. The program provides activities

used in a classroom instruction,
individual or group learning
experience

2. Students can repeat instructions at

any time
 119

3 Clear and complete directions help

students display or perform the
tasks provided

4 The program provides other

resources for students such as
websites, biographies, and others
that are appropriate for learning

5 Always ask students to be active in

learning activities.

6 The display is consistent

throughout the page

7 Easy to operate to find the required

features

8 Logical and reasonable look

 120

QUESTIONNAIRE OF STUDENTS' RESPONSES TO

LEARNING MEDIA

Name :

Class :

Origin of school :

Date :

Instructions:

10. Give a sign (√) in the assessment column of each descriptor of an

indicator
that has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6
11. If your assessment is 1 and 2, then please advise in the advice column
provided
12. Description: 1= Very Bad; 2 = Less Good; 3 = Good; 4 = Very Good

No Indicator 1 2 3 4 Suggestion

1. The program provides activities

used in a classroom instruction,
individual or group learning
experience

2. Students can repeat instructions at

any time

3 Clear and complete directions help

students display or perform the
tasks provided

4 The program provides other

resources for students such as
websites, biographies, and others
that are appropriate for learning
 121

5 Always ask students to be active in

learning activities.

6 The display is consistent

throughout the page

7 Easy to operate to find the required

features

8 Logical and reasonable look

 122

QUESTIONNAIRE OF STUDENTS' RESPONSES TO

LEARNING MEDIA

Name :

Class :

Origin of school :

Date :

Instructions:

13. Give a sign (√) in the assessment column of each descriptor of an

indicator
that has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6
14. If your assessment is 1 and 2, then please give advice in the advice
column provided
15. Description: 1= Very Bad; 2 = Less Good; 3 = Good; 4 = Very Good

No Indicator 1 2 3 4 Suggestion

1. The program provides activities

used in a classroom instruction,
individual or group learning
experience

2. Students can repeat instructions at

any time

3 Clear and complete directions help

students display or perform the
tasks provided

4 The program provides other

resources for students such as
websites, biographies, and others
that are appropriate for learning
 123

5 Always ask students to be active in

learning activities.

6 The display is consistent

throughout the page

7 Easy to operate to find the required

features

8 Logical and reasonable look

 124

QUESTIONNAIRE OF STUDENTS' RESPONSES TO

LEARNING MEDIA

Name :

Class :

Origin of school :

Date :

Instructions:

16. Give a sign (√) in the assessment column of each descriptor of an

indicator
that has been determined in accordance with the results of your observations of
learning media developed using Geogebra Classic 6
17. If your assessment is 1 and 2, then please give advice in the advice
column provided
18. Description: 1= Very Bad; 2 = Less Good; 3 = Good; 4 = Very Good

No Indicator 1 2 3 4 Suggestion

1. The program provides activities

used in a classroom instruction,
individual or group learning
experience

2. Students can repeat instructions at

any time

3 Clear and complete directions help

students display or perform the
tasks provided

4 The program provides other

resources for students such as
websites, biographies, and others
that are appropriate for learning
 125

5 Always ask students to be active in

learning activities.

6 The display is consistent

throughout the page

7 Easy to operate to find the required

features

8 Logical and reasonable look

 126

Appendix 14. Learning Media Practicality Assessment Instrument

STUDENTS (TEACHER) QUESTIONNAIRE RESPONSES TO

LEARNING MEDIA
Development of Interactive Learning Media Based on Geogebra Classic 6
on Solid Geometry (Pyramid)

NAME :

NIP :

Origin of School :

Date :

Instructions:

1. This instrument is filled by Educators (Teachers) on math learning to see the

practicality of the media in which material is presented about solid geometry
(Pyramid)
2. Aspects assessed related to the content of solid geometry (Pyramid)
3. Give a contreng sign (√) in the value column according to your assessment.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

1. Media build flat side room

2. This app is easy to use

3 This app can motivate students to

learn

4 The appearance of this app attracts

attention

5 The material presented is easy to

understand
 127

6 Worksheets displayed are easy to

understand

7 The images presented make it

easier for students to understand
the material of building flat-sided
spaces (Pyramid)

8 Text size is appropriate making it

easier for students to read the
material

9 Languages used communicatively

and interactively

Information:

1 : Strongly Disagree 3 : Agree

2 : Disagree 4 : Strongly Agree

 128

Appendix 15. Learning Media Practicality Assessment Instrument

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA
Development of Interactive Learning Media Based on Geogebra Classic 6
on Solid Geometry (Pyramid)

