JETISH: Journal of Education Technology Information
Social Sciences and Health
Vol. 1 No. 2 November 2022
Development of Animated Videos as a Medium for Learning
Mathematics Class XI at State High School 2 Gomo
Amin Otoni Harefa1 Agnes Renostini Harefa2 Famati Zebua3
Mathematics Education Study Program, Faculty of Teacher Training and Education, Nias
University, Nias Regency, North Sumatra Province, Indonesia1,2,3
Email : fzebuafama@gmail.com3
Abstract
Various obstacles in this study include students not being able to learn independently, the lack of
teaching materials that can support learning, and the unavailability of animated video media as a
mathematics learning medium. So that students wait for the teacher's presence in learning. This
study aims to develop animated videos as a valid, practical and effective mathematical learning
medium. This type of research is development research with the Plomp development model. Based
on the results of the study, animated videos as mathematics learning media developed have been
tested very valid by material validators with a percentage of 97.33%, linguists with a percentage of
100%, and media experts with a percentage of 93.04%, practicality levels with an average percentage
of 94.81% and effectiveness levels with a percentage of 95.23% each categorized as very valid,
practical and effective.
Keywords: Animated Videos, Learning Media
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
INTRODUCTION
In accordance with the results of observations on students of class XI SMA Negeri 2 Gomo,
questions were given in the form of questionnaires on 20 students related to student interests
and motivations as well as student difficulties in learning mathematics, showing that the
percentage of student interest in learning, namely 62.68% is classified as "Enough" criteria and
the percentage of student learning motivation is 40%, and student difficulties with a percentage
of 69%. From the results of an interview with one of the teachers of mathematics subjects and
several students of class XI science, several problems were found, namely the lack of mental
readiness to learn students, limited teaching materials, knowledge of students who have a
limited application context, have difficulty in solving math problems, are unable to learn
independently, and the unavailability of learning media, making it difficult to understand the
material being taught.
With the problems faced by these students, So as a professional educator, you should
innovate and find effective, efficient and practical solutions that are closely related to
technology and encourage an educator to follow the rapid development of technology. One of
the researchers' choices to improve the quality of learners to learn mathematics is animated
videos. The animated video contains colorful images, so students are expected to be happy and
able to focus on the subject matter (Hariati, et al 2020: 19). Based on the problems found by the
researcher, the researcher formulated the following problem: what is the process of developing
animated videos as a medium for learning mathematics in the transformation material of Class
XI High School? how is the validity of animated videos as a medium for learning mathematics
in the transformation material of Class XI High School? how is the practicality of animated video
as a medium for learning mathematics in the transformation material of Class XI High School?
how is the effectiveness of animated videos as a medium for learning mathematics in the
transformation material of Class XI High School? So that through the development of animated
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videos as a medium for learning mathematics, it is hoped that it will be a tool for educators and
students to distribute material in a short period of time, and fun because of the real
visualization of reading books and minimizing the difficulty of learning mathematics.
Mathematics Learning
Mathematics learning is the process of providing learning experiences to students
through a series of planned activities so that students gain competence about the mathematics
material being studied. Hamdunah et al (2017:136) who state, "learning. Mathematics equips
students to have the ability to think logically, systematic, critical, analytical, creative, and
cooperative ability." According to Hamzah and Muhlisrarini (2014:65) states that: Mathematics
learning is a process designed with the aim of creating an environmental atmosphere allowing
a person to carry out mathematics learning activities, and the process is centered on teachers
teaching mathematics by involving the active participation of students in it.
Mathematics learning serves to develop the ability to communicate by using numbers and
symbols as well as the sharpness of reasoning that can help clarify and solve problems in
everyday life (Ministry of Education and Culture in Amir 2016: 9). So, mathematics learning is
a teaching and learning process that goes through a series of activities between teachers to
students in an effort to understand the meanings and relationships and symbols and equip
students to have the ability to think logically, systematic, critical, analytical, creative, and
cooperative abilities.
Learning Media
The word media comes from the Latin medius, which literally means "middle",
"intermediary", or introduction (Jalinus and Ambiyar, 2016:2). According to the Association of
Education and Communication Technology/AECT in Fikri, Madona (2018:8) etymologically, the
word "media" is the plural of "medium", which comes from the Latin "medius" which means
'middle'. In Indonesian, the word "medium" can be interpreted as 'between' or 'medium' so that
the notion of media can lead to something that delivers or forwards information (message)
between the source (the message giver) and the recipient of the message.
