Embed Size (px)
Citation preview
9/30/2020 Vol 11, No 1 (2020)
ejournal.radenintan.ac.id/index.php/al-jabar/issue/view/456 1/2
IN COLLABORATION
USER
Username
Password
Remember me
LoginLogin
FONT SIZE
OPEN JOURNAL SYSTEMS
JOURNAL CONTENT
Search
Search Scope
All
SearchSearch
Browse
By Issue
By Author
By Title
Other Journals
TOOLS
Editorial Policies
Online Submission Here
Focus & Scope
Author Guidelines
Editorial Board
Reviewer
Abstracting/Indexing
Publication Ethic
Citedness in Scopus
Retraction
Contact Us
Al Jabar Stats
HOME ABOUT LOGIN REGISTER SEARCH CURRENT ARCHIVES ANNOUNCEMENTS
Home > Archives > Vol 11, No 1 (2020)
Vol 11, No 1 (2020)
Al-Jabar: Jurnal Pendidikan Matematika
Table of ContentsMeta-Analysis: the Effect of Problem Approach and Inquiry Approach TowardStudents’ Mathematical Critical Thinking Skill Over the Past 4 Years
Ida Dwijayanti, Aryo Andri Nugroho, Yogi Indah Pratiwi
10.24042/ajpm.v11i1.4944 | Abstract views : 228
1 - 10
Web-Based Learning Media Assisted By Powtoon in Basic Mathematics CourseVera Dewi Susanti, Tri Andari, Angga Harenza
10.24042/ajpm.v11i1.5308 | Abstract views : 135
11 - 20
The Application of the Accelerated Learning Cycle, Brain-based Learning Model, andDirect Instruction Model toward Mathematical Reasoning in Terms of MathematicalCommunication
Arie Purwa Kusuma, Nurina Kurniasari Rahmawati, Ramadoni Ramadoni
10.24042/ajpm.v11i1.6185 | Abstract views : 97
21 - 28
Developing Islamic Context-Based Learning Materials in Increasing Students’Mathematical Understanding
Maria Ulpah, Ifada Novikasari
10.24042/ajpm.v11i1.5432 | Abstract views : 114
29 - 38
Kahoot-Based Learning Game to Improve Mathematics Learning Motivation ofElementary School Students
Adi Setiawan, Soeharto Soeharto
10.24042/ajpm.v11i1.5833 | Abstract views : 141
39 - 48
Students’ Intuitive and Analytical Thinking in the Mathematics Study through theIntegration of STAD and Environmental Islamic Jurisprudence (Fiqh)
Abdillah Abdillah, Ajeng Gelora Mastuti, Muhammad Rijal, Muhajir Abd. Rahman
10.24042/ajpm.v11i1.6120 | Abstract views : 131
49 - 60
Improvement of Creative Thinking Ability through Problem-Based Learning withLocal Culture Based on Students’ Gender and Prior Mathematics Ability
Rahmi Ramadhani, Fajri Farid, Fitria Lestari, Amir Machmud
10.24042/ajpm.v11i1.4961 | Abstract views : 73
61 - 72
Students’ Cognitive Barrier in Problem Solving: Picture-based Problem-solvingA.Wilda Indra Nanna, Enditiyas Pratiwi
10.24042/ajpm.v11i1.5652 | Abstract views : 81
73 - 82
Climber Prospective Teacher: Relationship Beliefs and Mathematics TeachingPractice
Muhtarom Muhtarom, Tatag Yuli Eko Siswono, Dwi Juniati
10.24042/ajpm.v11i1.6103 | Abstract views : 76
83 - 92
Extended F-Expansion Method for Solving the modified Korteweg-de Vries (mKdV)Equation
Vina Apriliani, Ikhsan Maulidi, Budi Azhari
10.24042/ajpm.v11i1.5153 | Abstract views : 92
93 - 100
Hypothetical learning trajectory (HLT) for proof logic topics on algebra course:What’re the experts think about?
