Integrating Problem-Solving Skills in Developing Trigonometric Ratio Learning Videos for Right-Angled Triangles
DOI:
https://doi.org/10.56741/pbpsp.v2i02.365
Keywords:
Learning Videos, Mathematics, Problem-Solving Skills, Renderforest
Abstract
There is a need for innovative instructional media that incorporates technology to facilitate teaching for educators and enhance learning for students. This study aims to develop a valid and practical instructional video using the Renderforest application and the Discovery Learning method, integrated with mathematical problem-solving skills in teaching trigonometric ratios in right-angled triangles. The research follows a development approach focusing on mathematics instructional videos. The research and development methodology is based on product development steps. The product's feasibility is measured through validation and practicality testing. Data collection techniques include interviews, questionnaires, and surveys. Based on the research findings, the instructional video's validity was evaluated by experts, with a feasibility score of 78%, indicating its validity. Additionally, the media experts deemed it 80% feasible. The practicality test yielded a score of 80%, marking its practicality. Therefore, the developed instructional video using the Renderforest application and the Discovery Learning method, integrated with mathematical problem-solving skills in teaching trigonometric ratios in right-angled triangles, is considered valid and practical.
Downloads
References
Septiana, E., Risdianto, E., Hamdani, D., Abdu, M., & Endang, E. (2022). Need Response Analysis to the Development of E-Comics in Material Quantities and Units. JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan), 7(1), 241-257. https://jurnal.univpgri-palembang.ac.id/index.php/JMKSP/article/view/6475
Busyairi, A., & Sinaga, P. (2021). Pengembangan instrumen tes model ideation-explanation untuk mengukur kemampuan berfikir kreatif dalam pemecahan masalah. Jurnal Pijar MIPA, 16(1), 57-63.
Lukman, H. S., Setiani, A., & Agustiani, N. (2023). Pengembangan instrumen tes kemampuan pemecahan masalah matematis berdasarkan teori krulik dan rudnick: Analisis validitas konten. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 326-339.
Risma, R. A. N. R. (2021). Pengembangan Instrumen Asesmen Keterampilan Pemecahan Masalah Peserta Didik SMA Negeri 1 Kediri Pada Materi Ekosistem. Jurnal Biologi dan Pembelajarannya (JB&P), 8(2), 64-71.
Waliyuddin, D. S., & Sulisworo, D. (2021). Respon Peserta Didik Terhadap Augmented Reality Arloopa Sebagai Multimedia Pembelajaran Matematika. Matriks Jurnal Sosial dan Sains, 3(1), 18-26.
Yusuf, I., & Subaer. (2013). Pengembangan perangkat pembelajaran fisika berbasis media laboratorium virtual pada materi dualisme gelombang partikel di SMA Tut Wuri Handayani Makassar. Jurnal Pendidikan IPA Indonesia, 2(2), 189–194. https://doi.org/10.15294/jpii.v2i2.2722
Anggraeni, S. W., Alpian, Y., Prihamdani, D., & Winarsih, E. (2021). Pengembangan Multimedia Pembelajaran Interaktif Berbasis Video untuk Meningkatkan Minat Belajar Siswa Sekolah Dasar. Jurnal Basicedu, 5(6), 5313–5327. https://doi.org/10.31004/basicedu.v5i6.1636
Dayutiani, G. S., & Fitrianna, A. Y. (2021). Analisis Keefektifan Video Pembelajaran Sebagai Media Pembelajaran Matematika pada Siswa SMP di Masa Pandemi. JPMI Jurnal Pembelajaran Matematika Inovatif, 4(6), 1723–1730. https://doi.org/10.22460/jpmi.v4i6.1723-1730
Palera, V., Anriani, N., & FS, C. A. H. (2020). Pengaruh Model Blended Learning Berbantuan Video Interaktif Terhadap Kemampuan Pemecahan Masalah Matematis Siswa. ALGORITMA: Journal of Mathematics Education, 1(2), 103–116. https://doi.org/10.15408/ajme.v1i2.14072
Surya, A. (2019). Learning Trajectory Pada Pembelajaran Matematika Sekolah Dasar (SD). Jurnal Pendidikan Ilmiah, 4(2), 22–26.
Novita, R., & Putra, M. (2017). Peran Desain Learning Trajectory Nilai Tempat Bilangan Berbantukan Video Animasi Terhadap Pemahaman Konsep Nilai Tempat Siswa Kelas II SD. Jurnal Pendidikan Matematika, 11(1). https://doi.org/10.22342/jpm.11.1.3802.43-56
Vivekananth, P. (2022). Nano learning: A new paradigm shift in teaching and learning. International Journal Of Engineering And Management Research, 12(1), 112-114.
Marks, J. (2021). Let’s Be Reasonable: A Conservative Case for Liberal Education. Princeton University Press.
Khlaif, Z. N., & Salha, S. (2021). Using TikTok in education: a form of micro-learning or nano-learning?. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 12(3), 213-218.
Rahmawati, A. G. (2021). Analisis Video Pembelajaran Matematika dalam Upaya Peningkatan Penyelesaian Masalah Bilangan Pecahan Siswa SD. Jurnal Pembelajaran Matematika Inovatif, 4(5), 1073–1082. https://doi.org/10.22460/jpmi.v4i5.1073-1082
Aksoy, G. (2012). The Effects of Animation Technique on the 7th Grade Science and Technology Course. Creative Education, 3(03), 304–308. https://doi.org/10.4236/ce.2012.33048
Fraser, K. L., Ayres, P., & Sweller, J. (2015). Cognitive load theory for the design of medical simulations. Simulation in Healthcare, 10(5), 295-307.
Chang, C. C., Liang, C., Chou, P. N., & Lin, G. Y. (2017). Is game-based learning better in flow experience and various types of cognitive load than non-game-based learning? Perspective from multimedia and media richness. Computers in Human Behavior, 71, 218-227.
Bhagat, K. K., Chang, C. N., & Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology & Society, 19(3), 134-142.
Cavanagh, T. M., & Kiersch, C. (2022). Using commonly-available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning. Educational technology research and development, 1-21.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Kikin Novia Riskadewi
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.