p–ISSN: 2723 - 6609 e-ISSN: 2745-5254

Vol. 4, No. 8, August 2023 http://jist.publikasiindonesia.id/

Doi : 10.59141/jist.v4i8.676 1059

DEVELOPING DIGITAL MODULES BASED ON AUDIO PPT EQUATION

TANGENT CIRCLE USING GEOGEBRA APPLICATION

Maharani Arista Putri

University of Muhammadiyah Prof. DR. Hamka Jakarta, Indonesia

Email: [email protected]

*Correspondence

ARTICLE INFO

ABSTRACT

Accepted

: 08-08-2023

Revised

: 13-08-2023

Approved

: 14-08-2023

The study aimed to develop GeoGebra-based interactive GeoGebra-

based course modules and validate them using expert assessment. The

research method used in this study is a research and development

method using a 4-D approach. This approach includes four stages,

namely Define, Design, Develop, and Disseminate. This research was

conducted at MTs PKP and the development research time was carried

out from January to March 2023. The results of this study show

excellent module quality in aspects of content feasibility, learning

quality, display quality, visual clarity, material presentation, language,

use of GeoGebra, and visual skills. Trials for teachers and students also

produced positive responses, with a very good percentage of success.

Keywords: digital modules;

ppt (PowerPoint); tangent

equation of circumference;

GeoGebra application.

Attribution-ShareAlike 4.0 International

Introduction

The learning program at MTs PKP is currently running very well, but visual

media is not optimally utilized, especially in terms of encouraging people to be more

active through involvement (Castillo, Doolittle, & Samper, 2021). As a result of

technological advances and the current globalization of society, attitudes toward all

spheres have changed. But many people only use this technology as a last resort, even

though technology creates a vast space for martial arts. The phenomenon identified a

large number of elementary to high school students who had active social media

accounts in their dormitories but had not been used for academic purposes. Huge

concerns exist among children today regarding the digital world, with many children in

schools reporting addiction to online games. There should be a strategy to link online

gaming activities with useful online initiatives (Castillo et al., 2021).

Seeing the phenomenon of students who are very familiar and enthusiastic with

all kinds related to online media, the use of online media in learning allows students to

be active in it. The participation and activeness of students in learning are built through

learning designs that make students interested and then active so that learning becomes

dynamic and students gain skills and knowledge. Types other than examples that make

it difficult for learners to meet minimum adequacy criteria. Many students who lack the

Minimum Completeness Criteria have a score of 75 (Handayani, Elvinawati, & Alperi,

2021).

By the guidelines set by MTs PKP, the education system is implemented, but

instead of using geometry software, students get bored with relevant objects and use the

lecture method for a longer period. As a result, one strategy that can be used to

successfully use problems is to incorporate innovation into the teaching process while

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Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 8, August 2023 1060

increasing the relevance of the material taught to students. The lecture method used by

teachers at Mts PKP is still not fully in line with current technological advances

(Maskur, Syazali, & Utami, 2019). They believe that this method is very helpful and

will help students better understand the material that has been taught, but it is less

effective in the present if it is not combined with practical methods (such as the

GeoGebra method).

An alternative learning media where available is Geogebra software. Geogebra

software is a computer application that is designed to facilitate learning mathematics,

especially geometry, algebra, and calculus (Hohenwarter and Judith Hohenwater (2008:

8). In this situation, the teacher can immediately explain and explain the form to be

discussed (Subhanudin, Rasul, Ruben, & Sutirta, 2022). The hope is that Geogebra

software will function to learn media here, and this Geogebra software can create

interest and attention of students and thus arouse their enthusiasm for learning

(Mukasyaf & Fauzi, 2019). The creation of a question and answer shows that students

pay attention to the material and understand it (Barnes, Green, & De Hoyos, 2015).

By utilizing Geogebra software for learning media, the material where it is

distributed is more easily absorbed by students, considering that developing their

learning gains also makes students who take part in mathematics learning more fun and

students tend to be memorable and willing to learn mathematics (Ramadhan, Indriyani,

Asri, & Sukma, 2020). Because the media developed using Geogebra can be used as a

tool for students in understanding the tangent material of the circle. In addition,

Geogebra media can be developed into media on other materials that can help improve

the quality of mathematics learning, when using Geogebra media should be considered

first the state of the computer lab (Zukhrufurrohmah & Dintarini, 2021). The situation

is also addressed by (Resmi & Rusdi, 2021). He said the use of educational media at

the teaching and learning level can create new desires and interests, create motivation,

stimulate educational activities, and better mediate psychological influences

(Zukhrufurrohmah & Dintarini, 2021).

Starting from the background that exists with it in this proposal seminar essay,

the reviewer decided on the title "Developing a Tangent Material Module for Geogebra

Application Assisted Circles". The study aimed to develop GeoGebra-based interactive

GeoGebra-based course modules and validate them using expert assessment. The

research problem consists of the correct module submission process, student education

outcomes, and expert validation of students' understanding of modules (Netriwati &

Lena, 2017). The main benefit of this research is that it provides modules that can be

used as teaching aids for teachers and students, as well as supporting schools in

following tangent circles (Cahdriyana & Richardo, 2017). In addition, the purpose of

this theoretical study is to improve students' mathematical skills and provide support

for mathematics teachers at MTs PKP.

