Development of MESI GUNDA (Plane Shape Educational Game) Based on Android to Support Mathematical Problem-Solving Skills

One of the skills that need to be given to students in learning mathematics is problem solving ability. However, at MTs N 5 Magelang, students' mathematical problem-solving ability is still low. In addition, the problem experienced is the lack of use of interactive learning media and using technology. The purpose of this research is to develop and analyze the validity, practicality, and effectiveness of Android-based MESI GUNDA (gaMe edukaSi banGun Datar or in English Plane Shape Educational Game) learning media to support mathematical problem-solving skills in flat building materials. This research is a type of Research and Development (RnD) with ADDIE model that utilizes Articulate Storyline, Canva, and WEB2APK Builder applications. The validity analysis used an assessment questionnaire from media and material experts consisting of two lecturers and one teacher for media experts, while material experts were carried out by one lecturer and two teachers. The practicality of the product was measured by a practicality questionnaire filled out by students and teachers totaling 27 students and one teacher, while the effectiveness by looking at the increase in pre-test and post-test scores of 23 students who were analyzed using N-gain. The results showed that Android-based MESI GUNDA media is valid, practical, and effective to support mathematical problem-solving skills. MESI GUNDA fulfills the valid aspect with a score of 90 out of 100 with a very valid category by media experts and from material experts obtained a score of 56 out of 65 with a very valid category. The media also meets the practical and effective aspects with a score of 80.59 out of 100 categorized as very practical and an N-gain value of 0.32 categorized as moderate. Therefore, the MESI GUNDA media is recommended for use by teachers to enhance the mathematical problem-solving abilities of junior high school students or their equivalents.  One of the skills that need to be given to students in learning mathematics is problem solving ability. However, at MTs N 5 Magelang, students' mathematical problem-solving ability is still low. In addition, the problem experienced is the lack of use of interactive learning media and using technology. The purpose of this research is to develop and analyze the validity, practicality, and effectiveness of Android-based MESI GUNDA (gaMe edukaSi banGun Datar or in English Plane Shape Educational Game) learning media to support mathematical problem-solving skills in flat building materials. This research is a type of Research and Development (RnD) with ADDIE model that utilizes Articulate Storyline, Canva, and WEB2APK Builder applications. The validity analysis used an assessment questionnaire from media and material experts consisting of two lecturers and one teacher for media experts, while material experts were carried out by one lecturer and two teachers. The practicality of the product was measured by a practicality questionnaire filled out by students and teachers totaling 27 students and one teacher, while the effectiveness by looking at the increase in pre-test and post-test scores of 23 students who were analyzed using N-gain. The results showed that Android-based MESI GUNDA media is valid, practical, and effective to support mathematical problem-solving skills. MESI GUNDA fulfills the valid aspect with a score of 90 out of 100 with a very valid category by media experts and from material experts obtained a score of 56 out of 65 with a very valid category. The media also meets the practical and effective aspects with a score of 80.59 out of 100 categorized as very practical and an N-gain value of 0.32 categorized as moderate. Therefore, the MESI GUNDA media is recommended for use by teachers to enhance the mathematical problem-solving abilities of junior high school students or their equivalents

Eksplorasi Literasi Tumbuhan pada Siswa Sekolah Menengah Atas di Mentawai: Pendekatan Kuantitatif melalui Inventarisasi, Pengolahan, dan Pelaporan Data

