ABSTRACT

Hendri Johan Tambunan, NIM 4163312011 (2016). Development of Interactive

Learning Media Based on Geogebra Classic 6 to Improve Mathematical
Communication on Solid Geometry

This study aims to determine: (1) Showing an interactive learning media of

mathematics on students' mathematical communication skills as a whole, (2) The
magnitude of the influence of using Geogebra-based interactive learning media on
mathematical communication abilities based on educational level, (3) the magnitude of the
effect of using interactive mathematical learning media on mathematical communication
skills based on previously used interactive learning media, (4) the large influence of the
use of interactive learning media plays an important role in systematic mathematical
methods, (5) the large effect of the use of interactive learning media on mathematical
communication skills is imaginative to mathematical communication based on the
mathematical ability that is measured. This study uses the addie model. This sampling
technique is highly influential using the Addie model and obtained 20 studies that match
the criteria. This data collection technique uses freetest and posttest with the help of
Geogebra Classic 6 software and the help of Microsoft powerpoint. The results of this data
experiment show that: (1) overall this interactive learning media has a major influence on
students' mathematical communication abilities.

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 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. On Solid Geometry (Beam).........................................................................79

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 2.4. On Solid Geometry (pyramid)……………………………………………80

2.5. Relevant Research......................................................................................83

2.6. Conceptual Framework...............................................................................85
2.6.1. The Validity of Geogebra Based Interactive Learning Media.............89
2.6.2. Practicality of Geogebra Interactive Learning Media..........................93
2.6.3. Effectiveness of Geogebra Based Interactive Learning Media............95
2.7. Mathematical Communication …………………………………………...96
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. Analysis of Teacher and Student Response Data...............................125
BAB IV RESULTS AND DISCUSSION………………………………………128
4.1 Research result…………………………………………………..….……….128
4.1.1 Stage of Analysis (Analysis)……………………………..……………128
4.1.2 Design Stage (Design)………………………………………………....129
4.1.4 Development Stage (Development)…………………..……………….129
4.1.5 Implementation Stage (Implementation)………………...….…………130

4.2 Discussion ……………………….…………………..……………………...132

BAB V CONCLUSIONS AND RECOMMENDATIONS…………………133
5.1 Conclusion…………………………………………………………………135
5.2.Suggestions……………………………….………………………………..137
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BIBLIOGRAPHY.............................................................................................129
ATTACHMENT.................................................................................................130
LIST OF IMAGES

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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

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 CHAPTER 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
CHAPTER I
1
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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
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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.
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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
Medan, 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
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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:
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1. How the validity of geogebra Classic 6-based interactive learning media

on solid geometry ?
2. How the practicality of geogebra Classic 6-based interactive learning
media on solid geometry ?
3. How effective is geogebra Classic 6-based interactive learning media on
solid geometry ?

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 solid geometry 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 solid geometry
to produce geogebra-based interactive learning media development products on
flat-sided space building materials 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 solid geometry.
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.
 14

3) The results of this research are expected to be used by teachers as

reference materials for interactive learning media to build solid
geometry to add insight and experience regarding the development of
Geogebra-based ADDIE development models.
c. For learners
1) Improve Understanding of solid geometry 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 Build a Flat Side Room (Limas and Beam). In addition, the trial
was only applied to one researcher precisely in class VIII UPT 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 LIBRARY
REVIEW
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

17
 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. Mathematical Communication

According to Ruseffendi (Ansari, 2012) the lion's share of mathematics

that students learn at school is not obtained through mathematical exploration,
but through notification. The reality on the ground also shows that the learning
conditions that take place in the classroom make students pasi (product oriented
education). Furthermore, Ansari (2012) revealed that various research results
showed that the decline in students' mathematical understanding in the
classroom was partly due to: (1) in teaching teachers to exemplify in students
how to solve problems; (2) students learn by listening and watching the teacher
do mathematics, then the teacher solves it himself; and (3) when teaching
mathematics, the teacher immediately explains the topic to be studied, followed
by providing examples and questions for practice. The learning conditions
mentioned above also result in the non-development of students' mathematical
 39
communication skills.
Mathematical communication skills are students' ability to convey
mathematical ideas both orally and in writing. Students' mathematical
communication skills can be developed through the learning process at school,
one of which is the mathematics learning process. This happens because one of
the elements of mathematics is logic science which is able to develop students'
thinking skills. Thus, mathematics has an important role in the development of
its mathematical communication skills.
Because of the importance of mathematical communication skills, an
educator must understand mathematical communication after knowing the
aspects or indicators of mathematical communication, so that in the
implementation of mathematics learning it is necessary to design as well as
possible so that the goal of developing mathematical communication skills can
be achieved. Based on the background above, the purpose of writing this article
is to find out: (1) understanding mathematical communication skills, (2)
indicators in measuring mathematical communication skills, (3) question forms
that can be used to measure mathematical communication skills, and (4) models,
strategies, and approaches that can be applied to develop mathematical
communication.
According to Prayitno et al. (2013) mathematical communication is a
way for students to express and interpret mathematical ideas orally or in writing,
either in the form of pictures, tables, diagrams, formulas, or demonstrations. A
broader understanding of mathematical communication was put forward by
Romberg and Chair (in Qohar, 2011), namely: connecting real objects, drawings,
and diagrams into mathematical ideas; explain ideas, situations and mathematical
relations orally or in writing with real objects, images, graphs and algebras;
states everyday events in language or mathematical symbols; listening,
discussing, and writing about mathematics; reading with comprehension of a
written mathematical presentation, making conjectures, drawing up arguments,
formulating definitions and generalizations; explain and make questions about
the mathematics that has been studied.
According to Baroody (in Kadir, 2008), there are two important reasons
why communication is one of the focuses in learning mathematics. First,
mathematics is basically a language for mathematics itself. Mathematics is not
only a thinking tool that helps us to find patterns, solve problems and draw
conclusions, but also a tool to communicate our thoughts about various ideas
clearly, precisely and concisely. In fact, mathematics is considered a universal
 40
language with unique symbols and structures. Everyone in the world can use it to
communicate mathematical information even if their native language is different.
Second, learning and teaching mathematics is a social activity that involves at
least two parties, namely teachers and students. In the learning and teaching
process, it is very important to convey those thoughts and ideas to others through
language. Basically this exchange of experiences and ideas is a process of
teaching and learning. Of course, communicating with peers is essential for the
development of communication skills so that one can learn to think like a
mathematician and successfully solve completely new problems.
In the National Council of Teachers of Mathematics (NCTM) it is stated
that "communication is an essential part of mathematics and mathematics
education (NCTM, 2000)" which means that communication is an important part
of mathematics and mathematics education. Through the communication
process, students can exchange ideas and at the same time clarify the
understanding and knowledge they gain in learning
Based on some of the opinions above, it can be concluded that
mathematical communication skills consist of oral communication and written
communication. Oral communication such as: discussion and explaining. Written
communication such as: expressing mathematical ideas through pictures/graphs,
tables, equations, or in the students' own language. In this article, the author will
examine written communication skills.
Furthermore, NCTM in the Principles and Standards for School
Mathematics, formulates communication standards to guarantee mathematics
learning activities that are able to develop students' abilities, namely:
1. Arranging and integrating mathematical thinking through communication.
Communicate mathematical thinking logically and systematically to fellow
students, teachers and other people.
2. Analyze and evaluate other people's mathematical thinking and strategies.
3. Using mathematical language to express mathematical ideas precisely.