Method

The research method used in this study is a research and development method

Developing Digital Modules Based On Audio Ppt Equation Tangent Circle Using Geogebra

Application

Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 8, August 2023 1061

using a 4-D approach. This approach includes four stages, namely Define, Design,

Develop, and Disseminate. The purpose of this study is to develop a Geogebra-based

application in Google Chrome as an interactive learning tool to make it easier for

teachers to teach circle tangent material and help students understand the material. This

research was conducted at MTs PKP and the development research time was carried out

from January to March 2023.

At the Define stage, this research conducts analysis and determination of

development requirements. It involves analysis of student characteristics, analysis of

tasks, conceptual analysis, and determination of learning objectives. At the Design stage,

product design is carried out through test construction, selection of learning media,

selection of format, and initial design. The Develop phase involves group discussions

and development tests to modify and implement the learning model. Finally, at the

Disseminate stage, validation, packaging, distribution, and dissemination of research

products are carried out.

This research method uses face-to-face or online learning based on Zoom meetings

or Google Meet, depending on the ministry's policy when the research takes place. The

steps of model development include preliminary research, observation, analysis of the

learning media used, and questions and answers with experts in the field of mathematics.

This research aims to produce a software-based Geogebra application that can help

teachers and students in understanding the tangent material of a circle.

Results and Discussion

Description of Research Findings

Based on the analysis of assessment data by students in the evaluation section,

each aspect of the assessment obtained the Very Decent category. The findings in this

study are that students can learn independently with the help of teaching materials

assisted by the Geogebra application. Most students do not experience obstacles when

using these teaching materials. The average time needed by students to do Learning

Activity 1 from material to practice is ±1.5 – 2 hours. This time is quite long because,

in this learning activity, 1 student is new to the Geogebra application. In the first 30

minutes, students often ask researchers about the use and location of the icons

contained in the Geogebra application. However, in the following minutes, students can

work independently, even some students can explore the drawings they have made.

Discussion of Research Results

After the stages of defining, developing, and disseminating researchers get the

results of their research. The results of the feasibility test were obtained from the

responses of teachers and students. The teacher who gave a response amounted to 1

person, namely Reni Ariyanti, S.Pd. While the students who were respondents

amounted to 29 people with details from grade 8.

1. Teacher eligibility test

A total of 1 teacher responded to the GeoGebra application module of circle

tangent material. Reni Ariyanti, S.Pd with NIP. 197602282007102004. The teacher has

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Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 8, August 2023 1062

responded with a teacher response questionnaire that has 25 questions with a Likert

scale of 1 to 5. The results of the teacher's response can be seen in the following table:

Results of trial responses to teachers

Aspects

Criterion

Skor

Max

Score

Percentage

User

Helpability

By using this media I feel students are

more enthusiastic about learning

mathematics

100%

By using this media, I feel that students

are more interested in participating in

learning

100%

With this media, the intensity of

students in circle tangent lessons

100%

With this media, the intensity of

students in circle tangent lessons

100%

With this media, it makes me more

enthusiastic about teaching mathematics

100%

Using this medium, makes it easier for

me to convey circle tangent material to

students

100%

Using this medium, makes it easier for

me to convey circle tangent material to

students

100%

The provision of exercises is more

interesting by using this media so that

learning objectives are achieved

100%

This media can help motivate students

to learn independently

100%

I think using this media in learning is

very helpful compared to using books

alone

100%

Ease of understanding button structure

100%

Precise and easy-to-use buttons and

functions

80%

Fill

Qualification

Competent

Accuracy of material coverage

100%

Compatibility of module content with

competencies and indicators

100%

Order of material

80%

Quality of practice questions

100%

Accuracy of language use

100%

Quality of

Learning

Clarity of learning objectives

100%

Clarity of learning path

100%

Increased student motivation

80%

Clarity of instructions in media use

100%

Accuracy of feedback in practice

100%

Developing Digital Modules Based On Audio Ppt Equation Tangent Circle Using Geogebra

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Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 8, August 2023 1063

questions

Display

Quality

Accuracy in use

100%

Background selection

100%

Word selection and font readability

100%

Each item of the statement answered by the teacher results in an assessment as in

the table. When viewed with a graph it can be seen as follows:

Figure 1

Assessment of teacher responses to modules

After getting a recapitulation of the teacher's response, the researcher then

grouped each statement item into every aspect that had been determined. Aspects that

assess the response to the Module include User Assistance (1,2,3,4,5,6,7,8,9,10,11, and

12), Content Feasibility (13,14,15,16, and 17), Learning Quality (18,19,20,21, and 22),

and Module display (23,24 and 25). The response recapitulation table based on existing

aspects can be seen as follows:

