Developing Scratch-Based Learning Media to Improve Junior High School Students' Understanding of Curved-Sided Geometric Concepts
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Abstract
The abstract nature of curved-surface solid geometry often creates learning barriers for students. However, the integration of visual programming platforms such as Scratch into mathematics learning can provide dynamic visualizations that make concepts more concrete and easier to understand. This study aimed to develop Scratch-based mathematics learning media that meets the criteria of validity and practicality for curved-surface solids. The study employed a research and development approach using the ADDIE model, limited to the analyze, design, and development stages. The sample consisted of 2 mathematics teachers and 9 students. Research instruments included media and material expert validation questionnaires, as well as teacher and student response questionnaires. The results showed that the media expert evaluation reached 86.9% and the material expert evaluation reached 83.6%, both categorized as highly valid. The practicality of the media was indicated by teacher responses of 85% and student responses of 98.46%, both categorized as highly practical. Therefore, the Scratch-based learning media was considered valid and practical for stimulating students’ conceptual understanding of curved-surface solid geometry. Future studies are recommended to examine its effectiveness using larger samples and different mathematics topics.
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