Kadir (2008) explains that to reveal students' abilities in various

communication aspects, it can be done by looking at students' abilities in
discussing problems and making mathematical expressions in writing, including
pictures, mathematical models, as well as symbols or their own language.
Furthermore, Kadir (2008) revealed that the measurement of students'
mathematical communication abilities was carried out by giving a score to
students' ability to provide answers to questions by drawing (drawing), making
 41
mathematical expressions (mathematical expression), and writing answers in their
own language (written texts). The scoring of student answers is arranged based on
these three abilities.
1. Writing (written text), namely explaining ideas or solutions to a problem
or picture using their own language.
2. Drawing, namely explaining ideas or solutions to mathematical problems
in the form of pictures.
3. Mathematical expressions, namely expressing everyday problems or
events in the language of mathematical models. Hodiyanto (2016)

Pugalee (Qohar, 2013) suggests that in order to improve students'

communication skills in learning mathematics students should be encouraged to
answer questions accompanied by relevant reasons, and comment on mathematical
statements expressed by students, so that students understand mathematical
concepts and their arguments are meaningful.
According to Ansari (2012) to measure students' mathematical
communication abilities in learning mathematics can be done by giving description
questions that can reveal mathematical communication abilities. Some of the
description questions that can be used include explorative, transfer, elaborative,
and applicable description questions.

2.1.9. 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.
 42

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.
 43

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.

2.1.10. 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
 44

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
 45

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.

2.1.11. 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
 46

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:
 47

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
 48

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
 49

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
 50

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.

2.1.12. 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.
 51

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.
 52

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:
 53

 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.
 54

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

2.1.13. 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
 55

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.
 56

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
 57

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 𝑠 = t
1
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!
 58

1
Surface Area Pyramid = ( × 𝑎 × 𝑡) + (3 × 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑢𝑝𝑟𝑖𝑔ℎ𝑡 𝑠𝑖𝑑𝑒 )
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
 59

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

2.1.14. Beam
2.1.14.1. Definition of Beams
A beam is a regular geometric shape formed by three pairs of squares,
each of which has the same shape and size. The beam has a name with the name
in order according to the name of the base side and the top side. Analogous to
naming sorted by name of the base side and the top side. Analogous to the naming
of the cube, the above beam is named the ABCD EFGH beam, with the base
plane ABCD and the top plane EFGH.

H G
E F

D C

A B

Figure 2.12 ABCD.EFGH blocks

2.1.14.2. Beam Forming Elements

Like a cube, a block also has three main elements which are the formation
of the block. The main elements are the beam sides, beam ribs, and beam corner
points.
1) Beam Side
The beam has three pairs of sides, each pair of rectangles of the same
shape and size. The contents of the beam can be grouped into two parts,
namely:
a) Flat side, consisting of the base side (ABCD) and the upper side
(EFGH) parallel to each other.
 60

H G
E F

D C

A B

Figure 2.13 Flat Sides of ABCD Beams. EFGH

b) Upright side, consisting of the front side (ABFE) parallel to the

back side (DCGH), the left side (ADHE) parallel to the right
side

H G
E F

D C

A B

Figure 2.14 Flat Sides of ABCD Beams. EFGH

2) Ribs
A beam has 12 ribs. The ribs are divided into three parts, each
consisting of 4 ribs that are parallel and equal in length. The first part
consists of the longest ribs, namely the AB, DC, EF, and HG ribs. This
part is called the length of the beam. The second part consists of upright
ribs, namely AF, BF, CG, and DH, these parts are called beam height.
The third part consists of oblique ribs (nonfrontal ribs), i.e. AD, BC, EH,
and FG, this part is called beam width

Figure 2.15 Flat Sides of ABCD Beams. EFGH

 61

3) Corner Point
The corner point of the cube is the cut point of every three ribs.

From Figure 1 ,it looks ABCD cube. EFGH has 8 angular points,

namely points A, B, C, D, E, F, G, and H. In addition to the three

elements above, the cube also has diagonals. There are three diagonals

on the cube, namely the diagonal of the plane, the diagonal of space,

and the diagonal plane of the diagonal.

4) Diagonal Balok
1) Diagonal Sisi
The beam has 12 diagonal sides. Diagonal fill on
The beams are not all the same length, depending on the size of the side
of the beam. From the picture below, you can see the ABCD block.
EFGH has 12 diagonal sides, namely AF, BE, CH, DG, AC, BD, EG,
FH, AH, DE, BG, and CF. determination of the calculation of the
diagonal length of the sides of the beam following the Pythagorean
theorem.

2) Diagonal Plane
Diagonal Plane is a plane in the box that is made through two ribs
that are parallel but not located on one side. The diagonal plane of the
beam is rectangular. The diagonal plane of the ABCD beam. EFGH is
ABGH, BCHE, AFGD, ACGE, and DBFH. The six diagonal planes of
the beam are three pairs of paired rectangular areas that are paired, the
same and the same as ACGE with DBFH, BCHE with AFGD, and
ABGH with DCFE. Consider Figure 2. The intermediate segment of the
AC line between two angular points facing each other on one plane,
namely the angle point A and the angular point C, is called the diagonal
plane of the ABCD beam. EFGH.
 62

3) Diagonal Plane
Pay attention to the ABCD beam. EFGH in Figures 12 and 13
carefully. In the image, you can see two diagonal planes on the ABCD
cube. EFGH i.e. AH,BG (fig 12) and BD, HF (Fig 13). As it turns out,
the diagonal planes AH and BG along with two parallel cube ribs, namely
AB and HG form a plane in cube space, namely the ACGE plane. The
ACGE plane is referred to as the diagonal plane. So is the BDHF field.

4) Beam Nets
If a block is sliced (cut) on three ribs of its base and top, as well as one
erect rib, then reclined so that a flat wake occurs, then the flat wake is
called block nets
 63

Interactive Learning Media in the Geogebra Application:

2.1.14.3. Beam Surface Area

How to calculate the surface area of a beam is the same as how to calculate
the surface area of a cube, that is, by calculating all the area of its webs. Consider
the following image:

Suppose, the ribs on the beam are named p (length), l (width), and t (height) as
in the figure. Thus, the surface area of such beams is
Beam surface area = square area 1 + square area 2 +square arealength 3 +
square area 4 +square arealength 5 + square arealength 6
= (p × l) + (p × t) + (l × t) + (p × l) + (l × t) + (p × t)

= (p × l) + (p × l) + (l × t) + (l × t) + (p × t) + (p × t)

= 2 (p × l) + 2(l × t) + 2(p × t)

= 2 ((p × l) + (l × t) + (p × t)

= 2 (pl+ lt + pt)
So, the surface area of the beam can be expressed by the following formula.
Beam surface area = 2(pl + lt + pt)
 64

2.1.14.4. BEAM VOLUME

The volume of a beam is obtained by multiplying the length, width,
and height of the beam.
Block volume = length × width × height

Dengan V= Block volume,

P = Block length,
l = Block width, And
t = Block height.

2.1.15. 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.

2.1.16. 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
 65

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.
 66

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 and Block).

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 2022/2023.

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. Development Model
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
 67

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

Analysis problems and appropriate solutions.

D
Design Designing learning media according to the results of analysis.

D Develop learning media according to input from validators and

Development pretest before the product is tested.