Riza Agustiani, Rahmat Nursalim
10.24042/ajpm.v11i1.6204 | Abstract views : 126
101 - 110
Students' Creative Thinking Skill in Solving Higher Order Thinking Skills (HOTS)Problems
M Zaiyar, Irfan Rusmar
10.24042/ajpm.v11i1.5935 | Abstract views : 84
111 - 120
Problem Based Learning with a Scientific Approach with Character in MathematicsLearning
Ahmat Wakit, R. Hadapiningradja Kusumodestoni
10.24042/ajpm.v11i1.6411 | Abstract views : 145
121 - 132
9/30/2020 Vol 11, No 1 (2020)
ejournal.radenintan.ac.id/index.php/al-jabar/issue/view/456 2/2
Students’ Mental Construction in Cube and Cuboid Concepts Based on MathematicalAbility Differences
Imam Rofiki, Ahmad Choirul Anam, Putri Eka Sari, Wahyu Henky Irawan, Ika Santia
10.24042/ajpm.v11i1.5946 | Abstract views : 102
133 - 144
Relationship between Cooperative learning method and Students’ MathematicsLearning Achievement: A Meta-Analysis Correlation
Dafid Slamet Setiana, La Ili, Muhammad Irfan Rumasoreng, Anggit Prabowo
10.24042/ajpm.v11i1.6620 | Abstract views : 140
145 - 158
Mathematical Problem Solving Capabilities: The Impact of Search Solve Create Shareand Think Pair Share learning models on Logarithmic Lesson
Syahfitri Purnama, Muawanah Muawanah, Tista Maya Surati, Rika Septianingsih
10.24042/ajpm.v11i1.6740 | Abstract views : 110
159-166
Mathematical problem-solving abilities and reflective thinking abilities: The impactof the influence of eliciting activities models
Suci Hartati, Ratu Ayu Bilqis, Achi Rinaldi
10.24042/ajpm.v11i1.6709 | Abstract views : 140
167-178
The Use of Monte Carlo Method to Model the Aggregate Loss DistributionRafika Septiany, Berlian Setiawaty, I Gusti Putu Purnaba
10.24042/ajpm.v11i1.6599 | Abstract views : 322
179 - 190
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 InternationalLicense.
9/30/2020 Editorial Team
ejournal.radenintan.ac.id/index.php/al-jabar/about/editorialTeam 1/2
IN COLLABORATION
USER
Username
Password
Remember me
LoginLogin
FONT SIZE
OPEN JOURNAL SYSTEMS
JOURNAL CONTENT
Search
Search Scope
All
SearchSearch
Browse
By Issue
By Author
By Title
Other Journals
TOOLS
Editorial Policies
Online Submission Here
Focus & Scope
Author Guidelines
Editorial Board
Reviewer
Abstracting/Indexing
Publication Ethic
Citedness in Scopus
Retraction
Contact Us
Al Jabar Stats
HOME ABOUT LOGIN REGISTER SEARCH CURRENT ARCHIVES ANNOUNCEMENTS
Home > About the Journal > Editorial Team
Editorial Team
Editor In Chief
Fredi Ganda Putra, (Scopus ID: 57208306223) Universitas Islam Negeri Raden Intan Lampung, Indonesia
Managing Editor
Muhamad Syazali, (Sopus ID: 57208307387) Universitas Islam Negeri Raden Intan Lampung, Indonesia
Editorial Advisory Regional Southwestern Pacific Ocean
Avan Suinesiaputra, (Scopus ID: 22434002000) University of Auckland, New Zealand
Editorial Advisory Regional Europe
Annarosa Serpe, (Scopus ID: 15133507800) Department of Mathematics and Computer Science, University of Calabria, ItalyVakkas Uluçay, (Scopus ID : 57190347591) Gaziantep Universitesi, Department of Mathematics,, Turkey
Editor Advisory American
Iran Abreu Mendes, (Scopus ID : 35848880300) Universidade Federal do Rio Grande do Norte, Department of Mathematics,Natal, Brazil, BrazilJésica J. Ramos Hernández, (Scopus ID: 57194902776) Universidad Cristobal Colon, UCC Business School, Mexico
Editorial Advisory Regional Asia
Rofiqul Umam, (Scopus ID: 57201308953) Faculty of Science and Technology, Kwansei Gakuin University, JapanMasitah Shahrill, Scopus ID (55873798300), Sultan Hassanal Bolkiah Institute of Education (SHBIE), Universiti BruneiDarussalam, Brunei Darussalam
Editorial Board
