Ardita Kusuma Putri, Indah Yulianti, Hakan Shukuri, Enjeli, Karmi Itasni

PENGEMBANGAN MULTIMEDIA INTERAKTIF PEMBELAJARAN MATEMATIKA DI KELAS III SDN 5 MENTENG KOTA PALANGKARAYA

Introduction

Pengembangan multimedia interaktif pembelajaran matematika di kelas iii sdn 5 menteng kota palangkaraya. Kembangkan multimedia interaktif pembelajaran matematika materi mata uang untuk siswa kelas III SD/MI. Validasi ahli & pengguna menunjukkan media ini sangat layak digunakan.

Abstract

Kemajuan ilmu pengetahuan dan teknologi pada era industri 4.0 berkembang begitu cepat dimana mengharuskan adanya transformasi digital perkembangan melalui teknologi. Salah satu inovasi media pembelajaran di era digital adalah multimedia interaktif. Tujuan dari penelitian ini adalah menghasilkan sebuah produk berupa multimedia interaktif pada pembelajaran matematika materi mata uang dikelas III SD/MI. Model pengembangan ini dirancang menggunakan model pengembangan 4-D ( Four-D Models ) yang terdiri dari Define (pendefinisian), Desain (perancangan), Develop (pengembangan) dan Desseminate (penyebaran). Hasil penelitian ini menunjukkan hasil validitas ahli materi mendapat rerata skor 4,9 yang termasuk dalam kategori “Sangat Baik”, hasil validitas ahli multimedia mendapat rerata skor 3,8 termasuk dalam kategori “Baik”, hasil validitas guru kelas mendapat rerata skor 4,5 termasuk kategori “Sangat Baik”, dan hasil validitas peserta didik mendapat rerata skor 4,7 termasuk kategori “Sangat Baik”. Setelah melakukan rangkaian tahapan penelitian dan pengembangan, dihasilkan multimedia interaktif ini layak digunakan sebagai media pembelajaran matematika materi mata uang untuk peserta didik kelas III SD/MI.

Review

This paper, titled "PENGEMBANGAN MULTIMEDIA INTERAKTIF PEMBELAJARAN MATEMATIKA DI KELAS III SDN 5 MENTENG KOTA PALANGKARAYA," presents a timely and relevant contribution to the field of educational technology. In an era dominated by rapid scientific and technological advancements, particularly within the framework of Industry 4.0, the necessity for digital transformation in learning processes is undeniable. The core objective of this research is to develop an interactive multimedia product specifically designed to enhance mathematics learning, focusing on currency material for third-grade students in elementary schools (SD/MI). This initiative directly addresses the global push for innovative and engaging digital learning tools that can adapt to contemporary educational demands. The methodology employed for this development is the robust 4-D model, encompassing the stages of Define, Design, Develop, and Disseminate, which provides a systematic framework for product creation and evaluation. The empirical findings demonstrate strong validation for the developed interactive multimedia. Expert evaluations yielded highly positive results: material experts provided an average score of 4.9 ("Sangat Baik" - Very Good), multimedia experts scored 3.8 ("Baik" - Good), and class teachers gave an average of 4.5 ("Sangat Baik" - Very Good). Crucially, the target students themselves also provided excellent feedback with an average score of 4.7 ("Sangat Baik" - Very Good). These consistent high scores across diverse evaluator groups underscore the quality, usability, and pedagogical soundness of the multimedia product. In conclusion, this research successfully developed and validated an interactive multimedia learning tool that is deemed highly feasible and appropriate for use in third-grade mathematics instruction, specifically for the topic of currency. The overwhelmingly positive validity results from all evaluation categories affirm the product's readiness for implementation as an effective teaching and learning resource. This represents a significant practical contribution to digital learning innovation, offering educators a well-structured and engaging tool to facilitate mathematical understanding. While the study effectively establishes the product's quality and acceptability, future research could fruitfully explore its direct impact on student learning outcomes and academic achievement over a longer period, as well as its potential for adaptation to other mathematical domains or grade levels.

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