Need Analysis for Development of Learning Media Based on

Realistic Mathematics Education and Video Learning

Kadek Adi Wibawa1, a), I Made Wena2), I Dewa Gede Agung Pandawana3), Ni
Made Hermayanti4), Kadek Dwi Purnama Putra5)
1,2,3,4,5
Pendidikan Matematika, Universitas Mahasaraswati Denpasar, Denpasar, Inodonesia, 80231
a)
adiwibawa@unmas.ac.id

Abstract. Mathematics is a scourge and a boring subject for students. One reason is that teachers do not relate mathematics to
everyday life. So, students' perspectives on mathematics are unimportant and useless. This research aims to determine the needs of
junior high school students regarding plans to develop educational game-based learning media equipped with Realistic Mathematics
Education-based learning videos. This research method is descriptive quantitative. The research instrument used a questionnaire.
The research was conducted in class VII of SMPN 12 Denpasar with 165 students and five teachers. This research shows that
overall, students need this learning media with an average questionnaire score of 45.04, and teachers are also in the really need
category with an average questionnaire score of 53.4. Based on the research results, it is hoped that designing a learning media
based on realistic mathematics education and learning videos is necessary.

INTRODUCTION
Mathematics is a scourge and a boring subject for students. One of the reasons is that teachers do not relate
mathematics to everyday life. Learning is meaningless, does not relate to everyday life, and is routine. So, students'
perspectives on mathematics are not essential or helpful. On the other hand, technological developments are
increasingly sophisticated, and the world is now entering the era of Industrial Revolution 4.0, namely emphasizing
digital economy patterns, artificial intelligence, big data, robotics, and so on, also known as the phenomenon of
disruptive innovation [1]. This condition is a challenge for educators in carrying out the teaching and learning process
to prepare students to face this. Mathematics teaches critical thinking and creative thinking, sharpening problem-
solving skills, training communication, and collaboration, training in the appropriate use of technology, collecting and
processing information to make the right decisions, and raising awareness of the cultural riches associated with using
mathematics. However, few teachers can design learning media to hone and improve these skills. One of the skill
adaptations currently needed is learning and innovation skills, where it is hoped that an educator will be able to develop
creative and innovative learning media to support an active and enjoyable teaching and learning process.
In principle, in media development, the elements that must be considered are 1) text elements, 2) image
elements, 3) sound elements, and 4) animation elements [2]. In recent years, many researchers have developed
interactive and fun learning media ([3], [4], [5], [6]). The four studies developed interactive and entertaining media
using Adobe Macromedia Flash, and the targets were elementary, middle, and high school students. Solar2D apps
were used and applied to entrepreneurship arithmetic content in this research.
Developing learning media using Solar2D apps has the advantage of a more attractive media display and many moving
animation options so that students are interested in using the learning media that has been designed. This application
was developed with Solar2D software. Solar2D is a cross-platform software development engine (Android, IOS,
Windows, HTML5, Linux), free, light, fast, and open source, making it easier to develop applications and games [7].
Research related to learning media using Solar2D has been widely carried out ([8], [9]). [8] conducted research on
"Balinese Folklore Game Application as a Mobile-Based Means of Character Education for Children." This research
discusses Android-based learning games that highlight moral messages and character education for children through

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the Balinese Folk Tales I Kekua, Crukcuk Kuning, and I Lacur in the form of a story game. [9] researched "Android-
Based Digital Application of Local Wisdom of Balinese Dance and Clothing." In this research, various kinds of
Balinese dance, clothing, and accessories are introduced as Android-based interactive media so that they can be studied
offline, interactively, anywhere and anytime.
Currently, the government is massively promoting and encouraging people to become entrepreneurs. From an
early age, students are introduced to economic terms contained in mathematics lessons. Many places around students'
lives can be used as material for learning mathematics, such as traditional and modern markets, online malls, and 3D
printing. However, not many teachers are able to take advantage of this. Teachers teach book-oriented; what is in the
book is taught to students. In this case, students' impressions of mathematics are dull, stiff, and useless. Therefore, we
need a learning media that can facilitate students to easily enjoy learning mathematics and hone and improve critical
and creative thinking skills. In this case, realistic mathematics education (PMR) is learning based on the real world,
which is used as a starting point for developing mathematical ideas and concepts [10]. According to [11], the concept
of PMR learning is very similar to contextual learning (contextual teaching and learning), namely a learning concept
that seeks to help students relate the material being studied to students' real-world situations and encourage students
to make connections between the knowledge they have and its application to their lives daily.
The aim of this research is Need Analysis for Development of Learning Media. How do teachers and students
respond to the learning media development plan? Do you need it or not? And What kind of media do teachers and
students expect? After conducting the analysis, we design PMR-based learning on entrepreneurship arithmetic content
to increase students' interest in learning, conceptual understanding, and problem-solving abilities. In this case, learning
development is designed through traditional markets, learning development through modern markets, as well as
learning development through 3D printing for the creative economy.