NAME :

NIP :

Origin of School :

Date :

Petunjuk:

4. This instrument is filled by Educators (Teachers) on math learning to

see the practicality of the media in which material is presented about
solid geometry (Pyramid)
5. Aspects assessed related to the content of solid geometry (Limas)
6. Give a contreng sign (√) in the value column according to your
assessment.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

10. Media build flat side room

11. This app is easy to use

12. This app can motivate students to

learn

13. The appearance of this app attracts

attention
 129

14. The material presented is easy to

understand

15. Worksheets displayed are easy to

understand

16. The images presented make it

easier for students to understand
the material of building flat-sided
spaces (Pyramid)

17. Text size is appropriate making it

easier for students to read the
material

18. Languages used communicatively

and interactively

Information:

1 : Strongly Disagree 3 : Agree

2 : Disagree 4 : Strongly Agree

Aspect Statement Score

1 2 3 4

Availability of examples and images

included

Clarity of workmanship instructions on

Conformity of the problem with the

material

Material presented from simple to

difficult

Closing Clarity of summary

Suitability of the bibliography used

 130

Skor Total

Comments and Suggestions:

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………..

Conclusion :

This test instrument is stated :

This test instrument is stated

Worth trialing without revision as per the advice

Not worth testing

Medan,

Validator,

…………………………………

NIP.
 131

Appendix 16. Learning Media Validate Assessment Instrument

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA
Development of Interactive Learning Media Based on Geogebra Classic 6
on Solid Geometry (Pyramid)

NAME :

NIP :

Origin of School :

Date :

Petunjuk:

1. This instrument is filled by Educators (Teachers) on math learning to

see the practicality of the media in which material is presented about
solid geometry (Pyramid)
2. Aspects assessed related to the content of solid geometry (Pyramid)
3. Give a contreng sign (√) in the value column according to
your assessment.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

10. Media build flat side room

11. This app is easy to use

12. This app can motivate students to

learn

13. The appearance of this app attracts

attention
 132

14. The material presented is easy to

understand

15. Worksheets displayed are easy to

understand

16. The images presented make it

easier for students to understand
the material of building flat-sided
spaces (Pyramid)

17. Text size is appropriate making it

easier for students to read the
material

18. Languages used communicatively

and interactively

Information:

1 : Strongly Disagree 3 : Agree

2 : Disagree 4 : Strongly Agree

Aspect Statement Score

1 2 3 4

Availability of examples and images

included

Clarity of workmanship instructions on

Conformity of the problem with the

material

Material presented from simple to

difficult

Closing Clarity of summary

 133

Suitability of the bibliography used

Total Score

Comments and Suggestions:

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………..

Conclusion :

This test instrument is stated :

This test instrument is stated

Worth trialing without revision as per the advice

Not worth testing

Medan,

Validator,

…………………………………

NIP.
 134

Appendix 17. Interactive Learning Media Practicality Assessment Instrument

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA
Development of Interactive Learning Media Based on Geogebra Classic 6
on Solid Geometry (Pyramid)

NAME :

NIP :

Origin of School :

Date :

Instructions:

1. This instrument is filled by Educators (Teachers) on math learning to see

the practicality of the media in which material is presented about
building flat-sided spaces (Pyramid)
2. Aspects assessed related to the content of flat-sided space building
material (Pyramid)
3. Give a contreng sign (√) in the value column according to your
assessment.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

10. This rectangular app is interesting

11. I'm happy to learn by using this app.

12. The appearance of this app attracts

attention

13. This app motivates me to learn

 135

14. The images presented made it easy

for me to understand the material
of building a flat side room

15. The appearance of this app attracts

attention

16. Worksheets presented make me

more familiar with flat side room
building materials

17. The text size is appropriate so that

it makes it easier for me to read the
material

18. Languages used communicatively

and interactively

Information:

1 : Strongly Disagree 3 : Agree

2 : Disagree 4 : Strongly Agree

Aspek Statement Skor

1 2 3 4

Availability of examples and images

included

Clarity of workmanship instructions on

Conformity of the problem with the

material

Material presented from simple to

difficult

Closing Clarity of summary

 136

Suitability of the bibliography used

Total Score

Comments and Suggestions:

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………..

