scholarly journals PELATIHAN PENGEMBANGAN MEDIA MATEMATIKA BAGI GURU SEKOLAH DASAR MARDI WALUYA SINDANGLAYA CIANJUR

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Clara Ika Sari Budhayanti
Keyword(s):  
School Teacher ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Learning Goals ◽  
Story Problems ◽  
Further Training ◽  
Mathematical Concepts ◽  
Know How ◽  
Learning Mathematics ◽  
The Media

Mathematical media is one of the keys to the success of achieving mathematics learning goals. Learning mathematics will be more effective when using mathematical media in the process. The use of mathematical media in the learning process is not just about attracting students' interest and attention, but the media is a bridge to explain abstract mathematical concepts. Mathematical media functions as concrete modeling of mathematical concepts. The average elementary school teacher Mardi Waluya, has an old paradigm in carrying out mathematics learning. Mathematics is taught starting from concepts, formulas, and then applied in story problems as a model of problems in everyday life. This way of learning makes students experience boredom and even does not like learning mathematics. The use of mathematical media in learning is still less varied. The use of mathematical media is usually only on certain concepts or material. The development of mathematical media is less done because the teacher does not know how the media was developed to explain a mathematical concept. Mathematics media development training conducted with PGSD, Unika Atma Jaya has greatly assisted teachers in developing ideas about mathematical media. The activities in the training aim to make the teacher understand the important things needed to develop mathematical media. Teachers are invited to experience how easy it is to learn mathematics by using mathematical media that has been prepared by the resource person. Every activity recognized by the teacher is able to inspire the teacher in developing mathematics media. Examples of how to make and use mathematical media provided are very helpful for teachers in creating mathematical media by utilizing simple materials and tools. But the teachers also hoped for further training, both related to the mathematics media and learning methodsABSTRAKMedia matematika merupakan salah satu kunci keberhasilan pencapaian tujuan pembelajaran matematika. Pembelajaran matematika akan lebih efektif apabila menggunakan media matematika dalam prosesnya. Penggunaan media matematika dalam proses pembelajaran bukanhanya sekedar menarik minat dan perhatian siswa, namun media menjadi jembatan untuk menjelaskan konsep matematika yang bersifat abstrak. Media matematika berfungsi sebagai pemodelan konkrit konsep matematika. Rata-rata guru SD Mardi Waluya, memiliki paradigma lama dalam melaksanakan pembelajaran matematika. Matematika diajarkan mulai dari konsep, rumus, dan kemudian diaplikasikan dalam soal cerita sebagai model masalah dalam kehidupan sehari-hari. Cara pembelajaran yang demikian membuat siswa mengalami kebosanan bahkan menjadi tidak suka belajar matematika. Penggunaan media matematika dalam pembelajaran masih kurang variatif. Penggunaan media matematika biasanya hanya pada konsep atau materi tertentu saja. Pengembangan media matematika kurang dilakukan karena guru tidak tahu bagaimana media dikembangkan untuk menjelaskan suatu konsep matematika. Pelatihan pengembangan media matematika yang dilakukan bersama PGSD, Unika Atma Jaya sangat membantu guru dalam mengembangkan ide-ide mengenai media matematika. Aktivitas-aktivitas dalam pelatihan bertujuan agar guru memahami hal-hal penting yang diperlukan untuk dapat mengembangkan media matematika. Guru di ajak untuk merasakan bagaimana mudahnya belajar matematika dengan menggunakan media matematika yang sudah disiapkan narasumber. Setiap aktivitas diakui oleh guru mampu menginspirasi guru dalam mengembangkan media matematika. Contoh-contoh bagaimana membuat dan menggunakan media matematika yang diberikan sangat membantu guru-guru dalam menciptakan media matematika dengan memanfaatkan bahan dan alat sederhana. Namun guru-guru juga berharap adanya pelatihan lebih lanjut, baik terkait dengan media matematika maupun metode pembelajarannya. 

scholarly journals Pengembangan Media Magic Geometry pada Materi Bangun Ruang Kelas IV Sekolah Dasar