METHOD
The design of this research is descriptive qualitative, where the researcher will collect data on students and teachers
at SMPN 12 Denpasar through questionnaires related to their needs regarding the development of game-based learning
media equipped with learning videos. The number of students who filled out the questionnaire was 163 people and
five teachers. Data collection techniques are in the form of questionnaires and documentation via Google Forms,
where there are 16 statements for students and 14 statements for teachers. The research instrument used a student
questionnaire consisting of 16 statements, with each statement determined by students, Strongly agree (score 4), Agree
(score 3), disagree (score 2), and strongly disagree (score 1).
TABLE 1. Category analysis of student needs questionnaire scores
Score Category
48 – 64 Urgently Require
32 – 47 Require
16 – 31 Not Required
0 – 15 Urgently Not Require
The research instrument used a teacher questionnaire consisting of 14 statements, with each statement determined by
students, Strongly agree (score 4), agree (score 3), disagree (score 2), and strongly disagree (score 1).
TABLE 2. Categories of teacher needs questionnaire score analysts
Score Category
42 – 56 Urgently Require
28 – 41 Require
14 – 27 Not Required
0 – 13 Urgently Not Require

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 RESULT AND DISCUSSION
The results of this research are student and teacher assessments of statements that lead to an analysis of students' needs
for game-based learning, which is equipped with learning videos and is linked to students' daily lives. The average
assessment of the 165 students who filled out the questionnaire is as follows:

Student Questionnaire Results

Urgently
Require
24,24%

Urgently Require
Require Require
75,76%

FIGURE 1. Student questionnaire results

Of the 165 students who filled out the questionnaire, 75.76% were in the need category, and 24.24% really
needed game-based learning equipped with learning videos linked to students' daily lives. The results above can be
detailed as follows:

FIGURE 2. Results of analysis of students' needs for questions related to everyday life

Students decide I enjoy learning mathematics when the teacher gives examples of problems related to everyday
life strongly agree as many as 27 people (16.4%) agree, as many as 101 (61.2%) don't agree, as many as 32 (19.4%),
and strongly disagree as much as 5 (3%). From this data, 77.6% of students stated that they agreed and strongly agreed
that they enjoyed learning mathematics if the teacher gave examples of problems related to everyday life. The RME
learning model is based on real conditions and is able to motivate students to learn more because they feel that learning
mathematics is beneficial [12]. [13] & Mulyati (2017) in their research stated that the concepts of Mathematical
abstracts are more accessible for students to digest based on learning media in the surrounding environment.

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 (a) (b)
FIGURE 3. (a) results of analysis of students' needs for teachers who teach using educational games (b) results of analysis of
students' needs regarding their motivation when learning with educational games

Students stated that I hope teachers teach mathematics using educational games strongly agree as many as 45
people (27.3%), agree as many as 92 people (55.8%), don't agree as many as 22 people (13.3%), and strongly disagree
six people (3.6%). This data shows that 83.1% of students agree and strongly agree that teachers teach using
educational games. Students also stated that my motivation would increase if I learned mathematics by playing games.
Strongly agree as many as 40 people (24.2%), agree as many as 84 people (50.9%), don't agree as many as 31 people
(18, 8%), and strongly disagree as many as 10 people (6.1%). The data shows that 75.1% of students agree and strongly
agree that their motivation increases if they learn by playing educational games. The importance of educational games
in learning will create an exciting atmosphere for students to play, provide a sense of security, and make them happy
and more interested [15]. Educational games can also stimulate students' curiosity and creativity [16].