According to Amka (2018:16) argues about the definition of learning media that: Learning
media can be defined as physical aids and non-physical which is deliberately used as an
intermediary between educators and students in understanding learning materials to be more
effective and efficient. Meanwhile, according to Cahyadi (2019: 3) states that: Learning media
is a tool, means, intermediary, and liaison to spread, carry or convey messages (messages) and
ideas, so that it can stimulate students' thoughts, feelings, deeds, interests and attention in such
a way that the teaching and learning process occurs in students.
Learning media is one of the important roles in learning in teaching and learning activities
(Nurdyansyah, 2019: 44). In line with the opinion of Apryansyab et al (2020: 9) Learning media
is one of the ways educators deliver information and material to students in a teaching and
learning process. So from the above understanding, it can be concluded that learning media is
a tool used by educators in delivering messages, ideas or ideas and learning materials that can
stimulate the thoughts, feelings, deeds, interests and attention of students to learn.
Animated Videos
Video comes from Latin, namely from the word vidi or visum which means to see or have
vision (Apriyansyab et al, 2020: 4). Munir (Fadhli, 2015:26) "Video is a technology of capture,
recording, and storage, and reconstructing still sequence sequences by presenting scenes in
motion electronically." Meanwhile, according to Purwanti (2015: 44) video is a process of
recording and viewing which of course involves technology related to what can be seen,
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especially live images (moving; motion). According to Munir in Permatasari et al (2019:33)
Animation comes from English, animation of the word to anime which means "to animate".
Animation is a fixed image that is arranged sequentially and recorded using a camera." In line
according to Enterprise (2020:1) animation is a set of objects arranged in an orderly manner
with a certain duration that can form a moving image. Based on the opinions above, it can be
concluded that animated video is a medium that combines audio media and visual media to
attract the attention of students, is able to present objects in detail and can help teachers in
conveying material to students in understanding lessons that are difficult in nature.
Advantages and Disadvantages of Video Media
Video has several advantages, namely it can improve students to learn independently, be
able to convey messages well and can be watched again and can compare more than two at the
same time. Besides the advantages, there are also disadvantages of video, according to Johari et
al (2014,10), the disadvantages of video include: Can only be used with the help of projectors
and speakers when used in the learning process in the classroom; Requires considerable costs
for the purposes of making learning videos; and it takes quite a long time in the process of
making until the creation of a learning video.
Terms of Reference
The frame of reference is a framework that contains the main points of thought about the
rational underlying a study, the formulation of the problem to which you want to find the
answer, the purpose of the research and the benefits of the research results. Based on the
background presented that learning is not yet effective, this research procedure can be
described in the following chart:
Mathematics Learning
Learners are unable to learn Lack of teaching materials that can Has not provided animated videos as a
independently support learning medium for learning mathematics.
Development of animated videos as a medium for learning
mathematics using the Plomp development model
End products
Animation Video on Class XI High School Transformation
Material
Figure 1. Terms of Reference
RESEARCH METHODS
Development Model
A study is conducted to find something new that can add insight, add knowledge that can
be utilized by the wider community. This research is a type of research development (research
and devolopment). Sugiyono in Koriaty and Agustani (2016: 280) states that, "research and
development methods or research and devolopment are research methods used to produce
certain products, and test the effectiveness of these products". In addition, the definition of
development according to Saputro (2017: 8) The Research & Development (R&D) method is a
research method in a certain field of expertise, which is followed by certain by-products and
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has the effectiveness of a product. Furthermore, according to Samsu (2017: 175) argues that:
This research and development is essentially that the research is carried out to develop
previous research products on an ongoing basis, so that there are ideal changes and
developments as expected.
Some of the understandings above, it can be concluded that development research
(Researc and Development) is research that is used to make changes and developments that
produce a product and have the effectiveness of certain products. In research, the development
of animated videos as a medium for learning mathematics can be developed using the plomp
development model. The model was developed by Tjeerd Plomp. The Plomp model consists of
3 stages, namely the preliminary research phase, the development or prototyping phase and
the assessment phase (Plomp, 2013: 19).
