Development of E-Comic-Based Mathematics Teaching Materials on the Topic of Multiplication and Division with Realistic Mathematics Education (RME) Approach

Abstract

The purpose of this study was to develop E-Comic-based mathematics teaching materials on the topic of multiplication and division with the Realistic Mathematics Education (RME) approach. This research is a research and development using the Hannafin and Peck development model. This model consists of three phases, namely needs assessment, design, development, and implementation. The subjects in this study were students of class 3A SDN Pinang 2 Tangerang City. The results research obtained included 1) material expert validation got 95,38% with very valid criteria, 2) linguist validation got 87,5% with very valid criteria, 3) media expert validation got 97,5% with very valid criteria. Assessment of student responses 1) small group test got 95,41% with high criteria, 2) large group test got 99% with high criteria. Based on the results of the assessment, the E-Comic-based mathematics teaching materials developed are valid and can be used as additional teaching material for teaching the concept of multiplication and division. Abstrak Tujuan penelitian ini adalah mengembangkan bahan ajar matematika berbasis E-Comic pada topik perkalian dan pembagian dengan pendekatan Realistic Mathematics Education (RME). Penelitian ini merupakan penelitian pengembangan (Research and Development) dengan menggunakan model pengembangan Hannafin dan Peck. Model ini terdiri atas tigatahap, yaitu penilaian kebutuhan, desain, pengembangan dan implementasi. Subjek pada penelitian ini adalah peserta didik kelas 3A SDN Pinang 2 Kota Tangerang. Hasil penelitian yang didapatkan antara lain 1) validasi ahli materi mendapatkan 95,38% dengan kriteria sangat valid, 2) validasi ahli bahasa mendapatkan 87,5% dengan kriteria sangat valid, 3) validasi ahli media mendapatkan 97,5% dengan kriteria sangat valid. Penilaian respon peserta didik 1) uji kelompok kecil mendapatkan 95,41% dengan kriteria tinggi, 2) uji coba kelompok besar, mendapatkan 99% dengan kriteria tinggi. Berdasarkan hasil penilaian tersebut maka bahan ajar matematika berbasis E-Comic yang dikembangkan valid dan dapat dijadikan sebagai bahan ajar tambahan untuk pengajaran konsep perkalian dan pembagian.

Using Comics for Climate Change in Science Education: Students' Solutions and Aesthetic Subtleties

“…The transformation of remembering/knowledge into a product was a significant change in terms of raising awareness and transferring the converted information in the learning-teaching processes. Studies which found that comics developed and presented by researchers for use in foreign language and mathematics teaching increased learning outcomes and motivation (Cabrera et al, 2018;Hobri et al, 2019;Musa et al, 2020;Oliwe & Chao, 2022;Widyasari & Nurcahyani, 2021) share similarity with the implications of this research about learning. In addition, the findings of this study largely correlate with the results of other studies which reported that students like to use tools of comic composing and that they develop competence in decision-making, creativity, self-determination, and teamwork (Kılıçkaya & Krajka, 2012;Silva et al, 2017).…”

“…When evaluated in terms of the use of digital comics in learning-instructing processes, many studies have been conducted for different purposes and have suggested that it is an effective way of learning. As an example of these studies, the benefits obtained in the studies conducted in the mathematics lesson (Musa et al, 2020;Oliwe & Chao, 2022;Widyasari & Nurcahyani, 2021) and in the social studies lesson (Hasanah et al, 2021) can be shown. When the literature is examined, research in which the comics created by teachers at Pixton for high school students are used in mathematics lessons (Hobri et al, 2019) and foreign language lessons are discovered (Cabrera et al, 2018).…”

The Use of E-Comics Based on A Realistic Mathematical Approach to Improve Critical and Creative Thinking Skills of Elementary School Students

“…E-comic-based learning media using Pixton is declared feasible, practical, and effective to be applied in school learning (Nurmayani & Sinaga, 2023). E-comic-based mathematics learning materials are very valid and respond with high criteria so that the media developed by researchers can be used as additional teaching materials to teach multiplication and division concepts (Widyasari & Nurcahyani, 2021). The research results found that the most significant influence of e-comics on improving critical and creative thinking skills lies in the presentation of mathematics teaching through comics.…”

“…Meanwhile, other factors need to be underlined to make realistic mathematics learning with ecomics run optimally, as revealed by research results from Widyasari & Nurcahyani ( 2021), E-Comic-based learning materials that are developed still have limitations both in design and subject matter, it is hoped that future research can develop products in the form of E-Comics that are more attractive in terms of design and material More varied lessons. In the implementation of E-Comic-based mathematics learning materials for parents and teachers, it is hoped that there will be assistance for students so that the use of media runs effectively (Maulidya & Ambarwati, 2022;Pramasdyahsari et al, 2023;Sabon et al, 2022;Widyasari & Nurcahyani, 2021;Wolff et al, 2023). Suggestions from researchers for future research as the results of research from Suri et al (2022) researchers are expected to develop Mathematics E-Comic media to be better in order to achieve a high level of media effectiveness with good criteria and worthy of being disseminated as an innovation in mathematics learning media.…”

Implementation of creative problem-solving model with RME approach on mathematics problem-solving ability

“…Based on research by Papadakis et al (2021), the realistic mathematics education approach can help students solve math problems. Real-life-based learning through the realistic mathematics education (RME) approach makes it easier for students to understand and solve problems in mathematics because it uses experiences, objects, and other things that are very close to students (Ajid & Soleh, 2021;Widyasari & Cahyani, 2021). It will minimize the appearance of bias, impacting problemsolving skills.…”