Muhammad Fakhruddin, (Scopus ID: 57208126438) Indonesia Defense University, IPSC Area, Sentul, Sukahati, Citeurep,Bogor, Jawa Barat 16810, IndonesiaAji Raditya, (Scopus ID : 57197766668), Universitas Muhammadiyah Tangerang, IndonesiaDian Anggraini, (SINTA ID : 6686312) Institut Teknologi Sumatera (ITERA), Indonesiasanti widyawati, Institut Agama Islam Ma'Arif NU (IAIM NU) Metro ,Lampung, IndonesiaSuherman Suherman, (Scopus ID: 57208307368) Universitas Islam Negeri Raden Intan Lampung, IndonesiaIip Sugiharta, (Scopus ID: 57199210251) Universitas Islam Negeri Raden Intan Lampung, IndonesiaFraulein Intan Suri, (SINTA ID : 6706265) Universitas Islam Negeri Raden Intan Lampung, IndonesiaNanang Supriadi, (Scopus ID: 57208305243) Universitas Islam Negeri Raden Intan Lampung, Indonesia
Administrator & Layout
Kenny Candra Pradana, (Scopus ID: 57214718212) Universitas Islam Negeri Raden Intan Lampung, Indonesia
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 InternationalLicense.
Al-Jabar: Jurnal Pendidikan Matematika Vol. 11, No. 1, 2020, Hal 11 – 20
p-ISSN: 2086-5872, e-ISSN: 2540-7562
11
Copyright (c) 2020 Al-Jabar : Jurnal Pendidikan Matematika
Web-Based Learning Media Assisted By Powtoon in Basic Mathematics Course
Vera Dewi Susanti1, Tri Andari2, Angga Fendy Harenza3
1,2,3 Faculty of Teacher Training and Education, Universitas PGRI Madiun, Indonesia
Article Info Abstract
Submitted : 26 – 11 – 2019
Revised : 15 – 04 – 2020
Accepted : 20 – 04 – 2020
Published : 16 – 06 – 2020
*Correspondence: [email protected]
In basic mathematics learning, lecturers used an LCD projector and
taught it classically so that learning becomes uninteresting.
Consequently, students become less enthusiastic and less interested. In
overcoming this, one of the ways is to make Powtoon-assisted material
and it will be even more interesting if the material is presented using the
web. By utilizing the web, the material can be accessed anytime and
anywhere. This development research employed a 4D development
model up to the third stage, namely define, design, and develop.
Research subjects were divided into 2 types namely, limited trial
subjects and field trial subjects. The research instruments used were
learning media validation sheets, student response questionnaires, and
tests. The results of this study are (1) the developed learning media
obtained the validity criteria of 82.00%. (2) The developed learning
media obtained the practical aspects of 82.22% and for the field trials of
82.50% (3). The developed learning media obtained the effectiveness
criteria in the limited trial of 83.33% and the field trial of 87.50%. Based
on these results, it can be concluded that the learning media developed
by researchers are appropriate for use in learning.
Keywords: Basic Mathematics; Powtoon; and Web.
http://ejournal.radenintan.ac.id/index.php/al-jabar/index
Introduction
Basic mathematics study is a mathematics education course taught in the third semester.
One of the materials in this course is sequence and series. In learning in the classroom, the
lecturer only uses LCD and is carried out classically. So learning is less interesting. This
resulted in students lacking enthusiasm and less interest in learning. Lecturers should utilize
online learning so that there are variations in learning. The use of the internet can increase
students' academic self-confidence, academic self-reliance, and student–lecturer connection
(Alshahrani, Ahmed, & Ward, 2017).
Online learning has advantages when compared with classical learning since the can be
accessed anytime and anywhere with positive results (Jolliffe, Ritter, & Stevens, 2012; Chang,
2016; Panigrahi, Srivastava, & Sharma, 2018; Põldoja, Väljataga, Laanpere, & Tammets,
2012). Through online learning, students can explore more and learn more information, more
learning resources, and greater opportunities for collaboration (Means, Toyama, Murphy,
Bakia, & Jones, 2009). In contrast to classic learning where learning is done at the same time
and place, online learning or learning by utilizing a website makes the time and place of
learning, not an obstacle (Broadbent & Poon, 2015; Ku & Chang, 2011).