Conclusion :

This test instrument is stated :

This test instrument is stated

Worth trialing without revision as per the advice

Not worth testing

Medan,

Validator,

…………………………………

NIP.
 137

Appendix 18. Interactive Learning Media Effectiveness Assessment Instrument

QUESTIONNAIRE OF STUDENTS' RESPONSES

TO LEARNING MEDIA
Development of Interactive Learning Media Based on Geogebra Classic 6
on Solid Geometry (Pyramid)

NAME :

NIP :

Origin of School :

Date :

Instructions:

1. This instrument is filled by Educators (Teachers) on math learning to see

the practicality of the media in which material is presented about
building flat-sided spaces (Pyramid)
2. Aspects assessed related to the content of flat-sided space building
material (Pyramid)
3. Give a contreng sign (√) in the value column according to
your assessment.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

10. Media build flat side room

11. This app is easy to use

12. This app can motivate students to

learn

13. The appearance of this app attracts

attention
 138

14. The material presented is easy to

understand

15. Worksheets displayed are easy to

understand

16. The images presented make it

easier for students to understand
the material of building flat-sided
spaces (Pyramid)

17. Text size is appropriate making it

easier for students to read the
material

18. Languages used communicatively

and interactively

Information:

1 : Strongly Disagree 3 : Agree

2 : Disagree 4 : Strongly Agree

Aspect Statement Score

1 2 3 4

Availability of examples and images

included

Clarity of workmanship instructions on

Conformity of the problem with the

material

Material presented from simple to

difficult

Closing Clarity of summary

 139

Suitability of the bibliography used

Total Score

Comments and Suggestions:

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
…………………………………..

Conclusion :

This test instrument is stated :

This test instrument is stated

Worth trialing without revision as per the advice

Not worth testing

Medan,

Validator,

…………………………………

NIP.
 140

Appendix 19. Instrument of Observation of teacher activity

Teacher Activity Observation

Sheet (Experiment Class A)

Field of Study :

Subject matter :

Origin of school :

Class :

Date :

Hint: Give a check list (√) in column 1, 2,3, or 4 in accordance with the results of
your observations for the Observation Format regarding the
implementation of teaching by teachers.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

1 Motivate students before lessons

begin

2. Provide problems related to the

student's daily life

3. Ask questions to students

4. Give students the opportunity to

ask questions

5. Answering questions to students

6. Give students/groups the freedom

to solve problems in their own way

7. Give students the opportunity to

discuss
 141

8. Give students/groups the freedom

to exchange opinions in an open
forum

9. Guide and direct students in

making conclusions

10 Make an assessment (can be in the

form of a group of questionnaires)

Keterangan:

1 : Less 3 : Good

2 : Enough 4 : Very Good

Observer

…………………………………

NIP.
 142

Appendix 20. Instrument of Observation of teacher activity

Teacher Activity Observation

Sheet (Experiment Class A)

Field of Study :

Subject Matter :

Origin of School :

Class :

Date :

Hint: Give a check list (√) in column 1, 2,3, or 4 in accordance with the results of
your observations for the Observation Format regarding the
implementation of teaching by teachers.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

1 Motivate students before lessons

begin

2. Provide problems related to the

student's daily life

3. Ask questions to students

4. Give students the opportunity to

ask questions

5. Answering questions to students

6. Give students/groups the freedom

to solve problems in their own way

7. Give students the opportunity to

discuss
 143

8. Give students/groups the freedom

to exchange opinions in an open
forum

9. Guide and direct students in

making conclusions

10 Make an assessment (can be in the

form of a group of questionnaires)

Keterangan:

1 : Less 3 : Good

2 : Enough 4 : Very Good

Observer

…………………………………

NIP
 144

Appendix 21. Instrument of Observation of teacher activity

Teacher Activity Observation

Sheet (Experiment Class B)

Field of Study :

Subject Matter :

Origin of School :

Class :

Date :

Hint: Give a check list (√) in column 1, 2,3, or 4 in accordance with the results of
your observations for the Observation Format regarding the
implementation of teaching by teachers.

The assessment sheet

No Statement Items 1 2 3 4 Suggestion

1 Motivate students before lessons

begin

2. Provide problems related to the

student's daily life

3. Ask questions to students

4. Give students the opportunity to

ask questions

5. Answering questions to students

6. Give students/groups the freedom

to solve problems in their own way

7. Give students the opportunity to

discuss
 145

8. Give students/groups the freedom

to exchange opinions in an open
forum

9. Guide and direct students in

making conclusions

10 Make an assessment (can be in the

form of a group of questionnaires)

Keterangan:

1 : Less 3 : Good

2 : Enough 4 : Very Good

Observer

…………………………………

NIP
146