Table 1

Recapitulation of the results of the teacher's response to the module

Aspects

Number

Question

Items

Shoes

Max

Score

Percentage

Category

Content

Eligibility

952

130

91,54%

Excellent

Language

237

130

91%

Excellent

Serving

243

130

93%

Excellent

Kegrafikan

588

130

90,46%

Excellent

Liveliness

352

130

90%

Excellent

Average

2372

650

91,20%

Excellent

Based on Table 3, it can be known the responses from students about the material

module of the tangent equation of the circle in terms of each aspect. The first aspect is

the feasibility of the content with a result of 91.54% obtained with a score of 952 out of

130 maximum scores, getting a very good category. The second aspect is that language

gets 91% results with a score of 237 out of 130 maximum score in the very good

category. The third aspect is that the presentation gets 93% results with a score of 243

out of 130 maximum score in the very good category. The fourth aspect is that graphics

get 90.46% results with a score of 588 out of 130 maximum scores in the very good

category. The fifth aspect is activeness to get 90% results with a score of 352 out of 130

maximum score in the very good category. Overall, the results of responses from 26

students to the development of the circle tangent equation material module, obtained a

percentage result of 91.20% with a very good category.

952

237

243

588

352

2372

130

650

91,54%

91%

93%

90,46%

90%

91,20%

0 500 1000 1500 2000 2500

Kelayakan Isi

Kebahasaan

Penyajian

Kegrafikan

Keaktifan

Rata-rata

Persentase Hasil Respon Peserta Didik

Persentase Skor Maksimal Skor Jumlah Butir Pertanyaan

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Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 8, August 2023 1067

Figure 3

Recapitulation of Student Responses

After calculating the results of teacher and student responses, it was found that

developing a module of circle tangent equation material using the GeoGebra application

received the Good category. The Gerbera application is also considered more useful for

teachers because of its usefulness. With the usefulness offered in the GeoGebra

application, it is hoped that teachers can detect difficulties experienced by students.

Furthermore, the teacher can also determine the right learning method to be used in the

class being taught.

The results of the learning module material tangent equation circle of students that

have been detected by the Geogebra application can be handled by teachers. Handling

that teachers can do such as changing learning methods, some examples such as using

cooperative learning methods (Arianingsih, Arjudin, Wulandari, & Sridana, 2022) or

using ethnomathematics learning methods (Ulya & Rahayu, 2017).

1. Differences with Other Research

In the realm of development research, previously conducted research by

mathematics teachers at SMPN 12 Madiun, students were still struggling with the

problem of tangent equations of two circles. Generally, the difficulties faced by students

in this class cannot be distinguished because they forget the prerequisite material,

namely the Pythagorean theorem. Distinguish between tangents of inner communion

and tangents of communion between tangents of outer equality. As a result, students

have difficulty filling out various practice questions. Another obstacle for teachers is the

need to draw manuals with rulers and periods when delivering material and practice

questions about circle tangents. This drawing process takes quite a long time. When the

teacher is drawing, many students carry out activities that are not related to learning. For

example, talking with classmates can cause an atmosphere that is not conducive.

The novelty or difference from the previous researchers of this study is the

teaching materials produced in this study the creation of a product in the form of

modular materials for circle tangents, especially tangent material for circle fellowship

which has contained material, exercises, and full evaluation using the GeoGebra

application, which is expected to be realized. It is easier for students to understand the

concept of circles and easier for teachers than for teachers to explain tangent material.

In its application, this teaching material can be used independently by students without

teacher guidance, which can increase student learning independence.

The final product of this research is teaching materials assisted by GeoGebra

applications in the form of modules on the tangent equation material of the MTs circle

class VIII. The resulting product has passed the validation stage by experts, both

lecturers and teachers in schools. This teaching material is declared valid based on

Aiken's V coefficient in each aspect. Four of the eight validators stated that this teaching

material was worthy of being given to students without revision, while the other four

stated that it was worthy of being given to students with multiple revisions.

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Jurnal Indonesia Sosial Teknologi, Vol. 4, No. 8, August 2023 1068

Teaching materials assisted by the GeoGebra application are presented as a whole

from the material to the evaluation. The drawback of this product is that the pictures of

the steps presented in the teaching materials look rather tight, because if

enlarged/stretched worry that the number of pages of teaching materials is too much if

only to explain the circle material. In addition, in this study, researchers did not evaluate

the value of the circle of students after using teaching materials.

Conclusion

Based on research and development of the GeoGebra application-based circle

tangent material learning module, it was found that the module was very useful in

learning. This module can help teachers and learners in understanding the material of

circle tangent equations. Module development is carried out through a 4D development

model, namely define, design, develop, and disseminate. This module has gone through

expert validation tests and trials for teachers and students. The results of the validation

show excellent module quality in aspects of content feasibility, learning quality, display

quality, visual clarity, material presentation, language, use of GeoGebra, and visual

ability. Trials for teachers and students also produced positive responses, with a very

good percentage of success. In implication, the use of this module can improve the

understanding and learning success of learners. For further development, this module

can be used in various schools and other IT-related materials. Suggestions provided

include further development, development of teacher skills in the use of applications,

and improvement of students’ basic skills in the field of computer science.

Developing Digital Modules Based On Audio Ppt Equation Tangent Circle Using Geogebra

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