The web facilitates student-centered approaches, creating a motivating, active, and
flexible learning environment (Own, 2007). Thus, the web can be used as a medium of
mathematics learning to facilitate students in understanding the concepts of sequence and series.
The web-based learning media used was Powtoon. Powtoon is a web tool used by educators to
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
12
make an animation presentation with students as their target (Bachmann, & Marshall,
2019; Moraru, P., Silva, B., Allen, I., Dias, J., Ribeiro, R., Pinho, M., Bento, 2018). With
Powtoon, an educator can make learning material according to their criteria and can add music
or voice-over and add videos or pictures for up to 5 minutes for free (Moraru, P., Silva, B.,
Allen, I., Dias, J., Ribeiro, R., Pinho, M., Bento, 2018; Santos, Ferreira, & Vilas-boas, 2019).
In their performance, students are expected to be able to immediately understand the material
displayed. This media also maximizes the facilities and infrastructure available in the PGRI
Madiun University computer laboratory because the use of computers in learning can be
maximized.
Based on research from Awalia, Pamungkas & Trian, it can be concluded that the
learning media of Powtoon animation can provide an understanding for the fourth-grade
students regarding mathematics (Awalia, Pamungkas, & Trian, 2019) and Arifah's research
concludes that by using Powtoon the mathematical critical thinking ability can be improved
(Arifah, Suyitno, & Dewi, 2019). Research conducted by Adkhar on the development of
Powtoon-based learning media shows that the results of validation by experts was 81.3% and
was declared good. The aspects of appearance and product results were 82% and the aspects of
quality and effectiveness were 82.22%. The results of the assessment by students for the aspects
of appearance and effectiveness was 89.5% (Adkhar, 2015). It can be concluded that the
learning media was feasible to use. In this study, the Powtoon was updated and modified. The
facts show that the challenges in using ICTs with the help of e-learning have been very broad
with various cultures, information, and pedagogy (Diani, Yuberti, & Syarlisjiswan, 2018;
Irwandani, 2016; Islam, Beer, & Slack, 2015; Mustari, Hoya, Akmansyah, Diani, & Asyhari,
2019; Lau, Yen, & Wah, 2013). But the use of ICT is very minimal, so web-based learning is
needed.
This study was conducted on students of Mathematics Education at PGRI Madiun
University in the 2018/2019 academic year. The development model used was the 4-D
development model. This model consists of 4 stages of development, namely define, design,
develop, and disseminate. However, in this research, the researchers only applied the first,
second, and third steps due to time and cost limitations so that the disseminate stage was not
carried out. The research development steps are as follows:
the Research Methods
Figure 1. 4D Method Flow
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
13
Define
The define step was carried out as follows.
1. Analysis of Potential and Problems
This stage aims to determine the potential of the research site and identify problems that
occur in learning.
2. Information Gathering
It was done through field observations and interviews with Mathematics Education
Lecturers.
3. Material Analysis
The formulation of learning objectives was to improve student learning achievement
measured from a test of learning outcomes.
Design
The second step in this research was to prepare a prototype consisted of a drafting instrument,
media preparation, and the initial design of learning media.
Development
The third step in this research was the development stage with the sequence of events as
follows.
1. Validation
The purpose of this validation was to find out the advantages and disadvantages of the
products that have been developed based on Akbar (2013).
In this study, the researchers referred to the validity criteria above and set the validity
criteria in the range of 70.01%-85.00% as the minimum limit of learning media validity.
2. Media Revision
Before the product was declared valid by the validator, the researcher must still revise
the product developed and produce the second draft.
3. Limited Trial
At this stage, the second draft was tested on 20 students with different cognitive
abilities.
4. Field Trial
The field trial involved 46 Mathematics Education students.
Validity Analysis of Learning Media
This web-based learning media development research involved more than one expert as a
validator. To find out the overall percentage, the following formula was used:
𝑉 =𝑉1 + 𝑉2 +⋯+ 𝑉𝑛
𝑛= ⋯%
Web-based learning media can be declared valid (good/good enough) if the combined validity
results show the results of more than 70%.
