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PENGEMBANGAN KOMIK SEBAGAI BAHAN AJAR MATEMATIKA KELAS IV SEKOLAH DASAR
The process of achieving learning goals in the learning process is influenced by several factors, one of which is teaching materials. Learning mathematics at MI Al-Huda which still uses printed books, namely teacher books and student books, is considered to be less than optimal in achieving the expected learning objectives. The development of mathematics comic teaching materials is expected to be able to answer existing problems, so that the learning process can run effectively and efficiently. This study aims to develop comics as mathematics teaching materials. The type of research used is Research and Development (RnD). The data collection technique used was a questionnaire and instrument questions, each of which was used to find data on students' interest in learning and understanding of mathematical concepts. Qualitative data analysis was carried out by processing the validation questionnaire obtained by media experts, material experts and teacher respondents. While the quantitative data were processed by analyzing the pre-requisite normality test and paired sample t-test. Development of mathematics comic teaching materials using the ADDIE development model. The steps are Analisys, Design, Development, Implementation and Evaluation. The analysis stage is carried out to find out the problems faced and is used as an initial need in developing mathematics comic teaching materials. The design stage is carried out to design the initial concept of mathematics comic teaching materials which include, concept maps, comic frameworks, comic views, selection and arrangement of images, text sizes and materials. After the development stage, researchers began to develop an initial product design that was still temporary (hypothesis) that would be validated by media experts. The implementation stage, mathematics comic teaching materials that have been developed, then tested in the learning process. In the evaluation stage, at this stage revisions and improvements to teaching material products are carried out based on inputs and suggestions obtained in the results of field trials. The quality and feasibility of developing comic teaching materials are obtained from the assessment of media experts, material experts and teacher respondents as users of teaching materials in the learning process which are successively obtained scores of 94%, 92% and 98%, which are categorized as "very feasible" and can be implemented in learning. After analyzing the data obtained from the research results through the paired sample t-test (one groub sample test), a Sig. 2-tailed value of 0.000 for interest in learning and 0.000 for understanding students' mathematical concepts was obtained. The questionnaire of students' interest in learning in the pre-test obtained an average score of 30.42, an increase in the results of the post-test learning interest questionnaire with an average score of 39.50. Meanwhile, the instrument for understanding mathematical concepts of pre-test students with an average score of 47.96 increased in the post-test results with an average score of 72,54. So, there is an influence on the application of mathematics comic teaching materials to students' interest in learning and understanding mathematical concepts.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
PENGEMBANGAN KOMIK SEBAGAI BAHAN AJAR MATEMATIKA KELAS IV SEKOLAH DASAR (Text)
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Matematika