I Application of the product to see eligibility through user

Implementatio
response questionnaire
n

E Evaluate data obtained from expert validation results and

product implementation tests.
Evaluation
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.
 68

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
 69

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
2022/2023. The research procedures described above are summarized in
the form of flowcharts as follows:
 70

Observation of problems on the ground

Analysis of learners' characteristics Analysis of learners' characteristics

A
Analysis of learners' needs n
al

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

es
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
Not
t
teacher response
effective Practical
and observation Practic a
results al t
i
Learning Media Ready to Be Disseminated

Picture 3.2. Learning Media Development Research Procedure

 71

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.

3.5.1.1. Material Expert Due Diligence Instrument

Instruments used for material experts to emphasize and benefit the
material The grid of material experts is presented in the following table:

Tabel 3.1. Material Expert Test Questionnaire Grids

No Aspects Indicators
1 Content Quality  Conformity of the material presented to the
learning objectives
 Accuracy of the material
2 Linguistics  Businesslike
 Grammatical and spelling accuracy
 Communicative
3 Ke Implementation  Conformity of the material to the example
problem
 72
 Presentation of material on learning media
4 Usage Strategy  Can be used independently
 Ease of use.

3.5.1.2. Material Expert Due Diligence Instrument

Media Expert Due Diligence Instrument the instruments used for media
experts focus on aspects of media quality, language use, media layout. The
grid of media expert instruments is presented in the following table:

Tabel 3.2 Media Expert Test Questionnaire Grid

No Aspect Indicator
Media Quality  Quality Powerpoint assisted by
1 Geogebra Classic 6 Software
displayed
 Ease of Use of the media
 Audio-visual clarity on the app
 Clarity of text

2 Language Use  Quality of language use

 Good and effective sentence
placement and geometry results

3 Layout Media  Animation Presentation

 Animation layout in powerpoint

3.5.1.3. Trial Instrument

The instruments used to test on a limited scope and field tests for
students focus on operational appearance and usability. To be more clear, the
lattice of the instrument is as follows:

Table 3.3 Trial Questionnaire Grid

 73

No Aspect Indicator
1 Appearance  View attractiveness
 The clarity and interest of animations,
images and text
 Use of language

2 Operation  Ease of selecting images to be

animated on each side of the image.
 Ease of making image dots on each
material.

3 Benefits  Facilitate student learning

independently
 Clarity of learning competencies to be
achieved.
 Increase attention and mathematical
communication and student interest.
 74

3.5.2 Instruments for Collecting Practicality of Learning Media Data

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

 75
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
Number of
No
Statement items

1 Learning media makes learners comfortable to learn and

1
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.
 76

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

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

3.5.3 Data Analysis Techniques

Data analysis technique is a method or way to process data into
information in a research process. In this study the data obtained from the
media expert questionnaire, material experts, student responses, and teacher
responses will be analyzed to determine the quality of the interactive
learning media that will be developed.

3.5.4 Data Analysis Validation of Material Experts and Media Experts

From the evaluation questionnaire for material experts and media
experts, suggestions and criticisms will be obtained for improvements to the
media that have been produced. In addition to suggestions and criticisms,
there is also an assessment of the media according to the statements in the
questionnaire. The results of the evaluation questionnaire by media experts
and material experts were arranged based on the Likert scale. Calculation of
scores on the validation questionnaire for material experts and media experts
will determine the validity of the media.
The steps in calculating the media validity score are as follows:
1. The scoring guidelines used a Likert scale with 5 choices for each
statement item in the questionnaire based on the alternative answer choices
given based on the following table. Sulistiyawati (2016)

Table 3.4 Scale Giver Rules

Category Score
Very good (SB) 5
Good (B) 4
Pretty good ( C) 3
Not enough (K) 2
Very less (SK) 1
 77

3. The results of the validation assessment by media and material

experts are then followed by analyzing using the following
formula
❑
❑
Information:
P = the percentage of questionnaire data
f = the total score obtained
N = the total number of indicators
Then the results of the media validation percentage can be grouped
into score interpretation criteria according to the Likert scale so that
conclusions can be obtained about the feasibility of the media, score
interpretation criteria based on the Likert scale are presented in the
following table. Desti (2015:4)

Table 3.5 Validation Percentage

Evaluation Interpretation Criteria

81%<P Very Worth it
61%<P Worthy
41%<P Decent Enough
21%<P Not feasible
0%<P Very Unworthy

The data obtained from the validation questionnaire will be used as a

reference for revising the media at an early stage before conducting
trials. Revisions were made according to the suggestions and input
provided by the validator.

3.5.5 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
 78
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.
 79

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.
 80

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
 81

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.
 82

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 :
 83

∑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. 𝑉 Criteria forValidan
𝑎

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
 84

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

and Objectives C. Accuracy of the description of basic 2
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
Activities with Learning I. Conformity with process standards 4

Media Development
J. Allocation of learning time 1

K. Conformity of learning resources 2

with learning objectives
 85

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
 86

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
 87

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.
 88

3.6.4 Practicality Analysis

Practicality analysis was obtained through the results of teacher
and student response questionnaires which were given after trying out
learning media in the form of Powerpoint. The questionnaire was
answered by ticking the category provided by the researcher based on a
Likert scale which consists of 5 rating scales. According to Astuti (2018:
49) practical data analysis was carried out by analyzing teacher and
student response data obtained through a questionnaire instrument for
teacher and student responses in the form of Freetest and Posttest,
presented in the following table.

Table 3.6 Provision of Trial Score Information

Category Score
Strongly Agree (SA) 5
Agree (A) 4
Disagree (D) 3
Disagree (TS) 2
Strongly Disagree (SD) 1

The data obtained from the results of the teacher and student response
questionnaires will be averaged which will then be converted into
practical criteria. The results of the teacher and student response
questionnaires will be analyzed using the following formula :Akbar
(2011)

❑❑ ❑
❑

Information:
❑❑ Practical Validity
TSEp = Practicality total empirical score
S-Max = maximum expected score
Then the results of these calculations can be grouped into the
qualitative criteria presented in the following table. Adapted from Akbar
(2013)
 89
ble 3.7 Percentage of Practicality
Criteria Category
81%-100% Very Practical
61%-80% Practical
41%-60% Pretty Practical
21%-40% Less Practical
0%-20% Impractical

3.6.5 Qualitative Data Analysis

Qualitative data with qualitative descriptive. Suggestions and
input from expert lecturers that are constructive and appropriate for the
development of interactive learning media using Geogebra Classic 6
Software assisted by Powerpoint which will be used as material for
improving interactive learning media.

3.6.6 Indicators of Success Using Learning Media developed

Geogebra Classic 6 Software
The development of learning media using Geogebra Classic 6
software in this study is said to be successful if the learning media using
Geogebra Classic 6 software that is developed meets the criteria of
validity and practicality, namely the validity of learning media products
using Geogebra software that is developed is between the categories
feasible (51% - 75%) and very feasible (76% - 100%).

3.6.7 Conceptual framework

At this time that the use of technology is very rapidly being used,
one of the most rapidly used uses of technology is in the world of
education. Therefore, to improve the quality of education, it is necessary
to use technology that can help the learning process to be better and more
understandable to students what material is being taught to them. Global
demands always require the world of education to adapt to technological
developments with efforts to improve the quality of education.