2020 ◽  
Vol 3 (1) ◽  
pp. 77-88
Author(s):  
Mukti Sintawati ◽  
Mifta Rudiyanta ◽  
Muhammad Nuryanto
Keyword(s):  
Elementary School ◽  
Mathematics Learning ◽  
Field Testing ◽  
Student Response ◽  
Average Score ◽  
School Students ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Assessment Sheet ◽  
The Media

Learning mathematics in elementary school is expected to adjust to the cognitive development of students. Abstract mathematical concepts make students need help to understand them. This study aims to develop mathematics learning media geometry for 4th grade elementary school students. This development research uses the Borg & Gall research model which was carried out to the seventh stage, namely research and information collecting, planning, developing preliminary form a product, preliminary field testing, main product revision, main field testing, and operational product revision. Product trials were conducted at Ngablak Public Elementary School. Data collection instruments were using a questionnaire. The questionnaire used to assess the appropriateness of the media was an expert validation assessment sheet, while the teachers’ assessment sheet and students’ response questionnaire were used to determine the practicality of the product. The validation results from the experts obtained that the Magic Geometry media was declared very appropriate to be used in learning mathematics with an average score of 4.45. The results of the teacher practicality assessment were stated to be very practical with a score of 4.9 and the student’s response questionnaire received an average score of 4.2 with a practical category. The results of the student response questionnaire also showed that Magic Geometry made learning becomes more interesting and materials easier to understand.

scholarly journals DAMPAK PENERAPAN METODE NUMBERED HEADS TOGETHER TERHADAP PEMAHAMAN KONSEP MATEMATIS SISWA [THE IMPACT OF THE IMPLEMENTATION OF THE NUMBERED HEADS TOGETHER METHOD ON STUDENTS' MATHEMATICAL CONCEPTUAL UNDERSTANDING]

2021 ◽  
Vol 17 (1) ◽  
pp. 159
Author(s):  
Gidion Indra Saputra ◽  
Melda Jaya Saragih
Keyword(s):  
Junior High School ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Thinking Skills ◽  
Mathematical Concepts ◽  
Student Work ◽  
Descriptive Research ◽  
Learning Mathematics ◽  
Qualitative Descriptive ◽  
The Impact

<p>One of the objectives of learning mathematics is to develop students' understanding of mathematical concepts to be able to solve math problems. In mathematics learning, understanding concepts is very important because by understanding concepts students can learn higher order thinking skills. However, through a test at the observation stage, the researchers found that students had difficulty understanding mathematical concepts. The purpose of this study was to see whether the application of the Numbered Heads Together method influences students’ understanding of mathematical concepts. The research was conducted on 32 seventh grade students at Rantepao Christian Junior High School using qualitative descriptive research. Data sources in this study include student work results, mentor observation sheets, tests, and researcher reflection journals. The results of the study show that the application of the Numbered Heads Together method can help develop students' understanding of the mathematical concept.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Salah satu tujuan dari pembelajaran Matematika adalah mengembangkan pemahaman konsep matematik siswa untuk dapat menyelesaikan masalah Matematika. Dalam pembelajaran Matematika, memahami konsep sangat penting karena dengan memahami konsep Matematika siswa dapat mempelajari ketrampilan berpikir yang lebih tinggi. Namun, melalui test pada tahap observasi, peneliti menemukan bahwa siswa mengalami kesulitan dalam memahami konsep Matematika. Tujuan penelitian ini adalah untuk melihat dampak penerapan metode Numbered Heads Together terhadap pemahaman konsep matematis siswa. Penelitian dilakukan kepada 32 siswa kelas VII di SMP Kristen Rantepao dengan menggunakan jenis penelitian deskriptif kualitatif. Sumber data dalam penelitian ini antara lain: hasil pekerjaan siswa, lembar observasi mentor, tes, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan bahwa penerapan metode Numbered Heads Together dapat membantu mengembangkan pemahaman konsep matematis siswa.</p>

scholarly journals PEMBELAJARAN BERBASIS ETNOMATEMATIKA DENGAN MEMODELKAN MOTIF BATIK GAJAH MADA

2020 ◽  
Vol 20 (1) ◽  
pp. 1-17
Author(s):  
Umy Zahroh
Keyword(s):  
Mathematics Learning ◽  
Mathematical Concept ◽  
School Mathematics ◽  
Mathematical Concepts ◽  
Geometrical Transformation ◽  
Analysis Technique ◽  
Learning Mathematics ◽  
Concrete Operational ◽  
Production House ◽  
Mathematical Activities

