MOTION COMIC INTERACTIVE VIDEO FOR MATHEMATICAL LITERACY IN ELEMENTARY SCHOOL Farida Nurhasanah, Matias Vico Anggoro Kristanto, Henny Ekana Chrisnawati
Prodi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Univrsitas Sebelas Maret
Abstract
This research aims to develop a valid, practical, and effective interactive video motion comic based on story-based learning to teach algebra concepts to elementary school students. The media development model employed in this study is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). During the analysis phase, data was gathered through tests, interviews, and literature review to assess students^ performance, abilities, facts, concepts, procedures, and learning objectives. A quasi-experimental study was conducted to determine whether the developed video could enhance students^ literacy in algebra. The findings revealed that students were engaged when teachers used storytelling as an explanatory method. However, some students faced difficulties in understanding story-based math problems due to their limited experiences with this approach. In the design phase, the video concept was developed to address the identified issues. This involved selecting motion comic animation as the appropriate format, predominantly using animal characters, structuring the storyline, organizing algebraic content, and scripting the video. The development stage involved creating the interactive video motion comic using Adobe After Effects and Adobe Premiere Pro. During the implementation phase, the video motion comic based on story-based learning for algebra was tested in first and third-grade classes. The evaluation process comprised expert validation, user feedback on practicality, and an assessment of the media^s effectiveness. The results of the research indicate that the developed media was deemed valid for enhancing students^ mathematical literacy skills, and it was considered practical for teaching algebra in elementary schools, based on the Gain test. These outcomes suggest that the interactive video motion comic based on story-based learning for algebra holds promise for further experimentation with longer study duration.
Keywords: mathematical literacy, motion comic, interactive video, story based learning, aljabar