This study explores the plant literacy of high school students in the Mentawai Islands using a quantitative approach that integrates data inventory, processing, and reporting. A survey method was utilized, involving 302 students from three schools, to evaluate their understanding of plants across nominal, functional, structural, and multidimensional levels. Research instruments were validated for reliability with a Cronbach's Alpha of 0.973, ensuring robust data collection. Findings reveal low plant literacy levels across all dimensions, with significant challenges in identifying plants and contextualizing biodiversity concepts. The study underscores the necessity of innovative, contextual learning methods, including practical and exploratory approaches to improve plant literacy. Recommendations include integrating local biodiversity into educational curricula and promoting nature-based activities to enhance students' ecological awareness and comprehension.Penelitian ini mengeksplorasi literasi tumbuhan siswa sekolah menengah atas di Kepulauan Mentawai dengan menggunakan pendekatan kuantitatif yang mengintegrasikan inventarisasi, pengolahan, dan pelaporan data. Metode survei digunakan, melibatkan 302 siswa dari tiga sekolah, untuk mengevaluasi pemahaman mereka tentang tumbuhan di tingkat nominal, fungsional, struktural, dan multidimensi. Instrumen penelitian divalidasi keandalannya dengan Cronbach's Alpha sebesar 0,973, untuk memastikan pengumpulan data yang kuat. Temuan-temuan menunjukkan rendahnya tingkat literasi tanaman di seluruh dimensi, dengan tantangan yang signifikan dalam mengidentifikasi tanaman dan mengkontekstualisasikan konsep keanekaragaman hayati. Studi ini menggarisbawahi perlunya metode pembelajaran yang inovatif dan kontekstual, termasuk pendekatan praktis dan eksploratif untuk meningkatkan literasi tanaman. Rekomendasi yang diberikan termasuk mengintegrasikan keanekaragaman hayati lokal ke dalam kurikulum pendidikan dan mempromosikan kegiatan berbasis alam untuk meningkatkan kesadaran dan pemahaman ekologi siswa

Factors Affecting Mathematical Creative Thinking Ability: A Systematic Review and Multidimensional Perspective

The ability to think creatively mathematically, defined as the capacity to generate novel, diverse, and valuable mathematical ideas or solutions to problems with fluency, flexibility, originality, and elaboration, is a crucial skill in facing the challenges of the 21st century. However, a comprehensive understanding of the influencing factors is still limited. This systematic review aims to integrate and synthesize current research on factors influencing mathematical creative thinking abilities from a multidimensional perspective. A systematic search method was conducted on the Scopus database for studies published between 2019 and 2024. The results show the complexity of interactions between cognitive (thinking style, analogical reasoning, computational thinking), affective (self-efficacy, attitudes towards mathematics, self-regulated learning), and contextual (learning approaches, technology integration, background) factors from the 31 articles analyzed. cultural background) in influencing mathematical creativity. The analysis also revealed differences in influencing factors between levels of education from junior high school to college. These results stress how important it is to look at math creativity as a whole. They also have important implications for how math is taught and for future research, such as the need for longitudinal studies and the creation of integrative theoretical modelsThe ability to think creatively mathematically, defined as the capacity to generate novel, diverse, and valuable mathematical ideas or solutions to problems with fluency, flexibility, originality, and elaboration, is a crucial skill in facing the challenges of the 21st century. However, a comprehensive understanding of the influencing factors is still limited. This systematic review aims to integrate and synthesize current research on factors influencing mathematical creative thinking abilities from a multidimensional perspective. A systematic search method was conducted on the Scopus database for studies published between 2019 and 2024. The results show the complexity of interactions between cognitive (thinking style, analogical reasoning, computational thinking), affective (self-efficacy, attitudes towards mathematics, self-regulated learning), and contextual (learning approaches, technology integration, background) factors from the 31 articles analyzed. cultural background) in influencing mathematical creativity. The analysis also revealed differences in influencing factors between levels of education from junior high school to college. These results stress how important it is to look at math creativity as a whole. They also have important implications for how math is taught and for future research, such as the need for longitudinal studies and the creation of integrative theoretical model

Bridging Science and Culture: A Learning Video on the Human Digestive System that is Responsive to the Local Wisdom of the Anak Dalam Tribe