Abstract This research was based on mathematics learning in schools that are too formal and theoretical, and are less varied so it affects students' interest in learning mathematics. For this reason, a connection between mathematics outside of school and school mathematics is needed. One way that can be used is to utilize the ethnomathematics approach as the beginning of formal mathematics teaching which is suitable with the students' level of development who are at a concrete operational stage. The same thing was stated that the presence of mathematics with cultural nuances would make a major contribution to school mathematics. The objectives of this research were (1) to find out mathematical activities in the form of numerating, measuring, and calculating in batik activities. (2) To find out the mathematical concepts of geometry and geometrical transformations contained in batik motifs. This research used ethnographic research with a qualitative approach. Data collection techniques used were observation, interviews, and documentation. Data analysis technique used data reduction, data presentation, drawing conclusions and verification. The results showed that (1) in the batik activity at the Gajah Mada Tulungagung batik production house there were mathematical activities in the form of counting when determining the number of tools and materials needed, measuring fabric, calculating night requirements, calculating color comparisons, calculating waterglass requirements, and when calculating water needs. Measuring activity is seen during the process of measuring fabrics and designing batik patterns. The next step of counting activity is seen during the process of cutting fabric from 60 yards into 27 pieces, calculating the plastisin required for 2 meter fabric, and when mixing several colors. (2) There is a mathematical concept of geometry in the form of points, curved lines, triangles and circles, and the concept of geometrical transformation in the form of translation Keywords: Ethnomatematics, Mathematics, Culture, Batik Abstrak Pembelajaran matematika di sekolah yang formal dan teoritis, serta kurang bervariasi akan mempengaruhi minat peserta didik dalam mempelajari matematika. Untuk itu diperlukan keterhubungan antara matematika di luar sekolah dengan matematika sekolah. Salah satu cara yang dapat digunakan adalah dengan memanfaatkan pendekatan ethnomathematika sebagai awal dari pengajaran matematika formal yang sesuai dengan tingkat perkembangan siswa yang berada pada tahapan operasional konkrit. Hal yang sama dikemukakan bahwa kehadiran matematika yang bernuansa budaya akan memberikan kontribusi yang besar terhadap matematika sekolah.  Penelitian ini bertujuan (1) untuk mengetahui aktivitas matematika berupa membilang, mengukur, dan menghitung pada aktivitas membatik. (2) Untuk mengetahui konsep matematika geometri dan transformasi geometri yang terdapat pada motif batik. Penelitian ini menggunakan jenis penelitian etnografi dengan pendekatan kualitatif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Dalam menganalisis data menggunakakan reduksi data, penyajian data, menarik kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa (1) dalam aktivitas membatik di rumah produksi batik Gajah Mada Tulungagung terdapat aktivitas matematika yaitu berupa membilang saat menentukan banyaknya alat dan bahan yang diperlukan, mengukur kain, menghitung kebutuhan malam, menghitung perbandingan warna, menghitung kebutuhan waterglass, dan saat menghitung kebutuhan air. Aktivitas mengukur terlihat saat proses mengukur kain dan mendesain pola batik. Selajutnya aktivitas menghitung terlihat saat proses pemotongan kain dari 60 yard menjadi 27 potong, menghitung kebutuhan malam untuk kain 2 meter, dan saat mencampur beberapa warna. (2) Terdapat konsep matematika geometri berupa titik, garis lengkung, segitiga, dan lingkaran, serta konsep transformasi geometri berupa translasi, rotasi, dan refleksi Kata Kunci: Etnomatematika, Matematika, Budaya, Batik

The Effect of User Experience on Designing Interactive Tool: A Case Study of Learning Images Compression

2021 ◽  
Vol 9 (10) ◽  
pp. 1312-1320
Keyword(s):  
User Experience ◽  
Real Life ◽  
Mathematical Concept ◽  
Design Principles ◽  
Mathematical Explanation ◽  
Mathematical Concepts ◽  
Learning Platform ◽  
Learning Mathematics ◽  
The Common ◽  
Value Decomposition

Technology has significantly emerged in various fields, including healthcare, government, and education. In the education field, students of all ages and backgrounds turn to modern technologies for learning instead of traditional methods, especially under challenging courses such as mathematics. However, students face many problems in understanding mathematical concepts and understanding how to benefit from them in real-life. Therefore, it can be challenging to design scientific materials suitable for learning mathematics and clarifying their applications in life that meet the students’ preferences. To solve this issue, we designed and developed an interactive platform based on user experience to learn an advanced concept in the idea of linear algebra called Singular Value Decomposition (SVD) and its applicability in image compression. The proposed platform considered the common design principles to map between the provider in terms of clear mathematical explanation and the receiver in terms of matching good user experience. Twenty participants between the ages of 16 and 30 tested the proposed platform. The results showed that learning using it gives better results than learning traditionally in terms of the number of correct and incorrect actions, effectiveness, efficiency, and safety factors. Consequently, we can say that designing an interactive learning platform to explain an advanced mathematical concept and clarify its applications in real-life is preferable by considering and following the common design principles.

scholarly journals Pengembangan Media Pembelajaran Matematika Berbasis Macromedia Flash Materi Luas dan Keliling untuk Meningkatkan Motivasi Belajar Siswa

2020 ◽  
Vol 10 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Krisma Widi Wardani ◽  
Danang Setyadi
Keyword(s):  
Mathematics Learning ◽  
Research Data ◽  
Student Response ◽  
Development Model ◽  
Development Research ◽  
Research Instrument ◽  
Learning Mathematics ◽  
Computer Based ◽  
The Media ◽  
Is Development

One of the computer-based mathematics learning media developed is Macromedia Flash-based learning media. Macromedia Flash-based learning media that have been available so far have not been students to be actively involved in using the media. This has encouraged researchers to develop new Macromedia Flash-based media. This research is development research. The development model used in 4D, namely Defines, Design, Develop and Disseminate. The subjects consisted of 60 students in grade 4 at SD Mardirahayu 01 and 02 Ungaran. The research instrument consisted of media validation sheets, material validation sheets, student response sheets, and motivation questionnaires. Research data were analyzed qualitatively and quantitatively. The results showed that the media developed were valid and could increase students' motivation in learning mathematics in a broad and mobile material.

scholarly journals Aktivitas Matematika Berbasis Budaya pada Masyarakat Lampung

2016 ◽  
Vol 7 (2) ◽  
pp. 221-230
Author(s):  
Rosida Rakhmawati
Keyword(s):  
Mathematics Learning ◽  
Mathematical Problem ◽  
Mathematical Concept ◽  
Vital Role ◽  
Exploratory Research ◽  
Mathematical Concepts ◽  
Daily Lives ◽  
Home Building ◽  
Culture Based Education

Culture-based education has a vital role of individuals and communities to achieve progressivity in all aspects of life. Math-based culture called ethnomathematics is an approach that can be used to explain the role of mathematics in a multicultural society. Mathematical concepts used to explore the existence of mathematics in culture, especially traditional societies of Lampung. This study aims to describe the results of exploration Lampung Ethnomathematics with this kind of exploratory research as well as an ethnographic approach. The results showed that without studying the mathematical concept, traditional society of Lampung have applied these concepts in their daily lives using ethnomathematics. Proved the existence of mathematical concepts contained in custom home building, the local unit of  Lampung, geometric shapes motif of tapis, as well as traditional games Lampung. Researchers suggest the results of this study to (a) used as alternative ideas mathematics learning outside the classroom, (b) introduced in learning formal mathematics as initial capital to teach the concept of mathematics to students, (c) be used as reference material for preparing a matter of mathematical problem-solving context.

scholarly journals As concepções de acadêmicos de Engenharia, no início do curso, sobre a Matemática e a aprendizagem Matemática

2020 ◽  
Vol 21 (3) ◽  
pp. 314-323
Author(s):  
Eliéverson Guerchi Gonzales ◽  
Kátia Guerchi Gonzales ◽  
José Matheus Pinheiro da Fonseca da Silva
Keyword(s):  
Linear Algebra ◽  
Mathematical Thinking ◽  
Mathematics Learning ◽  
Education Institution ◽  
Mathematical Concept ◽  
Private Higher Education ◽  
Analytical Geometry ◽  
Mato Grosso ◽  
Learning Mathematics ◽  
Mato Grosso Do Sul

ResumoA pesquisa teve como objetivos investigar e analisar as concepções de Matemática, da aprendizagem de Matemática e do pensamento matemático dos acadêmicos dos primeiros semestres dos cursos de Engenharia Elétrica, Engenharia da Computação e Engenharia Ambiental de uma instituição privada de Ensino Superior, localizada na cidade de Campo Grande, Mato Grosso do Sul, Brasil. Trata-se de uma pesquisa qualitativa realizada com os ingressantes do ano de 2018. Nesta pesquisa foram utilizados questionários, juntamente com entrevistas sob a luz da História Oral. Para análise, foram necessários dois movimentos: um no trabalho das narrativas produzidas pelas entrevistas e outro em relação aos questionários. As análises, a partir dos questionários, permitiram identificar, de modo geral, manifestações de concepção Matemáticas coesas predominante, como também, do pensamento Matemático especulativo. Quanto à concepção em relação à aprendizagem de Matemática, as manifestações foram equivalentes. Sobre as concepções dos estudantes na disciplina de Geometria Analítica e Álgebra Linear (GAAL), a concepção de aprendizagem de Matemática foi a instrumental, a concepção de Matemática se revelou coesa e o pensamento matemático permeou entre o investigativo e o exato. Nas entrevistas, tanto as concepções que se referem à Matemática, de maneira geral, quanto às concepções da disciplina de GAAL, foram as mesmas. Identificam-se as concepções de aprendizagem de Matemática relacional, a concepção de Matemática coesa e o pensamento Matemático especulativo. Palavras-chave: Concepções de Matemática. Geometria Analítica e Álgebra Linear Aprendizagem. AbstractThis paper investigates and analyzes mathematics conceptions, mathematics learning and mathematical thinking of the first semester students from Electrical Engineering, Computer Engineering and Environmental Engineering courses of a private Higher Education institution, located in the city of Campo Grande, Mato Grosso do Sul, Brazil. This is a qualitative research conducted with the freshmen of the year 2018. In this research, questionnaires were used, together with interviews in the light of Oral History. For the analysis, two approaches were necessary: first looking into the narratives produced by the interviews and a second one with associated questionnaires. The questionnaire analyzes allowed us to identify, in general, manifestations of predominant cohesive mathematical conceptions, as well as, of speculative mathematical thinking. As for the comprehension associated with learning mathematics, the manifestations were equivalent. Regarding the students' mathematical concept of Analytical Geometry and Linear Algebra (AGLA), the concept of learning mathematics was the instrumental one, and so the mathematics concept proved to be cohesive with investigative and exact mathematical thinking. In the interviews, both the concepts that refer to mathematics and the AGLA discipline were the same. Concepts of relational mathematics learning, the concept of cohesive mathematics and speculative mathematical thinking were identified. Keywords:. Mathematics Conceptions. Analytical Geometry and Linear Algebra Learning.

scholarly journals Analisis Kesulitan Belajar Siswa dalam Pembelajaran Matematika yang Menggunakan Pendekatan PMRI

2020 ◽  
Vol 9 (2) ◽  
pp. 227-238
Author(s):  
Pius Eko Purnama Cahirati ◽  
Alberta Parinters Makur ◽  
Sebastianus Fedi
Keyword(s):  
Data Analysis ◽  
Mathematics Learning ◽  
Linear Equations ◽  
Learning Difficulties ◽  
Story Problems ◽  
System Of Linear Equations ◽  
Data Presentation ◽  
Learning Mathematics ◽  
Field Notes ◽  
Mathematical Difficulties