Practical Analysis of Learning Media
The data of the practicality of the instructional media was obtained from the student
response questionnaire. The questionnaire used was a Likert scale with a checklist method.
Likert scale is used to measure people's attitudes, opinions, perceptions (Sugiyono, 2017).
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
14
Learning media can meet the practicality criteria of the media if ≥ 70% of students
classically give a positive response (Saputro, 2011). If it is less than 70%, the researcher must
make improvements based on suggestions given by students.
Effectiveness Analysis of Learning Media
Media can be said to be effective if 75% of students meet the learning mastery. It can be
declared complete if the percentage of individual completeness has reached ≥ 75% with a
minimum score of 75 from the overall score.
Define
1. Potential and Problem Analysis
There is a computer laboratory with good, well-maintained, and clean conditions as well
as an internet connection, projector, and whiteboard. However, the students have not maximized
the facility since the use of instructional media in the teaching and learning process was only
limited to using PowerPoint and most of the teaching and learning processes were conducted
through lecturing and discussion methods.
2. Information Gathering
The materials chosen by the researchers to be developed in this study were sequences and
series as one of the materials in the Basic Mathematics Study course. The product was
developed based on the potential of students of Mathematics Education at Universitas PGRI
Madiun.
3. Material Analysis
The objectives were formulated according to indicators of the sequence and series
materials, among others: stating the pattern of numbers; determine arithmetic sequences and
series; presents a mathematical model of real problems; determine the geometric and
mathematical model of a real problem related to the materials.
Design
In this activity, the researchers conducted the preparation of instruments in the form of
media validation sheets, student questionnaire responses, and learning achievement tests, media
selection, and initial design of learning tools. The design of this learning media is as follows:
the Results of the Research and the Discussion
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
15
Figure 1. Web-based Learning Media Design Assisted by Powtoon
Develop
1. Feasibility Validation of the Test
The results obtained from the feasibility validation sheet is as follow:
Table 1. Feasibility Test Results
Validator Content Presentation Language Average Score
I 4,50 4,39 4,56 4,49
II 4,38 4,50 4,56 4,48
Based on the table 1, the results of the feasibility test validation sheets by the two
validators obtains an average score of 4.49 and 4.48. It states that the learning media validation
sheet is appropriate to be used to assess the validity of web-based learning media with Powtoon
by obtaining an average score combination of 4.48 on a scale of 5.
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
16
2. Validation of Student Response Questionnaire
Results obtained from the validation of student questionnaire responses regarding web-
based learning media with Powtoon is as follows.
Table 2. Validation Results of Students' Responses Questionnaire
Validator Aspect Score
Average Language Compliance Clarity Eligibility
I 4,58 4,75 4,58 4,42 4,58
II 4,50 4,50 4,67 4,75 4,60
Based on the table 2, the results of the student response questionnaire validation obtains
an average score of 4,58 and 4,60. It states that the student questionnaire response sheet is
appropriate to be used to assess the practicality of web-based learning media with Powtoon by
obtaining a combined average score of 4,49 on the scale of 5.
3. Validation of Learning Outcomes
The validation results of the learning outcomes test are as follows.
Table 3. Test Validation Results of Learning Outcomes Test
Validator Aspect Score
Average Material Construction Language
I 90% 93,33% 88% 90%
II 95% 93,33% 88% 91,67%
Based on the table 3, the results of the validation of the test can be said as good by getting
the scores of 90% and 91.67%. If they are combined, the percentage is 90.83% of 100% so that
the test can be used to determine the effectiveness of the web-based learning media with
Powtoon.
4. Validation of Learning Media
Below is the results of the validation of web-based learning media using the Powtoon
application that has been rated by the validators.
Table 4. Learning Media Validation Results
Validator Empirical
Score
Expected
Score
Percentage
of Validity
Percentage of
Final Validation
I 56 75 74,67% 82,00%
II 67 75 89,33%
Based on the analysis of the validation results from the table, it shows that web-based
learning media using the Powtoon application developed by researchers obtained a final validity
percentage of 82.00% which is included in the quite valid category.