The gap in access to technology-based learning media in indigenous communities such as the Suku Anak Dalam (SAD) is a challenge in achieving educational equality. The literature shows that a culturally responsive educational approach has an important role in increasing the effectiveness of learning in indigenous communities. This study aims to develop and test the feasibility of a human digestive system learning video adapted to the local cultural context of SAD, and to evaluate its impact on students' learning interests. The method used is Research and Development (R&D) referring to the Alessi and Trollip (2001) model, which includes the stages of planning, design, and development. The subjects of the study were SAD adolescents aged 15–18 years in Sukajadi Village, Bathin VIII District, Sarolangun Regency. The validation of material experts produced a score of 90.67% and media experts 84%, both in the very feasible category. Practical feasibility tests through individual, small group, and field trials showed results of 90.27%, 86.34%, and 90.7%, respectively. These results indicate that the media developed is very effective in increasing learning interest. Academically, this research confirms the importance of integrating a culturally responsive approach in the development of learning media, as well as contributing to the development of digital inclusion-based education for indigenous communities in Indonesia.The gap in access to technology-based learning media in indigenous communities such as the Suku Anak Dalam (SAD) is a challenge in achieving educational equality. The literature shows that a culturally responsive educational approach has an important role in increasing the effectiveness of learning in indigenous communities. This study aims to develop and test the feasibility of a human digestive system learning video adapted to the local cultural context of SAD, and to evaluate its impact on students' learning interests. The method used is Research and Development (R&D) referring to the Alessi and Trollip (2001) model, which includes the stages of planning, design, and development. The subjects of the study were SAD adolescents aged 15–18 years in Sukajadi Village, Bathin VIII District, Sarolangun Regency. The validation of material experts produced a score of 90.67% and media experts 84%, both in the very feasible category. Practical feasibility tests through individual, small group, and field trials showed results of 90.27%, 86.34%, and 90.7%, respectively. These results indicate that the media developed is very effective in increasing learning interest. Academically, this research confirms the importance of integrating a culturally responsive approach in the development of learning media, as well as contributing to the development of digital inclusion-based education for indigenous communities in Indonesia

Model Mental dalam Pembelajaran Fisika: Systematic Literature Review

A mental model is one of the important indicators of the success of physics learning. However, proper physics learning is still tricky in facilitating students to construct scientific mental models. This study aims to investigate physics learning activities that can construct students' mental models. A literature-based study was conducted using the Scopus database on 234 articles from 2015-2025, then systematically selected 15 articles that are relevant to the topic. This study reveals that using various visual media in physics learning can build students' mental models. Mechanics, electronics, temperature and heat, and modern physics are the physics learning topics with the most potential for constructing students' mental models. Several articles are not directly related to each other, such as mental models, visual representations, and real-world life, especially at the high school level. This is a potential opportunity to be explored further in further research. The findings of this study contribute significantly to discussing effective physics learning innovations to build students' mental models.Model mental merupakan salah satu indikator penting keberhasilan pembelajaran fisika. Namun, pembelajaran fisika yang baik masih sulit untuk memfasilitasi siswa dalam mengkonstruksi model mental ilmiah. Penelitian ini bertujuan untuk mengkaji kegiatan pembelajaran fisika yang dapat mengkonstruksi model mental siswa. Studi pustaka dilakukan dengan menggunakan basis data Scopus terhadap 234 artikel dari tahun 2015-2025, kemudian dipilih secara sistematis 15 artikel yang relevan dengan topik. Penelitian ini mengungkap bahwa penggunaan berbagai media visual dalam pembelajaran fisika dapat membangun model mental siswa. Mekanika, elektronika, temperatur dan kalor, serta fisika modern merupakan topik pembelajaran fisika yang paling berpotensi untuk mengkonstruksi model mental siswa. Beberapa artikel tidak saling terkait secara langsung, seperti model mental, representasi visual, dan kehidupan nyata, terutama pada jenjang SMA. Hal ini merupakan peluang potensial untuk dieksplorasi lebih lanjut dalam penelitian selanjutnya. Temuan penelitian ini memberikan kontribusi yang signifikan untuk mendiskusikan lebih lanjut inovasi pembelajaran fisika yang efektif untuk membangun model mental siswa

Using Augmented Reality for Disaster Mitigation Education in a Natural Disaster Response School