Ta
 90
technology in the field of education, teachers can use technology as an
educational medium to help the learning process take place in schools.
With the existence of learning media in schools, the teaching and learning
process in class between teachers and students can take place more
effectively and efficiently, because with the help of learning media in the
teaching and learning process, students can better understand and
understand why the material taught by the teacher in class, because with
the media learning, learning that takes place is more interesting and more
fun, so it takes the role of learning media to help the learning process
even better.
Therefore, it is necessary to develop a learning media that can
improve the learning process in class even better because at this time
most students feel that learning that takes place in class is very boring so
that it makes students' interest in learning decreases, moreover. For this
reason, interesting learning media are needed which make students more
enthusiastic about participating in learning, so that every material that is
given by the teacher to students, students can understand the material
well.
So the learning media that will be developed to improve the
learning process in class is mathematics learning media based on
Geogebra Classic 6 Software. So this Geogebra classic 6 application
functions to calculate the volume and area of each learning material in a
more interesting and fun way, as well as material what is being taught can
be understood by students, because in the learning process based on
Geogebra Classic 6 Software we can do in the learning process it will be
displayed as attractive as possible with supporting roles such as
animations, pictures of material to be conveyed, geogebra supports
classic 6 is a Powerpoint app as well and a bit of a soundtrack to each of
those learning animations. So from the advantages of interactive learning
media it is suitable for use in learning mathematics, especially in the
material of flat sided shapes in class VIII SMP Sehingga dengan
terciptanya media pebmelajaran matematika berbasis

With
the use of
 91
Geogebra Classic 6 software can ultimately improve
mathematical communication which supports the quality of mathematics
learning at the SMP/MTs level.
The development of interactive learning media is very influential
in Mathematics based on Software Classic 6 which is carried out using
the Borg and Gall development research model. So the Borg and Gall
research model is one of the most popular educational research and
development models. So if you want to develop an educational product
you can do it using this model. So the material that will be used in the
development of this learning media is the material for building flat sides,
the material for which is Limas and Blocks. So math learning media
products based on Geogebra Classic 6 Software will be developed using
the Borg and Gall development model, so that the animations that have
been made become interactive learning media that are good and good to
be followed by students and can be used in the learning process. learning.
Below is a conceptual scheme of interactive learning media based on
Geogebra Classic 6 Software.

Problem analysis:
The low understanding and reasoning of students towards the Material of Flat
Sided Spaces (Limas and Beams)

1. The learning process that takes place is less interesting so that it makes
students feel bored
2. There is no learning media that supports the mathematics learning process.
3. The methods and models used are centered on the teacher

Developing Interactive Learning Media Based on Geogebra Classic 6

Software on Flat Side Building Materials in Class VIII Middle School
Learning
 92

Producing Interactive Learning Media Products Based on Geogebra Classic 6

Software to See the Effectiveness of Students on Flat Sided Space Building
Materials in Class VIII Middle School Learning

Figure 2.26 Conceptual Framework for Developing Interactive Learning Media

Based on Geogebra Classic 6 Software to See the Effectiveness of Class VIII Flat
Sided Building Materials
 93
BAB IV
RESULTS AND DISCUSSION
4.1. RESEARCH RESULT
This research is a development research, so the product of this research is a
learning media using Geogebra Classic 6 Software assisted by Microsoft
Powerpoint on the material of flat sided pyramids and beams. The purpose of
this study was to describe (1) the validity of learning media using Geogebra
software and (2) the practicality of learning media using Geogebra software (3)
the process of developing learning media using Geogebra classic 6 software (4)
the resulting form of developing learning media using software Geogebra
Classic 6. Description and analysis of research data obtained from each stage
of development are presented sebagai berikut.

4.1.1. Description of Learning Media Development Results

This research was developed with the development stage of the 3D
development model, but it was modified from the development of student
worksheets which were generally carried out by researchers to the development of
interactive learning media, so the product of this research was mathematics
learning media using Geogebra classic 6 software on geometric material. the flat
sides of the Limas and Beams.

4.1.1.1. Analysis Stage (Analysis)

A. Needs Analysis
In the needs analysis process, identification was carried out through an
interview process which was conducted by researchers directly at UPT
SMPN 1 Medan on October 12, 2022. The results of the interview with the
teacher, namely Mrs. Juliana, S.Pd. that the problem that often occurs with
learning mathematics is that students' interest in learning mathematics is
very lacking and students' desires are not good, then the media used in the
learning process of mathematics is inadequate and inappropriate, then some
students experience difficulties in participating in learning because students
do not understand material that has been conveyed by the teacher in the
classroom and students who are embarrassed to ask about material that they
do not understand. During the pandemic, Mrs. Juliana said that the
mathematics learning process was not optimal because learning had to be
done online or offline so that the online learning process was only followed
by a small number of students and the assignments given were also only a
93
 94
small number of students who submitted assignments. In addition, the use
of instructional media is also limited because teachers are still not used to
using technology as an interactive learning medium.

B. Curriculum Analysis
The curriculum that is run at UPT SMPN 1 Medan is an independent
learning curriculum. The material developed in this study is the material
for flat sides, namely pyramids and beams. There are basic competencies
and indicators of achieving competence in flat sided space construction
materials, which can be seen in the following table.

Tabel 4.1 Basic Competency and Competency Achievement Indicators

Basic competencies
 Distinguish and determine the
surface area and volume of
flat side shapes (Limas and
Baloks)
Indicators of Competence Achievement
 Understand the surface area of flat side
shapes (Limas and Beams)
 Understand the volume of flat side
shapes (Limas and Beams)

 Solving problems related to  Determine the surface area of the flat

the surface area and volume
of flat side shapes (Limas and
Beams)
side shapes (Limas and Beams) and
their combinations
 Determine the volume of the flat side
shapes (Limas and Beams) and their
combinations

The learning objectives set in the learning media that have been developed in
the flat sided space build material are:
1. Students are able to explain the meaning of flat side shapes (Limas and
Beams)
2. Students are able to find the formula for the volume, surface area of a flat
side shape (Limas and Blocks)
3. Students are able to solve the problem of applying flat side shapes.

C. Analysis of Student Characteristics

Based on the results of a brief discussion with UPT students of SMP
Negeri 1 Medan, that learning is applied to mathematics during the
Covid-2022 pandemic by holding meetings 4 times a week with limited
 95
people and time and implementing health protocols, resulting in less
effective learning , because when learning takes place online, students
are told to do assignments with student handbook sources tend not to do
assignments because of a lack of students understanding the material.

D. Analysis of Media Characteristics

Media is needed in the learning process, because the media can help
the learning process in the classroom. In the current learning period the
characteristics of the media are needed because it can attract the
attention and interest of students and can also be used in distance
learning. Media is very necessary, by utilizing existing technology both
with visuals collaborated with audio can create learning media that can
help students understand the material that will be taught by the teacher.

E. Condition Analysis
The learning conditions at UPT SMP Negeri 1 Medan, specifically
learning mathematics, are not optimal due to several factors. The
learning process that occurs at UPT SMP Negeri 1 Medan is carried out
face to face and online, therefore it is necessary to have a variation in the
teaching and learning process so that learning conditions can run
optimally, with the use of learning media, conditions like this can be
implemented. overcome, therefore the need for innovation and creativity
in producing learning media that can help students understand the
learning process both face-to-face and online, the researchers came up
with an idea, namely the development of mathematics learning media
based on Geogebra Classic 6 Software assisted by Microsoft Powerpoint
to increase the effectiveness of class VIII flat sided space construction
materials

4.1.1.2. Stage Design (Design)

At the design stage, the researcher carries out the design and display of
the background that you want to use to design Geogebra Classic 6 software
with the help of Powerpoint on interactive learning media, by setting learning
objectives and material titles, page menus, application logos, namely
Geogebra Classic 6 software, then each menu is positioned on the left is the
material that will be displayed
 96
Seen in the image below, this is an example of an image displaying
the title background design, the menu position on the left, and the
application logo on the right.