5. Limited Trial
The limited trial was conducted at PGRI Madiun University. Students who took the trial
were limited to 20 people. The percentage of practicality obtained was (P) = 82.22%. The results
of the learning outcomes test on students in the limited trial was 81.67 so that they were declared
to have met the percentage of completion which is 83.33%. This shows that web-based learning
media using Powtoon applications can be said as effective.
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
17
6. Field Trial
Field trials were conducted by all 82 students of Mathematics Education at PGRI Madiun
University. The results of the field trial obtained through students' questionnaire responses on
the aspect of practicality (P) was 82.50%. The students' percentage of completeness obtained
through the test was 87.50%. This shows that web-based learning media using Powtoon
applications can be said to be very effective.
Discussion
Learning media can be said to be feasible to use if it meets three development criteria,
namely valid, practical, and effective. The following is an explanation of the three criteria.
1. The Validity of Web-Based Learning Media with Powtoon Application Learning
The media is said to be valid if the combined validity score is > 70% (Akbar, 2013). The
results of the combined validation by two validators for web-based learning media using the
Powtoon application obtained a percentage of 82% with quite valid criteria. However, there
were several suggestions proposed by the validators, one of which was an adjustment of the
web background since the initial design's background was white and looked monotonous.
Hence, the developed learning media can be used as alternative teaching material in
mathematics learning.
2. The practicality of Web-Based Learning Media with Powtoon
Media are said to be practical if they meet the criteria of ≥70% of positive students'
responses. The percentage of respondents who respond should at least 50% and at least 70% of
them should give positive responses to the number of aspects stated (Fitria, 2017). The results
of the questionnaire in limited trial obtained P = 82.22% which means the level of practicality
was high while the results of the questionnaire responses of students in the field trial obtained
a value of P = 82.50% which means the level of practicality was high.
The results obtained were supported by positive responses from students who found it
helpful to have a web-based learning media using the Powtoon application. The students were
attracted by the media with a non-monotonous display and coherent material, making it easier
for students to understand the material sequences and series. (Setyadi & Qohar, 2017), in the
development of web-based mathematics learning media on sequential and series material also
states that the media used has a simple but elegant display and has a complete variety of material
that enables the students to learn the materials independently.
Based on the results of practicality assessment, the learning media can be used and is easy
to use. This is in line with research from Surmilasari which shows that learning media are said
to be practical because all aspects observed are by the criteria, namely the score of each aspect
between 66-88 (Surmilasari, 2012).
3. The Effectiveness of Web-Based Learning Media with Powtoon
Wijaya suggests that forms of material, assessments, quizzes and other ways of education
can also be implemented through the web, such as teacher material created in the form of
presentations on the web and can be downloaded by students (Wijaya, 2011). Likewise,
assessments and quizzes made by teachers can also be done in the same way. This shows that
web media is one alternative to learning media that is complete and effective for delivering
material to students, of course, to find out its effectiveness, it must be tested first. Learning
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
18
media are said to be effective if the percentage of students' learning mastery is ≥75%.
The learning achievement test scores in the limited trial showed very good results, but
there was 1 student who got a score below 70 with an average percentage of mastery learning
of 83.33%. Although the average test scores in the field trial showed an average percentage of
mastery learning at 87.50%, 2 students scored below 70. This shows that web-based learning
media using Powtoon applications can be said to be effective. This is in line with the research
of (Irianti & Wijaya, 2017) which states that the development of Moodle-based E-Learning
media on the subject of the VIII grade circle of junior high schools based on the effectiveness
aspect in terms of the implementation of learning meets the effective criteria with an average
percentage of 86.8%.
This result is supported by students' responses during learning activities that show
students' thinking ability to be balanced because Powtoon application allows students to
understand the concepts of sequences and series directly through learning videos constructed
based on real-life problems. According to research by (Santos et al., 2019) Powtoon is used by
students to do tutorials on debate models, conduct courses, and to train students' critical
thinking.
In line with this, (Wijaya, 2011) states that in developing a web-based E-Learning learning
model with the principle of E-Pedagogy in improving learning outcomes, there is a quite
striking difference from previous learning. In web-based E-Learning, students are balanced and
equitable, their thinking abilities can be further optimized according to each student's ability
level which is not present in conventional learning models. Based on the results of the
effectiveness, the learning media that have been developed are effective, so that the
development of learning media can be used for learning purposes.
