Qr-Code-Based Mathematics Contextual Comic Module for Elementary School Students

Abstract

This research is based on the results of a preliminary study to teachers and students of class V Elementary School regarding the analysis of the need for Mathematics teaching materials. Initial findings indicate that students' interest in learning mathematics is low, as can be seen from students who pay less attention to when the teacher explains. It is also known that there is no use of other teaching materials other than textbooks. The purpose of this study was to determine the need for appropriate teaching materials in fostering students' interest in learning mathematics. The method used in this research is descriptive qualitative. The subjects of this study were teachers and students of class V, which was held at SDN 2 Pasuruan, Penengahan, Kalianda, South Lampung. Data collection techniques are observation, interviews and questionnaires. The data were analyzed using the Miles and Huberman model, namely: data reduction, data presentation and drawing conclusions/verification. The results of this study indicate that there are still many students whose learning interest is low when studying mathematics but gets a positive response when the teacher uses QR-Code-based illustrated teaching materials so that students become enthusiastic and have an effect on increasing their interest in learning. Specifically on the scale material, the researcher found data that there were still many students who had difficulty understanding it, such as using comparisons on a scale and how to change units of length. Based on the results of the needs analysis, conclusions can be drawn: 1) The use of teaching materials as a learning resource in mathematics is not optimal, 2) Teaching materials that need to be developed in learning mathematics with scale materials, one of which is QR-Code-based comics