Indonesia has a high potential for disasters, especially in coastal areas, so disaster awareness and preparedness need to be instilled early on. One effective way is through Augmented Reality (AR)-based education. This study analyzes the use of AR media as a source of science learning integrated with natural disaster mitigation. The method used is descriptive with qualitative and quantitative approaches. Participants consisted of 58 fifth grade students in South Sumatra. Data were collected through observation, questionnaires, teacher interviews, and analysis of teaching materials. The results of the study indicate that the topics of earth relief, plate movement, and environmental factors can be integrated into disaster mitigation. Students showed interest in AR, teachers supported the use of AR in learning. In conclusion, AR has a positive impact on student understanding, engagement, and disaster preparedness, and has the potential to be an interactive learning medium. Theoretically, this study contributes to science learning by integrating natural disaster mitigation using AR, especially for abstract concepts. Practically, these findings support the development of AR-based learning media to improve natural disaster preparedness. The application of AR integrated with natural disaster mitigation is still rarely explored in previous studies, especially in science learningIndonesia has a high potential for disasters, especially in coastal areas, so disaster awareness and preparedness need to be instilled early on. One effective way is through Augmented Reality (AR)-based education. This study analyzes the use of AR media as a source of science learning integrated with natural disaster mitigation. The method used is descriptive with qualitative and quantitative approaches. Participants consisted of 58 fifth grade students in South Sumatra. Data were collected through observation, questionnaires, teacher interviews, and analysis of teaching materials. The results of the study indicate that the topics of earth relief, plate movement, and environmental factors can be integrated into disaster mitigation. Students showed interest in AR, teachers supported the use of AR in learning. In conclusion, AR has a positive impact on student understanding, engagement, and disaster preparedness, and has the potential to be an interactive learning medium. Theoretically, this study contributes to science learning by integrating natural disaster mitigation using AR, especially for abstract concepts. Practically, these findings support the development of AR-based learning media to improve natural disaster preparedness. The application of AR integrated with natural disaster mitigation is still rarely explored in previous studies, especially in science learnin

Developing Students’ Book Characterized Realistic Mathematics Education (RME) to Improve Numeration Literacy Skill

The purpose of this research was to develop a Student Book with Realistic Mathematics Education (RME) characteristics in terms of the results of validity, practicality, and effectiveness tests. The development of this student book uses the Plomp model that was carried out in three phases, namely: (1) Preliminary research, (2) Prototyping phase, and (3) Assessment phase. In the Preliminary research phase, it was found that the numeracy literacy skills at State Elementary School 2 Padenganploso were still low and the teaching materials used did not contain problems in everyday life that were relevant to the environmental conditions around students. In the Prototyping phase, student book development was carried out using steps that follow the principles and characteristics of RME. In the Assessment phase, based on the results of expert validation, an average score of 3.86 was obtained for all aspects, which means that the RME student book can be stated to be valid. From the observations of the implementation of the student book, a score of 3.87 is obtained, which means that the practical test by the observer meets the Practical criteria. From working on the numeracy literacy questions, it was found that 90% of students scored above 65, and the results of the N-Gain calculation as a whole obtained an average score of 0.71 with a high interpretation. The results of observations of student activity obtained an average of 3.8 with the active category, and the results of student responses obtained 90% gave a positive response, which means that the student book with RME characteristics meets the criteria of Effectiveness.Tujuan dari penelitian ini ialah untuk mengembangkan Buku Siswa bercirikan Realistic Mathematics Education (RME) ditinjau dari hasil uji kevalidan, kepraktisan, dan efektivitas. Pengembangan buku siswa ini menggunakan model Plomp  yang dilakukan dalam tiga fase yaitu: (1) Preliminary research, (2) Prototyping phase, (3) Assessment phase. Pada fase Preliminary research ditemukan bahwa kemampuan literasi numerasi di SDN 2 Padenganploso masih rendah dan bahan ajar yang digunakan kurang memuat permasalahan dalam kehidupan sehari-hari yang relevan dengan kondisi lingkungan disekitar siswa. Pada Prototyping phase dilakukan pengembangan buku siswa menggunakan langkah-langkah yang sesuai dengan prinsip-prinsip dan karakteristik RME. Pada Assessment phase berdasarkan hasil validasi ahli diperoleh skor rata-rata keseluruhan aspek sebesar 3,86 yang artinya buku siswa RME dapat dikatakan valid.Dari hasil observasi keterlaksanaan buku siswa diperoleh skor 3,87 yang artinya uji kepraktisan oleh observer tersebut memenuhi kriteria Praktis. Dari pengerjaan soal literasi numerasi diperoleh 90 % siswa memperoleh nilai di atas 65, dan hasil perhitungan N-Gain secara keseluruhan diperoleh rata-rata skor sebesar 0,71 dengan interpretasi tinggi. Hasil observasi aktivitas siswa diperoleh rata-rata 3,8 dengan kategori aktif, dan hasil respon siswa didapatkan 90% memberikan respon positif, yang artinya buku siswa bercirikan RME tersebut memenuhi kriteria Efekti