Based on the description above, it can be concluded that the web-based learning media
using the Powtoon application is suitable for use in learning because it meets the development
criteria of valid, practical, and effective. In line with the research by Rynson W. H. Lau, Neil
Y. Yen, Frederick Li & Benjamin Wah that web-assisted learning offers students to match their
learning styles that lead to an increase in their learning effectiveness and as future trends from
a pedagogical and technological perspective. ( Lau, Yen, Li, & Wah, 2013).
From the results of the development, the developed learning media can be declared as
feasible with quite valid criteria based on the average results obtained from the media validation
questionnaire that was 82.00%. The level of practicality with an average score of 82.22%
indicated that students' responses toward web-based learning media were high. The average
score obtained from the students' questionnaire responses in the field trial was 82.50% which
was also in the high category. The level of effectiveness met the effectiveness criteria with the
average results obtained from the average achievement test in the limited trial of 81.67. Whereas
in the field trial, the average learning achievement test was 81.25.
Adkhar, B. I. (2015). Pengembangan Media Video Animasi Pembelajaran Berbasis Powtoon
pada Kelas 2 Mata Pelajaran Ilmu Pengetahuan Alam Disd Labschool Unnes (Doctoral
Conclusion and Suggestion
References
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
19
dissertation, Universitas Negeri Semarang pada Kelas 2 Mata Pelajaran Ilmu
Pengetahuan Alam Disd Labschool Unnes (Doctoral dissertation, Universitas Negeri
Semarang
Akbar, S. (2013). Instrumen Perangkat Pembelajaran. Bandung: PT Remaja Posdakarya.
Alshahrani, S., Ahmed, E., & Ward, R. (2017). The influence of online resources on student–
lecturer relationship in higher education: a comparison study. Journal of Computers in
Education, 4(2), 87–106. https://doi.org/10.1007/s40692-017-0083-8
Arifah, U., Suyitno, H., & Dewi, N. R. (2019). Kajian Teori : Meningkatkan Kemampuan
Berpikir Kritis Matematis Melalui Model Brain Based Learning Berbantuan Powtoon.
PRISMA, Prosiding Seminar Nasional Matematika, 2, 718–723.
Awalia, I., Pamungkas, A. S., & Trian, P. (2019). Pengembangan Media Pembelajaran Animasi
Powtoon pada Mata Pelajaran Matematika di Kelas IV SD. Kreano, Jurnal Matematika
Kreatif-Inovatif, 10(1), 49–56.
Bachmann, G., & Marshall, I. (2019). Transgender youth: explaining hormonal affirmation
treatment via Powtoon format-(MTF). Fertility and Sterility, 112(3),
e430. doi:10.1016/j.fertnstert.2019.07.1301
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic
achievement in online higher education learning environments: A systematic review.
Internet and Higher Education, 27, 1–13. doi.org/10.1016/j.iheduc.2015.04.007
Chang, V. (2016). Review and discussion: E-learning for academia and industry. International
Journal of Information Management, 36(3), 476–485.
doi:10.1016/j.ijinfomgt.2015.12.007
Diani, R., Yuberti, Y., & Syarlisjiswan, M. R. (2018). Web-Enhanced Course Based on
Problem-Based Learning (PBL): Development of Interactive Learning Media for Basic
Physics II. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 7(1), 105.
https://doi.org/10.24042/jipfalbiruni.v7i1.2849
Fitria, A. D. (2017). Pengembangan Media Gambar Berbasis Potensi Lokal pada
Pembelajaran Materi Keanekaragaman Hayati di Kelas X SMAN 1 Pitu Riase Kab.
Sidenreng Rappang (Doctoral dissertation, Universitas Islam Negeri Alauddin Makassar).