Figure 4.0 Display of the Powerpoint Background Design

Figure 4.1 Display of the Geogebra Classic 6 Software Background

Design

1) Designing the menu bar and button bar

The learning bar menu is made in interactive learning media

in flat sided building materials like ordinary learning but the form is in the
form of animation. As for filling in the geometric graphs of each corner and
rib of the image which was made by the researcher himself named Hendri
Johan Tambunan, before designing the menu bar, the display must first be
adjusted to be used with a unique and interesting background, when
explaining the material, the researcher adjusting the appearance of the image
according to the explanation with the material presented in Microsoft
powerpoint and in the interactive learning Geogebra Classic 6 Software
 97
application that has been designed, after that each menu bar will be edited
and positioned according to what the researcher wants then the researcher
inserts a hyperlink that has been connected to Geogebra Classic 6 software
into rectangles and circles with hyperlinks. Then the researcher arranged a
menu bar in Microsoft PowerPoint and created a unique and interesting
image animation. So Microsoft powerpoint is just a helper so that the
animation in Geogebra Classic 6 Software runs and helps students to access
animation in Microsoft powerpoint.

2) Preparation of Instruments
The preparation of the instrument aims to collect data at the time of
research. The compiled instrument must be validated in advance by experts
or validators, if the experts or validators state that the instrument is feasible
to try out, the researcher can test the instrument for expansiveness. The
instrument that will be validated in this study is:
a) Media validation sheet
b) Material validation sheet
c) RPP validation sheet
d) Test validation sheets, namely freetest and posttest.
Table 4. Display of Interactive Learning Media Design

Opening View
 98

Learning Bar Menu

Interactive

Explaining Instructions
Learning Media
Interactive

Explaining Instructions
Learning Media
Interactive

Explain
Profile Menu
Learning Media
Interactive
 99

Explain
Definition
Build side rooms
flat

Explain nets
- net build space
Flat side
 100

Explain concept
Build a flat side room

Explain Formulation
Build a Flat Side Room

Explain Example Questions

Build a Flat Side Room

4.1.1.2. Stage Development (Development)

A. Produce Products
The development or development stage is the manufacturing stage up to the
review stage by media experts and material experts as well as making revision
improvements submitted by media experts and material experts. Making this media
begins with designing, compiling the menu bar, and editing to produce unique and
 101
interesting media. The application that helps in making this media is to use
Microsoft Powerpoint which can be accessed which can be specifically designed
for making interesting animations with certain specifications. The resulting
interactive learning media is in the form of neatly arranged animations and can
assist students in improving mathematical communication on flat sided geometric
material. The steps are:

 The first step, before editing interactive media, the researcher has prepared
the pictures that will be arranged in Microsoft PowerPoint and tries to enter
sentences, namely menu bars and supporting indicators in interactive
learning media, this media is made using a black background and animated
people who fly around in outer space, as shown in the image below

 The second step, then the researcher prepares pictures and school logos for
interesting research sites to become the background for the interactive
learning media that will be made after that, the background that will be
prepared is then placed on powerpoint and typed in the menu bar along with
interactive learning indicators. then we can put shapes, namely oval-shaped
lights in the menu bar. Then the researcher arranged the menu bars one by
one on the working layer in Microsoft powerpoint as shown in the image
below
 102

 The third step, after the menu bar has been adjusted to the wishes of the
researcher and the material in PowerPoint has been arranged according to
competence, profile, instructions and material. So then the PowerPoint
worksheet is created slide by slide worksheet. Before starting a new slide,
the researcher made a sub-section name as a sign that the slide was even
more interesting. Then we make several new slides in duplicate so that it
makes it easier for us to place pictures and animations more regularly in
such a good way.

 The fourth step, after the results of editing the arrangement of the menu bar
in power point and then designing the animation on the corners and ribs to
build the flat side space, by tidying up the small sides into pyramids and
beams that have been designed by researchers.

F. Product Revision
1. Media Expert validation results
 103
At the development stage, learning media validation is carried out.
Learning media that have been designed using Microsoft Powerpoint and
used using the Geogebra Classic 6 Software Application will then be
assessed and input from the validators, so that researchers can improve
interactive learning media that has been designed in such a way as to be
unique and attractive to students who made according to input from the
validators. The validators for learning media consisted of 3 expert
lecturers from Unimed Mathematics Education. According to the aspects
that are seen from the media assessment are aspects of media quality,
media layout, and use of language. The results of expert validation of
learning media can be seen from the following table.

Tabel 4.2 Results of Expert Validation of Interactive Learning

Media

No Indikator Hasil Penilaian

V1 V2 V3 Rata-rata
Kualitas Media
1Backgrounds and text are fun, compatible and easy to 5 5 4 3,7
read
2 The media used is easy to operate 5 5 4 3,5
3 Use effective colors 5 4 5 4,5
4 The learning media used is related to the stated goals 4 5 5 3,5
and learning objectives
5 Graphics designed to enhance learning activities 4 5 5 4,5
B Display Aspect
1 The graphics are consistent, fit and designed to 5 5 5
enhance learning
2 Logical and reasonable view 5 5 5
3 Consistent appearance across all pages 5 4 4,5
C Technical Aspect
1 All buttons are easy to operate 5 4 4 4,5
2 All components of interactive learning media work 5 5 5
every time
3 There are clear and complete instructions for access 5 5 5 10
4 Users can install programs easily and quickly 4 4 4
D Conformity Aspect
1 The letters used are clear and consistent 5 5 5
E interactivity
1 The text used is clear and consistent 5 4 4,5
2 Texts and documents always use 4 5 3 3,5
learning media tools to make learning interactive
3 Provide feedback in learning 5 5 5 10
F Age
1The products are made suitable for their age and level 5 4 4 4,5
2The directions are clear and complete to help students 5 5 5
display or do the assignments provided
3 aspects of the product can be easily integrated into
All 5 5 5 10
classroom activities
G Aspects of Learning Content
1 His content and context are consistent 5 4 4 4,5
with his friends
 104
2 All information related to that purpose 5 5 5
H Aspects of Curriculum Linkages
1 Use real examples to create relevant instructions for 5 3 4 3,4
learning
I Flexibility Aspect
1 aspects of the product can be easily integrated into
All 5 5 5 10
classroom activities
J Assessment Aspects
1 Teachers can easily assess the development of the 4 4 1
remainder by conducting evaluations contained in
the product

2. Practical Results of Learning Media

The practicality test includes aspects of suitability with learning
objectives, quality aspects, technical aspects, effectiveness aspects
and so on. In the following, data is presented from the results of the
teacher's questionnaire sheet on learning media.