Data Analysis Techniques
Validity Questionnaire Data Analysis
Table 1. Validation Questionnaire Likert Scale
No Quantitative Analysis Skor
1 Excellent 5
2 Good 4
3 Good Enough 3
4 Not Good Enough 2
5 Very Less Good 1
Modified from Riyana, et al. (2020:258)
To see the validity of the media (animated video) developed, the following steps are
carried out: Determine the average rating obtained from each validator; The average score
obtained from each validator is summed, then averaged again with the maximum score until
the average score from the validators is obtained; and the validity of the product (animated
video) can be determined by converting the average of the validator's total score into
qualitative values by using the following formula:
Number of scores
Validity (V) = x100%
Maximum score
Table 2. Media Validity Criteria (Animated Video)
No Skor Category
1 V > 80% Very valid
2 65% < V ≤ 80% Valid
3 41% < V ≤ 65% Quite valid
4 20% < V ≤ 40% Less valid
5 V ≤ 20% Very less valid
Modified from Riyana, et al. (2020:258), Apriansyab, et al (2019:13)
Based on table 2, it can be concluded that the learning video is said to be valid if the
achievement target reaches a valid value of >65%.
Practicality Questionnaire Analysis
Table 3. Category Criteria for Percentage of Student and Teacher Response Questionnaires
Valuation Category Skor
SS Totally Agree 5
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S Agree 4
CS Simply Agree 3
KS Disagree 2
STS Strongly disagree 1
(Modified from Apriansyab, et al.2020:13)
The amount of the assessment results of students and teachers will be calculated as a
percentage so that the level of practicality of the animated video can be known using the
following formula:
x
X= x 100%
xi
Information:
X = Percentage of student or teacher responses in (%)
x = Total score of the respondents
xi = Total ideal score
The next stage calculates the average number of percentages of all respondents using the
formula:
∑x
N=
n
Information:
N = Percentage index criteria
∑x = Percentage of student or teacher responses in (%)
n = Number of responses.
The terms of conversion of the scoring criteria score are shown in the following table:
Table 4. Category Criteria for Percentage of Student and Teacher Response Questionnaires
No Skor Category
1 N > 90% Very Practical
2 75% < N ≤ 90% Practical
3 65% < N ≤ 75% Quite Practical
4 50% < N ≤ 65% Less Practical
5 N ≤ 50% Very less Practical
Modified from Riyana, et al. (2020:258), Apriansyab, et al (2019:13)
Based on table 4, it can be concluded that animated videos are said to be practical if the
achievement target reaches a practical value of >75%.
Effectiveness Analysis
The effectiveness of the animated video developed is analyzed through data measuring
the learning outcomes of students. The achievement of learning outcomes is directed towards
individual achievement. Students are said to be successful (complete) if they get a score greater
than or equal to the KKM score of 65. The determination of KKM is determined by each school
itself which is known as the minimum completeness ktiteria, guided by 3 considerations,
namely the ability of each student; facilities; and the carrying capacity of each school. The
classical completion percentage is calculated using the formula:
f
P = X100%
n
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Information
P = Percentage of classical completeness
f = Many students are complete
n = Many students
The percentage category of classical completeness can be seen in the following table:
Table 5. Product Effectiveness Criteria Based on Classical Completeness
Interfal (%) Category
P > 80 Excellent
70 < P ≤ 80 Good
60 < P ≤ 70 Enough
50 < P ≤ 60 Not Good Enough
P ≤ 50 Very Less
Based on the table above, animated videos are said to be feasible in terms of effectiveness,
if the percentage of classical completeness reaches a value of >70%
RESULTS OF RESEARCH AND DISCUSSION
After the researcher has designed the animated video as a medium for learning
mathematics, the next stage can be carried out according to the level of evalution of tassmer
which can be described below:
Self Evaluation
Table 6. Self-Evaluation Results
Before Revision After Revision
In meeting video 1, the line word error (If (If point A(2,3) is latlated with center
point A(2,3) is latlated with the center O(0,0) and scale 4 then determine the
O(0,0) and scale 4 then determine the shadow of that point!)
shadow of the line!)
On meeting video 1, the word shortage
It's fixed.
period.
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In the video of meeting 2, the
incompleteness of the word on the
It has been fixed
question.