Irianti, N. P., & Wijaya, E. M. S. (2017). Pengembanagn Media Pembelajaran E-Learning
Berbasis Moodle Pada Pokok Bahasan Lingkaran Kelas VIII SMP. JIPM (Jurnal Ilmiah
Pendidikan Matematika), 5(2), 122. https://doi.org/10.25273/jipm.v5i2.1175
Irwandani, I. (2016). Potensi Media Sosial dalam Mempopulerkan Konten Sains Islam. Tadris:
Jurnal Keguruan Dan Ilmu Tarbiyah, 1(2), 173. https://doi.org/10.24042/tadris.v1i2.1065
Islam, N., Beer, M., & Slack, F. (2015). E-Learning Challenges Faced by Academics in Higher
Education: A Literature Review. Journal of Education and Training Studies, 3(5).
https://doi.org/10.11114/jets.v3i5.947
Jolliffe, A., Ritter, J., & Stevens, D. (2012). The online learning handbook: Developing and
using web-based learning. Routledge
Ku, D. T., & Chang, C. S. (2011). The effect of academic discipline and gender difference on
Taiwanese college students’ learning styles and strategies in web-based learning
environments. Turkish Online Journal of Educational Technology, 10(3), 265–272.
Lau, R. W. H., Yen, N. Y., Li, F., & Wah, B. (2013). Recent development in multimedia e-
learning technologies. World Wide Web, 17(2), 189–198. doi:10.1007/s11280-013-0206
Al-Jabar: Jurnal Pendidikan Matematika Volume 11 Nomor 01 Vera Dewi Susanti, etc
20
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of Evidence-
Based Practices in Online Learning. Structure, 66. Retrieved from
www.ed.gov/about/offices/list/opepd/ppss/reports.html
Moraru, P., Silva, B., Allen, I., Dias, J., Ribeiro, R., Pinho, M., Bento, M. (2018). Teaching
toolkit: Innovative use of mobile devices in the educational process.
Mustari, M., Hoya, A. L., Akmansyah, M., Diani, R., & Asyhari, A. (2019). Development of
E-Learning Based Blogs on Global Warming Subject. Journal of Physics: Conference
Series, 1155(1). https://doi.org/10.1088/1742-6596/1155/1/012036
Own, Z. (2007). The Application of an Adaptive, Web-based Learning Environment on
Oxidation-reduction Reactions. International Journal of Science and Mathematics
Education, 8(1), 1 – 23. doi.org/10.1007/s10763-006-9033-z
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance,
and learning outcome—A review of literature. International Journal of Information
Management, 43, 1–14. doi:10.1016/j.ijinfomgt.2018.05.005
Põldoja, H., Väljataga, T., Laanpere, M., & Tammets, K. (2012). Web-based self- and peer-
assessment of teachers’ digital competencies. World Wide Web, 17(2), 255–
269. doi:10.1007/s11280-012-0176-2
Santos, L., Fernandes, N., Jorge, G., Magalhaes, L., Brochado, M., Rebelo, M., & Vilas-Boas,
B. (2019). MISO – Motion In The Science Ocean - Erasmus + project - Use of Powtoon
, Easyclass and Mentimeter in a High School Debate using the the WSDC model. The
Eurasia Proceedings of Educational and Social Science, 13, 24–36.
Saputro. (2011). Pengembangan Perangkat Pembelajaran Matematika dengan Media Visual
Basic Net 2008 pada Materi Lingkaran di Kelas VIIIB MTs Negeri Krian Sidoarjo
(Doctoral dissertation, IAIN Sunan Ampel Surabaya).
Setyadi, D., & Qohar, A. (2017). Pengembangan Media Pembelajaran Matematika Berbasis
Web Pada Materi Barisan Dan Deret. Kreano, Jurnal Matematika Kreatif-Inovatif, 8(1),
1–7. https://doi.org/10.15294/kreano.v8i1.5964
Sugiyono. (2017). Metode Penelitian Kebijakan: Pendekatan Kuantitatif, Kualitatif,
Kombinasi, R&D, dan Penelitian Evaluasi. Bandung: Alfabeta.
Surmilasari, N. (2012, November). Pengembangan LKS Matematika Berbasis Konstruktivisme
Untuk Pembelajaran Materi Perkalian Dua Matriks Di Kelas XII SMA. In Prosiding
Seminar Nasional Matematika dan Pendidikan Matematika FMIPA UNY (pp. 635-642).
Wijaya, M. (2011). Pengembangan Model Pembelajaran E-Learning Berbasis Web dengan
Prinsip E-Pedagogy dalam Meningkatkan Hasil Belajar (Universitas Pendidikan
Indonesia). Retrieved from http://repository.upi.edu/id/eprint/7527