Table 4.3 Results of the Teacher's Response Questionnaire Sheet to

Interactive Learning Media

No Indicator Teacher1 Guru 2 Rerata

1 Compatibility of material with KI 3 4 3,5
2 Suitability of the material with KD 3 4 3,5
3 Material suitability with indicators 3 4 3,5
4 The suitability of the material with 3 4 3,5
the learning objectives
5 The quality of the learning media 4 4 4
using the developed
Geogebra software meets the media
criteria
6 Penggunaan media pembelajaran 4 4 4
menggunakan software geogebra
classic 6 yang dikembangkan
memenuhi fungsi praktis sebagai
media pembelajaran
7 The use of learning media using 4 4 4
GeoGebra Classic 6 software which
was developed fulfills a practical
function as a learning medium
8 Learning media design using 4 4 4
GeoGebra Classic 6 software is good
(clarity of letters, images and
background)
9 The suitability of the media 4 4 4
developed with learning needs
10 Media can train 4 4 4
students'independent learning
Compatibility of the image with the
material
11 Ease of selecting the menu on the 4 4 4
media
12 Ease of use of the media 4 4 4
 105
In the following, data is presented from the results of student response questionnaires to learning
media.

Table 4.4 Questionnaire Sheet Table of Student Responses to

Learning Media

No Indicator PD PD PD PD Rerata
1 2 3 4
1 Easy to operate to find 3 4 3 4 3,6
the features needed
2 Logical and reasonable view 4 4 4 4 4
3 The appearance is consistent 3 4 4 4 3,9
on all pages
4 Always ask students 4 4 4 4 4
to be active in
learning activities
5 The program provides another 4 4 3 2 3,4
source in the form of easy-to-
understand material
6 The directions are clear and 4 4 3 3 3,6
complete to help the rest
perform or do the tasks
provided
7 Students can repeat 4 4 4 4 4
instructions
in a limited way
8 The program provides 4 4 4 4 4
activities used in a classroom
instruction, individual or group
learning experience

3. Results of Learning Media Development

After the validation process by experts and distributing questionnaires, the
responses of teachers and students to learning media have been prepared as an initial
design of the media. Then the mathematics learning media using Geogebra Classic 6
Software is developed with the help of the Microsoft Powerpoint (PPT) application, so
that the arrangement of mathematics learning media is more systematic and
interesting. The use of Microsoft Powerpoint (PPT) is used in the addition of
animation, such as that used in learning media backgrounds, where this cannot be done
in the Geogebra software. Not only adding to the use of applications, but also adding
material to the flat side shapes which were initially focused only on the material
volume and surface area of pyramids and blocks. The material added after the process
of validating and asking for the response of the teacher and students is material forms
 106
of pyramid nets and blocks, some elements of pyramids and blocks that have been
modified in an interesting way
For the display presented on the mathematics learning media that has been
developed after the validation process and teacher and student response questionnaires
on the Geogebra Classic 6 Software work page material Pyramid Nets and Blocks and
pyramid and beam elements can be seen in the image below.

Figure 4.7 Geogebra Classic 6 page for material for beam nets

Figure 4.7 Powerpoint page for side material for beams

 107
The Geogebra page of the mathematics learning media above is a form of the initial
design of the media which later underwent revision, based on suggestions from the
lecturer who examined the results of this study. The following shows the final
appearance of interactive mathematics learning media using the Geogebra Classic 6
software in the Limas and Blocks sections.
Table 4.8 Revision for Learning Media

No Validator Suggestion
1 V1  It's good, the material presented is clear and accompanied
by examples of questions

2 V2  It is better if the flat side shape is visualized in stages so that

the media is more organized
 Image of flat sided space, very minimal visualization
 The animation is correct but thick on each side of the ribs

3 V3  Monotonous powerpoint display, less varied in layout, better

showing lots of animations and more relevant examples of
flat sided shapes

4. Material Expert validation results

Expert validation of the material is carried out to pay attention to the material that
will be presented in the learning media, is it good or not the material presented in the
learning media that has been developed, so that researchers can improve if there is
material that is not good in the learning media that has been developed. The validator
for the material consists of from 3 mathematics education lecturers from UNIMED,
and 2 teachers in Mathematics from UPT SMP Negeri 1 Medan. In the material
expert's assessment, the aspects of content quality, acceptability, and language are
considered. The results of the expert's assessment can be seen from the following
table.
Table 4.7 Results of Expert Validation of Material
 108

No Indikator Hasil Penilaian

V1 V2 V3 Rata-rata
Kualitas Isi
1 Kesesuaian materi dengan 5 5 4 100
tujuan pembelajaran
2Kelengkapan materi yang telah 5 5 4 93,33
disajikan
3 Media pembelajaran 5 4 5 93,33
memperjelas materi
4 Penggunaan media dapat 4 5 5 86,06
menarik dan perhatian
siswa
B Keterlaksanaan
1 Pemberian contoh dalam 5 5 4 93,33
memperjelas materi
2 Penyampaian materi sudah 5 4 5 93,33
urut/runtut
3 Kesesuaian media dengan 4 5 5 86,06
gambar yang disajikan
dalam media
C kebahasaan
1Bahasa yang digunakan mudah 4 4 5 4,5
dipahami
2 Kalimat yang digunakan 5 4 5 93,33
bersifat komunikatif
Rata-rata 92,45
 109
Then the formula is
❑
❑
Information :
P = the percentage of questionnaire data
F = the total score obtained
N = total number of Indicators
So
❑
❑
❑
❑

Based on the assessment that has been given by experts on the material for interactive
learning media through questionnaires, it shows that the average is 92.45%, which
shows that the material contained in interactive learning media is said to be very
feasible, even though it has been said to be very feasible there are still improvements
suggested by experts to maximize the use of material in learning media that has been
developed.

Tabel 4.9 Revisi untuk Materi

No Validator Saran
1 V1  Perhatikan penggunaan tanda baca pada materi yang
terdapat di dalam Media Pembelajaran Interaktif.

2 V2  Sudah baik, cuman dalam penulisan masih ada yang harus di

perbaikin di materinya di rapiin sedikit saja, agar lebih
bagus.

3 V3  Tata letak gambar pada materi lebih diperhatikan terlebih

dahulu.

4. RPP Expert Validation Results

Expert validation of the RPP is carried out to pay attention to the RPP that will be
presented in the learning process, whether the use of the RPP is in accordance with the
learning process being carried out, the validator for the RPP consists of 3 mathematics
education lecturers from UNIMED, and 2 mathematics study teachers from UPT SMP
Negeri 1 Medan . In the RPP expert's assessment, the aspects of identity, accuracy of
time allocation, formulation of learning objectives, teaching materials, selection of
learning resources, and assessment of learning outcomes are considered. The results of
 110
the expert's assessment can be seen from the following table.
Tabel 4.7 Hasil Validasi Ahli Terhadap RPP
No Indikator Hasil Penilaian
V1 V2 V3 Rata-rata
Identitass
1 Kelengkapan identitas (nama 5 5 5 100
sekolah, tingkat/kelas, mata
pelajaran, dan alokasi waktu)
B Ketepatan Alokasi Waktu
1 Ketepatan alokasi waktu 5 5 4 86,66
C Perumusan Tujuan
Pembelajaran
1 Kejelasan rumusan 4 4 5 86,66
tujuan/indikator
2 Kesesuaian rumusan tujuan/ 5 4 5 93,33
indikator dengan KI dan KD
Penggunaan
3 kata kerja operasional 4 4 5 86,66
D Materi Ajar
1 Kesesuaian materi ajar dengan 5 3 4 78,55
tujuan/indikator pembelajaran
2 Kesesuaian materi ajar dengan 4 4 5 86,66
tingkat kemampuan siswa
3 Kesesuaian materi ajar dengan 5 4 5 93,33
kebutuhan siswa
4 Kesesuaian materi ajar dengan 5 5 5 100
karakteritik siswa
E Pemilihan Pendikatan dan
Metode Pembelajaran
1 Kesesuaian pendekatan dan 4 4 5 86,66
metode dengan
tujuan/indikator pembelajaran
2 Kesesuaian pendekatan dan 5 4 5 93,33
metode dengan materi ajar
3 Kesesuaian pendekatan dan 4 4 5 86,66
metode dengan karakteristik
siswa
F Kegiatan pembelajaran
K
1 esesuaian kegiatan pembelajaran 5 3 4 78,55
dengan standar proses
2Kelengkapan bagian pendahuluan 4 4 5 86,66
( penyiapan siswa dan
pemberian motivasi)
3 Kelengkapan bagian inti 5 4 5 93,33
(memahami masalah
kontekstual)
4 Keberpusatan pada siswa 5 5 5 100
5 Kelengkapan bagian penutup 5 3 4 78,55
G Pemilihan Sumber Belajar
K
1 esesuaian sumber belajar dengan 5 3 4 78,55
indikator pembelajaran
K
2 esesuaian sumber belajar dengan 4 4 5 86,66
karakteristik siswa
K
3 esesuaian sumber belajar dengan 5 4 5 93,33
materi ajar
H Penilaian Hasil Belajar
1 Ketepatan pemilihan Teknik 5 3 4 78,55
penilaian dengan indikator
pembelajaran
 111
2 Keberadaan dan kejelasan 4 4 5 86,66
prosedur penilaian
3 Ketercakupan aspek-aspek 5 4 5 93,33
pembelajaran
Rata-rata 86,99