Expert Review
Table 7. List of Validator Names
No. Validator Name Information
Mapel Mathematics Teacher of SMA Negeri 2
1. Sozatulo Zebua, [Link] (material expert validator)
Gomo
Lecturer of Indonesian Language and
2. Imansudi Zega, [Link] (linguist validator)
Literature Education FKIP UNIAS
Serious June Harta Jaya Telaumbanua, [Link] (media
3. Mapel ICT Teacher of SMA Negeri 2 Gomo
expert validator)
Based on the validation results from the experts above, it can be described below:
1. Material Expert Validation
Table 8. Material Expert Validation Results
No. Validators Revision I Revision II
1. Material Expert 62,66% 97,33%
Based on the table above, it can be seen that validators revise the product twice. The
validator results in the first revision with an average percentage result of 62.66% with the
category are quite valid and the product needs to be improved. After the product is improved
based on suggestions and comments from the validator, the product is again validated by the
researcher to the validator in the second revision with an average percentage result of 97.33%
with the category very valid and does not need to be revised. Based on the validator's final
results, the animated video is declared suitable for use.
2. Validate the linguist
Table 9. Linguist Validation Results
No. Validators Revision I Revision II
1. Ahli Bahasa 77,5% 100%
Based on the table above, it can be seen that validators revise the product twice. The
validator results in the first revision with an average percentage result of 77.5% with the
category are quite valid and the product needs to be improved. After the product is improved
based on suggestions and comments from the validator, the product is again validated by the
researcher to the validator in the second revision with an average percentage result of 100%
with the category very valid and does not need to be revised. Based on the validator's final
results, the animated video is declared feasible to use.
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3. Expert media validator
Table 10. Media Expert Validation Results
No. Validators Revision I Revision II
1. Ahli Media 66,95% 93,04%
Based on the table above, it can be seen that validators revise the product twice. The
validator results in the first revision with an average percentage result of 66.95% with the
category are quite valid and the product needs to be improved. After the product is improved
based on suggestions and comments from the validator, the product is again validated by the
researcher to the validator in the second revision with an average percentage result of 93.04%
with the category very valid and does not need to be revised. Based on the validator's final
results, the animated video is declared feasible to use. Based on the validation results from
expert validators of material, language and media with very valid categories, the next step is to
see user responses, animated videos as mathematics learning media are tested on students.
4. One-to-one evaluation
Table 11. Individual Evaluation Results
No. Student Number of Scores % Criterion
1. Student 1 87 96,66 Very Practical
2. Student 2 83 92,22 Very Practical
3. Student 3 86 95,55 Very Practical
Number of Scores 256
Average percentage 94,81%
Criterion Very Practical
Based on the table above, it shows an average percentage result of 94.81%, so animated
videos are included in the criteria of being very practical and feasible to use.
5. Small Group Evaluation
Table 12. Small Group Evaluation Results
No. Student Number of Scores % Criterion
1. Student 1 89 98,88 Very Practical
2. Student 2 86 95,55 Very Practical
3. Student 3 85 94,44 Very Practical
4. Student 4 89 98,88 Very Practical
5. Student 5 82 91,11 Very Practical
6. Student 6 83 92,22 Very Practical
Number of Scores 514
Average percentage 95,18%
Criterion Very Practical
Based on the table above, it shows that animated videos are included in the criteria of being
very practical and feasible to use with an average percentage result of 95.18%. And some
responses from students based on the results of interviews said animated videos as a medium for
learning mathematics help understand and speed up the learning process. With these results, the
researcher carries out the next step, namely field trials in the assessment phase. Assessment
Phase.
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Table 13. The Results of the Teacher's Response
No. Teacher Number of Scores % Criterion
1. Teacher 1 84 93,33 Very Practical
2. Teacher 2 86 95,55 Very Practical
Number of Scores 170
Average percentage 94,44%
Criterion Very Practical
Through the data in the table above, it can be seen that the average teacher's response to the use
of animated video media in the category is very practical with a percentage of 94.44% so that animated
videos are worth using. Meanwhile, the percentage of completion obtained from the learning
outcomes test given to students is 95.23%. These results show that animated video as a medium for
learning mathematics on transformation materials (dilatation, rotation) is in the excellent category.
based on the results of the trial in this phase animated video as a medium of learning mathematics
effectively used, without continuing at the remission stage listed in stage 3 of the plomp model
development procedure.
CONCLUSION
Product development in this study produced animated video products as a medium for
learning mathematics in class XI high school transformation material developed with the Plomp
model with the acquisition of values from the validity of animated videos obtained by material
validators with a percentage of 97.33%, linguists with a percentage of 100%, and media experts
with a percentage of 93.04%, with very valid categories. Practicality Animated videos obtained
a level of practicality with an average percentage of 94.81% with a very practical category. And
the effectiveness of animated video as a medium for learning mathematics class XI obtained an
effectiveness level with a percentage of 95.23% with the category of very effective and feasible
to use according to classical completeness.
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