Sugeng Sungkono, Al Jupri, Eyus Sudihartinih

DEVELOPMENT OF INTERACTIVE MATHEMATICS LEARNING MULTIMEDIA BASED ON SCRATCH USING THE 4D MODEL

Introduction

Development of interactive mathematics learning multimedia based on scratch using the 4d model. Develop Scratch-based interactive learning multimedia for applied algebra via the 4D model. Highly feasible & accepted, it boosts math performance and computational thinking skills.

Abstract

This study aimed to develop Scratch-based interactive learning media for applied algebra using the 4D development model, consisting of the define, design, develop, and disseminate stages. The research addressed students’ difficulties in understanding and applying algebraic concepts in contextual problem-solving and the limited availability of interactive digital learning media. The development process involved needs analysis, prototype design, and media implementation using Scratch with interactive materials and game-based exercises. The feasibility of the media was evaluated through material and media validation conducted by mathematics education lecturers. At the same time, user acceptance was examined through a User Acceptance Test (UAT) involving ten prospective mathematics teachers. Data were analyzed using percentage-based scoring. The results indicated that the developed media achieved a very good level of feasibility in terms of material quality, content coverage, instructional design, ease of use, and visual aspects. The UAT results also showed a very high level of user acceptance across functionality, program presentation, and language and typography aspects. Furthermore, evaluation using the Dr. Scratch application yielded a score of 20 out of 21, placing the media in the Master category. These findings suggest that the Scratch-based interactive learning media is feasible and well accepted, with potential to support motivation, mathematical learning performance, and the development of computational thinking in applied algebra learning.

Review

This paper presents a timely and relevant study on the development of interactive mathematics learning multimedia for applied algebra. The authors' focus on addressing students' difficulties in understanding and applying algebraic concepts, coupled with the limited availability of interactive digital learning media, highlights a significant educational need. The selection of Scratch as the development platform, guided by the robust 4D development model (Define, Design, Develop, Disseminate), is a commendable approach for creating engaging and potentially impactful educational resources. The abstract clearly articulates the research gap and the study's objective, setting a strong foundation for the work. The methodology employed appears systematic and thorough for a development study, encompassing needs analysis, prototype design, and implementation with interactive materials and game-based exercises. The evaluation process involved two crucial stages: expert validation for feasibility (material and media quality, content coverage, instructional design, ease of use, and visual aspects) and a User Acceptance Test (UAT) with prospective mathematics teachers. The reported results, indicating a "very good level of feasibility" from mathematics education lecturers and "very high user acceptance" from the UAT across multiple criteria (functionality, program presentation, language, and typography), strongly support the quality and usability of the developed media. The inclusion of the Dr. Scratch evaluation (scoring 20/21, Master category) further attests to the technical robustness and quality of the Scratch project itself. Overall, the study successfully demonstrates the feasibility and acceptance of the developed Scratch-based interactive learning media. Its strengths lie in its structured development approach, comprehensive validation involving both content experts and target users, and the clear articulation of its potential benefits for student motivation, learning performance, and computational thinking. However, while the abstract *suggests* these potential benefits, the current study is primarily limited to the development and evaluation of feasibility and acceptance, rather than empirical measurement of these pedagogical outcomes. Future research would significantly enhance the contribution by implementing the media in actual classroom settings to assess its direct impact on student learning, motivation, and the development of computational thinking skills in applied algebra, potentially with a larger and more diverse student sample.

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