Analysis of Interactive Multimedia Needs for Mathematics Subjects at Madrasah Ibtidaiyah Al-Hunafa Palangka Raya
DOI:
https://doi.org/10.33084/tunas.v9i1.6203Keywords:
Interactive Multimedia, Animation, Learning ResultsAbstract
Background: Mathematics is a subject that almost all students consider to be difficult, boring, and unpleasant. Teachers are essential in packaging learning and using engaging media to make learning fun and memorable. Aim: This research analyzes the need for interactive multimedia and student learning outcomes. Method: This research uses a qualitative approach, with a qualitative descriptive method, for data collection techniques carried out using teacher and student interview instrument sheets, direct observation, and distributing interactive multimedia needs questionnaires. Results and Dıscussion: The results of the need for interactive multimedia (indicator 1 of the causes of low mathematics learning outcomes) show that 56% (14 out of 25 students) think mathematics is too complicated. For (Indicator 2 methods that teachers often use), the results showed that 64% (16 of 25 students) answered that the teacher explained the lesson and gave practice questions. For (Indicator 3, the impression of mathematics learning), 48% (12 of 25 students) thought that mathematics is a tough lesson, 24% (6 out of 25 students) said it was boring, 20% (5 out of 25 students) said it was challenging but fun and 8% (2 out of 25 students) said learning mathematics made them curious. In (indicator 4, Frequently used learning resources) there were 56% (14 out of 25 students) stated that worksheets were the primary learning source, and 44% (11 out of 25 students) answered textbooks. Conclusion: This research concludes that students need new learning resources such as interactive multimedia in speed and discharge subjects, indicating that 100% of students support and need this media in learning.
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Copyright (c) 2023 Gusti Nida Nurkhaliza, Fathul Zannah, Tazkiyatunnafs Elhawwa
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