The Effectiveness of PBL-Role Playing with the TaRL Approach to Improve Student Learning Outcomes and Activity of Number Counting Operations

Learning mathematics is often considered difficult, scary, and abstract for students at the elementary school level. This has an impact on learning outcomes and students' activeness in mastering material concepts. The PBL-Role Playing model with the TaRL approach is one way to overcome this problem. The purpose of the study is to determine the effectiveness of PBL-role playing learning with the TaRL approach in improving learning outcomes and student activity in numerical counting operation material. This research is classroom action research (CAR). The results showed that the learning completeness in the first cycle was 46.43% and the second cycle was 96.43%. Meanwhile, the results of student activity reached an average of 67.85 in the first cycle and 83.92 in the second cycle. Based on these results, it was concluded that PBL-Role Playing with the TaRL approach was proven to be effective in improving learning outcomes and student activity.Pembelajaran matematika sering dianggap sulit, menakutkan, dan abstrak bagi siswa di tingkat sekolah dasar. Hal ini berdampak pada hasil belajar dan keaktifan siswa dalam menguasai konsep materi. Model PBL-Role Playing dengan pendekatan TaRL adalah salah satu cara untuk mengatasi masalah ini. Tujuan penelitian ini adalah untuk mengetahui efektivitas pembelajaran peran PBL dengan pendekatan TaRL dalam meningkatkan hasil belajar dan aktivitas siswa pada materi operasi hitung bilangan cacah. Penelitian ini merupakan penelitian tindakan kelas (PTK). Hasil penelitian menunjukkan bahwa ketuntasan pembelajaran pada siklus I sebesar 46,43% dan siklus II sebesar 96,43%. Sementara itu, hasil kegiatan mahasiswa mencapai rata-rata 67,85 pada siklus I dan 83,92 pada siklus II. Berdasarkan hasil tersebut, disimpulkan bahwa PBL-Role Playing dengan pendekatan TaRL terbukti efektif dalam meningkatkan hasil belajar dan aktivitas siswa

Pengembangan Video Pembelajaran Berbasis Powtoon Materi Kimia Unsur untuk SMA/MA Kelas XII

Teachers often face challenges in implementing new teaching methods in order to arouse students' learning motivation. The use of technology has the potential to improve the quality of education in schools, efficiency and effectiveness in the teaching and learning process, and act as a tool to enrich knowledge and sources of information for learning. The aim of this research is to create learning video material using the Powtoon platform for the topic of elemental chemistry, as well as evaluating the quality of the learning video as a learning tool on this topic. The evaluation was carried out by experts in the field of chemical materials, experts in the field of media, chemistry teachers, and responses from students. This study adopts a research and development (R&D) approach using the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model, but the focus is only limited to the Implementation stage. The result is a learning video that is available in .mp4 format and can be viewed on YouTube. This video covers material about chemical elements. According to the assessment of material experts, the product received a score of 95% in the very good (VG) category; assessment from media experts shows a score of 94.29% also in the very good category (VG); while the assessment from high school chemistry teachers resulted in a score of 83.64% in the very good category (VG). This product received a positive response from all class XII high school students, reaching a satisfaction level of 100%. According to the evaluation that has been carried out, learning videos can be an effective teaching option for teaching elemental chemistry material in the classroom

Evaluating Students’ Acceptance of Augmented Reality in Protist Learning: A Preliminary Research in Developing Protist Learning Media

Protist concepts pose significant challenges for students due to their abstract nature and the complexity of microscopic structures. This study evaluates the validity, practicality, and acceptance of the Augmented Reality-Based Protist Application (AR-BPA), designed to enhance students' understanding of protists through immersive, 3D visualization. Following the development model by Lee & Owens (2004), this research focuses on the development stage, involving validity tests, preliminary implementation, and practicality assessments. Data were gathered from 3 experts, 32 students, and 2 lecturers through questionnaires and interviews, revealing high levels of usability and practicality for AR-BPA. The findings indicate that AR-BPA effectively supports student learning by making abstract concepts more accessible. Nonetheless, improvements in content scope and interface design are suggested to further optimize user experience. The study highlights AR-BPA’s potential to revolutionize protist education, with implications for broader applications in biology learning. Future research should explore scalability and additional factors to fully realize AR-BPA’s educational impact