Maka rumusnya adalah:

❑
❑

4.1.1.2. Stage Implementation (Implementation)

The implementation phase was carried out after carrying out the validation stage
from experts who stated that the media and test instruments being tested were
categorized as valid. This research was implemented at UPT SMP Negeri 1 Medan,
class VIII, with a total of 34 students and teachers in mathematics at the school. Based
on this implementation, researchers want to collect data so they can apply it directly
and can continue research.
A. Practicality of Learning Media
The practicality of learning media that has been validated can be seen through
student response questionnaires and teacher response questionnaires that have been
filled in by students and teachers when researchers carry out implementation in
schools.

Table 4.14 Results of the Practicality of Learning Media Analysis by Student

Response Questionnaires
No Aspects Assessed Alternative Scale Average

1 2 3 4 5
Appearance
1 The pictures presented are 1 2 19 4,24
interesting
2 Animation on the image according 1 2 19 4,24
to the background
3 The media presented is attractive 1 2 19 4,24
visually / pictures
4 The sound clarity of the interactive 2 6 14 4,00
learning media is good
5 The selection of fonts in interactive 1 2 19 4,24
learning media is appropriate
6 The selection of effects is in 1 10 11 3,96
accordance with interactive learning
media
 112
7 The choice of font size in interactive 2 7 13 3,96
learning media is appropriate
Pengoperasian
1 Media pembelajaran interaktif yang 2 5 15 4,04
akan di ulangin mudah di pilih
2 Media pembelajaran interaktif bisa 1 10 11 3,96
di ulang-ulangi dengan mudah
sesuai dengan keinginan
Kemanfaatan
1 Dengan adanya media pembelajaran 2 7 13 3,96
interaktif berbasis Geogebra Classic
6 dapat meningkatkan rasa ingin tau
siswa saat melaksanakan
pembelajaran.
2 Dengan adanya media pembelajaran 2 5 15 4,04
interaktif, pembelajaran lebih
menarik
3 Dengan adanya media pembelajaran 2 7 13 3,96
interaktif, siswa termotivasi dalam
melakukan pembelajaran
4 Dengan adanya media pembelajaran 3 15 4 3,96
interaktif siswa dapat melakukan
pembelajaran baik secara mandiri
maupun berkelompok
5 Dengan adanya media pembelajaran 2 6 14 4,05
interaktif, adanya kejelasan tujuan
dalam melakukan pembelajaran
6 Meningkatkan titik focus siswa 3 12 8 3,98
Rata-rata total tiap item 60,8
Skor Maksimum 75
Skor Kepraktisan 81,06

Maka rumusnya adalah

❑
Vp = ❑

Keterangan:
Vp = Validitas Kepraktian
TSEp = total skor empiric kepraktisan
 113
S-max = skor maksimal yang diharapkan
❑
Jadi Vp = ❑
❑
Vp = ❑

Vp = 81,06%

Based on the student response questionnaire which was filled in after carrying out
learning using learning media, then from the data above the practicality score based on
the questionnaire from students was 81.06% so that the learning media was categorized
as very practical.

Tabel 4.15 Hasil Analisis Kepraktisan Media Pembelajaran oleh Angket Respon
guru

No Aspek yang Dinilai Skor

1 Materi sesuai dengan KI 5
2 Materi sesuai dengan KD 5
3 Materi sesuai dengan indikator 4
4 Materi sesuai dengan tujuan pembelajaran 4
5 Materi yang disajikan jelas 5
6 Materi yang disajikan sederhana 5
7 Penggunaan dari Software Geogebra Classic 6 5
mudah untuk di pahami
8 Media pembelajaran interaktif secara 4
keseluruhan mudah di pahami
9 Software Geogebra Classic 6 menggunakan 4
huruf yang jelas
10 Gambar dan menu bar disajikan didalam media 5
pembelajaran interaktif dan software geogebra
classic 6
11 Media pembelajaran interaktif dapat digunakan 5
berulang-ulang
12 Media pembelajaran interaktif dapat digunakan 5
dimana saja
13 Media pembelajaran interaktif membuat waktu 4
pembelajaran menjadi lebih efisien
14 Software Geogebra Classic 6 dapat mengurangi 4
beban guru untuk menjelaskan materi berulang-
ulang
15 Software Geogebra Classic 6 mendukung peran 5
guru sebagai fasilitator
16 Software Geogebra Classic 6 membantu siswa 5
belajar mandiri
17 Software Geogebra Classic 6 membantu siswa 5
memahami materi
18 Animasi dan gambar yang disajikan dalam 4
powerpoint bisa mempermudah proses
pembelajaran yang dilakukan siswa dalam
memahami materi
19 Software Geogebra Classic 6 membuat proses 4
 114
pembelajaran menjadi menyenangkan karena
berbantuan Microsoft powerpoint
20 Software Geogebra Classic 6 membantu siswa 5
belajar sesuai dengan kemampuannya
Total 92
Skor Maksimum 100
Skor Kepraktisan 92

Maka rumusnya adalah

❑
Vp = ❑

Keterangan:
Vp = Validitas Kepraktian
TSEp = total skor empirik kepraktisan
S-max = skor maksimal yang diharapkan

❑
Jadi Vp = ❑
❑
Vp = ❑

Vp = 92%
Maka rumusnya adalah
❑
Vp = ❑

Keterangan:
Vp = Validitas Kepraktian
TSEp = total skor empirik kepraktisan
S-max = skor maksimal yang diharapkan
❑
Jadi Vp = ❑
❑
Vp = ❑

Vp = 92%

Based on the results of data analysis on the teacher's response questionnaire to

interactive learning media, an average value of 92% was obtained. Based on the
acquisition of the data analysis above, the practicality based on the teacher's response
questionnaire to learning media is categorized into very practical.
B. Learning Media Effectiveness
The effectiveness of learning media in this study can be seen from the students'
ability to complete the test. The first test that will be carried out is that there is a free
test done before using learning media and completing the posttest after the learning
process using learning media, namely interactive learning media from Geogebra
Classic 6 Software assisted by Microsoft PowerPoint which was developed using the
 115
Microsoft Powerpoint application on flat sided space building materials.
1) Ketuntasan Belajar
Tabel 4.18 Hasil Nilai Preetest Siswa

