Pengembangan Media Pembelajaran Berbasis Scratch pada Materi Perkalian Sekolah Dasar
Abstract
Elementary School. The method used is Research and Development (R&D) with the ADDIE development model consisting of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. Implementation was carried out with a limited trial. The subjects of the limited trial were fourth-grade students of SDN 48 Payakumbuh. The validity of the media was tested by material experts, language experts, and media experts with percentage results of 82%, 100%, and 86%, respectively, all of which are included in the "very valid" category. The practicality of the media based on teacher responses reached 90% and from students 94.27%, which indicates that this media is "very practical". The activeness after using Scratch with a percentage of 90.31% with the "very active" category is higher than the percentage before using Scratch even though the intent is the same. Meanwhile, in mastery of understanding the concept of multiplication, the media was tested through summative assessment results with an average score of 93.33%, included in the "very good" category. Based on these findings, it can be concluded that the developed Scratch media is valid, practical, and increases the activeness and understanding of multiplication concepts. It is also valid for use in mathematics learning in fourth-grade elementary school
References
Helsa, Y., Juandi, D., & . T. (2024). Mathematics Proficiency -- A Systematic Literature Review. KnE Social Sciences, 2024, 613–623. https://doi.org/10.18502/kss.v9i13.15965
Malfani, W., & Zainil, M. (2020). Penerapan Model Project Based Learning (PJBL)Terhadap Hasil Belajar Matematika Di SD. Journal of Basic Education Studies, 3(2), 703–717.
Nuraini, D., & Suciana, F. (2025). Penguasaan pemahaman konsep perkalian Media Pembelajaran dalam Meningkatkan Pemahaman Materi Perkalian di Sekolah Dasar. April.
Zainil, M., Helsa, