Abstract
This study aims to (1) produce a video of length measurement material through Adobe After Effects software. (2) determine the validity and feasibility of the developed video. (3) Knowing the student's response to the video length measurement material. This study uses the Research and Development (R&D) method, which is modified from the 4D model, data collection techniques by observation, interviews, questionnaires, and documentation. The data analysis technique is done by converting qualitative data into quantitative data. The quality of the video development of length measurement material based on the assessment of mathematicians scored 5.0 with a good predicate, learning media experts got a score of 4.7 with a good predicate, and linguists got a score of 4.75 with an appropriate predicate. The teacher's assessment obtained a score of 5.0 with a felicitous predicate. The results of the limited video trial obtained a percentage of 100%, meaning that the average student gave a positive response to the material developed in the video
Highlights
BackgroundMathematics subjects are one of the exact subjects that learners often fear, not infrequently learners feel difficulty understanding mathematical materials, low grades
Material objects in mathematics are still abstract; this can trigger difficulties experienced by low-class learners when learning or understanding mathematical materials (Mashuri, 2019, p. 1)
The reason is that mathematics material is still abstract and challenging for students to understand
Summary
Mathematics subjects are one of the exact subjects that learners often fear, not infrequently learners feel difficulty understanding mathematical materials, low grades. Material objects in mathematics are still abstract; this can trigger difficulties experienced by low-class learners when learning or understanding mathematical materials Teachers have difficulty explaining mathematical materials to. Vol 8 No 2, December 2021 learners due to a lack of props or learning media. Learners find it challenging to understand the mathematical material being studied, so they have not been able to solve mathematical problems appropriately, such as learners' accuracy in answering math problems (Hasil Analisis Kebutuhan, 2020). Though math learning is currently more inclined to learning critical thinking and creative thinking, the reality is that not all learning devices contain stimuli so that learners can think critically and creatively (Siswono, 2018, p. 5)
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