No Kode Siswa Nilai Pretest Keterangan

1 s-01 100 Tuntas
2 s-02 75 Tuntas
3 s-03 30 Tidak Tuntas
4 s-04 20 Tidak Tuntas
5 s-05 40 Tidak Tuntas
6 s-06 50 Tidak Tuntas
7 s-07 30 Tidak Tuntas
8 s-08 45 Tidak Tuntas
9 s-09 45 Tidak Tuntas
10 s-10 70 Tuntas
11 s-11 65 Tidak Tuntas
12 s-12 20 Tidak Tuntas
13 s-13 80 Tuntas
14 s-14 76 Tuntas
15 s-15 45 Tidak Tuntas
16 s-16 40 Tidak Tuntas
17 s-17 85 Tuntas
18 s-18 70 Tuntas
19 s-19 60 Tidak Tuntas
20 s-20 50 Tidak Tuntas
21 s-21 30 Tidak Tuntas
22 s-22 75 Tuntas

Maka rumusnya adalah

❑
❑
Keterangan:
P = Persentase
= Jumlah keseluruhan siswa yang memenuhi SKM

100 = Konstanta
Jadi
❑
❑
 116
❑
❑
P = 22,72%

1) Achievement of Learning Objectives

Based on the achievement of learning objectives through the preparation of tests, the
learning objectives of the first question were 90.9%, the second item was 86%, the third
item was 82.2%, the fourth item was 88%. In accordance with the criteria for the
achievement of learning objectives, it is said that the learning objectives were achieved
according to the criteria of ≥75% of the maximum score for each item. Thus the
achievement of learning objectives has been said to be achieved for each item of questions.

4.1.1.2. Stage Evaluation (Evaluation)

The evaluation stage is carried out in order to correct errors and deficiencies in
the learning media that have been developed using the Microsoft Power Point
application on flat sided geometric material. At the development or development
stage, improvements are made through suggestions and input from the validators,
then tested at the implementation stage. After conducting trials, at the evaluation
stage the responses and suggestions were given by the teacher and students,
through a questionnaire that the researchers had given to teachers and students, in
terms of giving responses to interactive learning media used to further refine the
interactive learning media that had been developed.

4.2. Discussion
Based on the development procedure carried out in this study, the ADDIE
development model was used in which the first stage was the Analysis stage, the
second stage was the Design stage, the third stage was the Development stage, the
fourth stage was the implementation stage. Implementation), the fifth stage is the
Evaluation stage, which is the result of the development of this research is learning
media in the form of Geogebra Classic 6 Software which is made using the Microsoft
Power Point application on flat sided geometric material.
Based on research conducted by media experts through a questionnaire, it shows
that the percentage of eligibility is 85.14%, in the sense that the eligibility assessed by
media experts is included in the very feasible category, but even though it is already in
the very feasible category, there are still suggestions and input from media experts to
maximize learning media to be even better. The material in the learning media in this
study was also validated through a questionnaire. The average assessment made by
 117
material experts on the material in learning media is 92.09% with a very decent
category, even though the material in the learning media has been said to be very
feasible, but there are still suggestions and input on the material in the learning media
so that the material in the learning media even better interactive.
Through a questionnaire, several test instruments were validated by experts, the
test instruments consisting of the Freetest and Posttest, which totaled 4 description
questions for the Freetest and 4 description questions as well as for the posttest which
were validated first by experts so that the test validated by 3 experts was feasible to be
tried out to student. The RPP for this study was also validated, the validators for
assessing the RPP were 3 experts, consisting of 3 Unimed Mathematics Education
lecturers, and 2 Mathematics Education teachers at UPT SMP Negeri 1 Medan. After
analyzing the data on the results of the assessment carried out by experts, the average
feasibility is 89%. Based on percentages in the range of 82% ≤x≤100%, the RPP is in
the very feasible category but still takes into account the suggestions and input given by
experts..
Furthermore, the implementation was carried out at UPT SMP Negeri 1 Medan
by implementing learning media and test instruments that had been validated
beforehand, therefore the researchers processed the responses of teachers and students
through questionnaires given to teachers and students who took part in learning using
learning media. In the student response questionnaire, the responses given had an
average of 60.8 out of a maximum score of 75, so based on the student response
questionnaire the practicality percentage of 82% was included in the very practical
category and for the teacher's response questionnaire with an average total of 93 out of
the maximum score 100 so that the meaning of practicality according to the teacher's
response is 92% and is included in the very practical category.
At the implementation stage the researcher also gave tests in the form of Freetest
and posttest to see the effectiveness of interactive learning media. At the time of giving
the freetest to students before carrying out the learning process using learning media,
out of 22 students, there were 5 students who passed, the results obtained on average
were in the incomplete category in completing 4 Freetest description questions which
had fulfilled the general objectives on the material build flat side chamber. The average
value obtained by students after learning using interactive learning media provided by
researchers, out of 22 students there were 20 students who had completed the posttest,
although there were 6 students who had not completed the posttest. Based on the
completeness of learning through learning objectives which are represented through
tests, the results of the analysis of mastery for the first learning objectives in the first
question.
 118
The drawbacks that occur during research at school are that the size of the classrooms
at school is not too large, while the learning program from the school is that interactive
learning based on Geogebra Classic 6 is carried out offline and online by making a
learning schedule alternately or alternately such as learning Wednesdays. offline, online
learning is carried out on Tuesday, so as a result the class room is not too large. for next
Tuesday, students who take part in offline learning are students with absent numbers 12
to 22, and so on so that offline learning is also carried out alternately with their friends.
Furthermore, the teacher's lack of understanding to make Geogebra Classic 6 Software
so that most teachers provide interactive learning media so that most teachers do
learning through passive media, namely printed books. Furthermore, there are still
many students who don't have laptops to download the Geogebra Classic 6 Software
application, only 10 people bring laptops and download the applications that are told by
researchers, so students who don't have laptops for assignments given by the teacher
must be handed over to the teacher by coming to school on the day and time determined
by the teacher concerned, while for students who have laptops the assignments given to
the teacher are given online via GoogleForm and whatsapp by sending assignments.
When the researcher gave an assignment link in the form of a Googleform link to
students, many students who did not have laptops complained that they could not see
videos on the researcher's YouTube, so students who did not have laptops could also
learn through videos shared by researchers on the researcher's YouTube.
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CAHPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion
Based on the results of previous research and discussion, the conclusions of this study
are as follows.
1. This interactive learning media using Geogebra Classic 6 Software on the building
material of the flat side space of Limas and Beams has a validity percentage of
89% with the Valid category, so that the learning media developed can be katakana
valid.
2. Interactive learning media using Geogebra Classic 6 Software on the building
material of the Limas and Blok flat-sided spaces has a percentage of practicality
from the results of the teacher response questionnaire and the category is very
practical, so that the learning media developed can be said to be practical.

5.2 Suggestion
This research was carried out only on validity tests and practicality tests, so that
learning media using the Geogebra Classic 6 software has not been tested effectively if
used in mathematics learning in schools. Learning media using geogebra classic 6
software is only developed on the building material of the flat side space of Limas and
Beams, so it is hoped that it can also be developed on mathematics learning materials
limas and Blocks and bia used also in other mathematics learning studies for further
research.
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118
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