AbstrakPenelitian ini bertujuan untuk membahas 1) kesulitan belajar matematika seperti apa yang dialami siswa dalam pembelajaran yang menerapkan PMRI; 2) alasan mengapa siswa mengalami kesulitan belajar matematika dalam Pembelajaran Matematika menggunakan PMRI? Penelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesulitan yang dialami oleh siswa, disertai dengan faktor-faktor yang menyebabkan kesulitan matematika. Penelitian ini adalah penelitian kualitatif deskriptif dengan 23 siswa yang menunjukkan kesulitan dalam belajar matematika. Teknik yang digunakan untuk mengumpulkan data adalah observasi, wawancara, kuesioner, dokumentasi, dan catatan lapangan. Analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil dari penelitian ini adalah jenis kesulitan belajar yang dialami siswa, yaitu kesulitan dalam memahami konsep sistem persamaan dua variabel dan tiga variabel, kesulitan menghitung angka dalam sistem persamaan linear untuk dua variabel dan tiga variabel, dan kesulitan memecahkan masalah dalam masalah cerita dalam materi SPLDV dan SPLTV.  AbstractThis research is aimed to discuss 1) what kind of mathematics learning difficulties students experience in PMRI learning; 2) the reasons why students are having difficulty learning mathematics in Mathematics Learning using PMRI? This study aims to describe the types of difficulties experienced by students, accompanied by factors causing mathematical difficulties. This study is a descriptive qualitative study with 23 students who indicated difficulties in learning mathematics. The technique used to collect data is observation, interviews, questionnaires, documentation, and field notes. Data analysis is done by data reduction, data presentation, and conclusion drawing. The results of this study are the types of learning difficulties experienced by students, namely difficulties in understanding the concepts of system of two-variable and three-variable linear equations, difficulties in calculating numbers in a system of linear equations for two variables and three variables, and the difficulty of solving problems in story problems in SPLDV and SPLTV material.           

scholarly journals Assistive Technology in Mathematics Learning for Visually Impaired Students

2018 ◽  
Vol 3 (1) ◽  
pp. 1 ◽  
Author(s):  
Gangsar Ali Daroni ◽  
Gunarhadi Gunarhadi ◽  
Edy Legowo
Keyword(s):  
Assistive Technology ◽  
Visually Impaired ◽  
Mathematics Learning ◽  
Mathematical Concept ◽  
Assistive Technologies ◽  
Learning Mathematics ◽  
Visually Impaired Students ◽  
Math Problems ◽  
Impaired Children ◽  
Visually Impaired Children

Mathematics is an important subject to be learned by all children. Visually impaired children experience obstacles in following the process of mathematics learning caused by abnormalities. Visually impaired students experience obstacles in the process of thinking at the disequilibrium stage and low understanding of concepts when studying mathematics. It caused them to experience difficulties when doing math problems. Assistive technology is a technology created specifically to improve or maintain the functional ability of children with special needs in order to accomplish tasks that hard for them to do. Assistive technology for visually impaired children is made by maximizing the abilities that the children still possess and helping them to get a clearer mathematical concept. This article is a literary study which aims to provide information about the difficulty for the visually impaired students in mathematics learning and assistive technologies that have been developed to support the learning. This article can be used as the basis for developing new assistive technology in mathematics learning. Assistive technology is needed to help children with visual impairment in following the learning of mathematics and to optimize the ability of the children in learning mathematics.

scholarly journals Pengembangan Media Pembelajaran Matematika Video Interaktif berbasis Multimedia

2020 ◽  
Vol 1 (2) ◽  
pp. 59-74
Author(s):  
Putri Utami Suseno ◽  
Yamin Ismail ◽  
Sumarno Ismail
Keyword(s):  
Interactive Video ◽  
Positive Response ◽  
Mathematics Learning ◽  
Research Subjects ◽  
Media Development ◽  
Development Method ◽  
Learning Mathematics ◽  
Material Substance ◽  
The Media ◽  
Descriptive Approach

This article discusses the development of mathematics learning media in the form of interactive multimedia-based videos. Media development was carried out for learning flat-plane geometry on the topic of kites. The media development method used a descriptive approach through 3 stages, namely defining, designing, and developing by involving students of SMP Negeri 3 Gorontalo as research subjects. The multimedia-based interactive video learning media produced was declared valid based on expert judgment both in terms of media and on material substance. In its application, there was a positive response from more than 70% of students who took part in the learning process. This shows that the multimedia-based interactive video learning media is good and suitable for use as a medium for learning mathematics.

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