(a) (b)
FIGURE 4. (a) Results of analysis of students' needs for learning through learning videos. (b) Results of analysis of students'
needs regarding their interest in learning through learning videos

Students stated that I understand learning mathematics better if I use a technological approach strongly agree as
many as 22 people (13.3%), agree as many as 67 people (40.6%), don't agree as many as 59 people (35.8%), and
strongly disagree as many as 17 people (10.3%). From this data, 53.9% stated that it was easier for students to learn
mathematics through a technological approach. Figure (b) describes that students stated I prefer learning through
instructional videos because when I don't understand, I can repeat the explanation strongly agree as many as 30 people
(18.2%) agree, as many as 82 people (49.7%), don't agree as many as 44 (26.7%), and strongly disagree as many as
nine people (5.5%). From this data, 67.9% of students agreed and strongly agreed that learning using videos can be
used to repeat explanations if there are no difficulties. Video is a suitable medium and will provide new experiences
[17]. Learning videos are different from teacher books and student books, so they are quite effective in being used as
supplements in learning that can cover many subjects [18]. The use of learning video media can channel students'
messages, attention, and desires in learning. Learning videos in the mathematics learning process can have a positive
psychological influence on students [19].

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 FIGURE 5. Results of analysis of students' needs for feedback at the end of learning

Based on the picture above, students feel proud if, after completing a mathematics assignment, they immediately
know the results and receive an award according to the results. I received strongly agree as many as 84 people (50.9%),
agree as many as 70 people (42.4%), don't agree as many as seven people (4.2%), and strongly disagree as many as 4
(2.4%). According to Budiharjo (1994: 8-11), learning activity will decrease if feedback is not given or it is too late.
By providing feedback, students can understand how far their performance is compared to the learning goals that
should be achieved. Providing this feedback also provides information to students about their successes, failures, and
level of competency.
Judging from teachers' needs for educational game-based learning media equipped with learning videos and
realistic questions, the following are the statements of 5 teachers whose data were successfully collected.

(a) (b)
FIGURE 6. (a) Results of analysis of teacher needs for students whose learning is related to everyday life (b) Results of
analysis of teacher needs for students who are introduced to the context first before concepts or formulas

Teachers stated that Students enjoyed learning mathematics if they used learning videos strongly agreeing as many
as four people (80%) and agreeing as much as one person (20%). The teacher also stated that students are happier
learning mathematics when I explain the context first before giving the concept or mathematical formula strongly
agree as much as one person (20%) and agree as much as four people (80%).

(a) (b)
FIGURE 7. (a) Results of teacher needs analysis regarding the use of technology in learning (b) Results of teacher needs
analysis regarding increased student understanding through learning videos

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 The teacher stated that learning using technological approaches such as games and learning videos is necessary.
Still, I can't make it strongly agree: 1 (20%), agree as much as two people (40%), and don't agree as much as two
people (40 %). Students can better understand learning mathematics through learning videos because they can repeat
the material over and over again, strongly agree as much as one person (20%), agree as much as three people (60%),
and don't agree as much as one person (20%).

(a) (b)
FIGURE 8. (a) Results of teacher needs analysis regarding the difficulties in carrying out assessments (b) Results of teacher
needs analysis regarding the importance of automatic assessment at the end of learning

The teacher stated that I usually have difficulty giving grades to students manually because I have to correct them
one by one: strongly agree as much as one person (20%), agree as much as three people (60%), and don't agree as
much as one person (20 %). Students will feel happy if, at the end of the lesson, they know directly the results of their
learning and receive awards according to the results they obtained. Strongly agree with as many as four people (80%)
and agree with as many as one person (20%).

CONCLUSION
For developing learning media based on realistic mathematics education and learning videos in the form of games,
75.76% of students said they required it, and 24.24% said they urgently needed it. Meanwhile, teachers stated that
they urgently required it with a total of 100%. In developing media, students and teachers really agree that it is related
to everyday life and contains learning videos. At the end of the game, students immediately know the grades they have
achieved and receive awards for their achievements.

ACKNOWLEDGMENTS
Thank you to Universitas Mahasaraswati Denpasar for the grant funds provided so that this research can be
carried out and published.

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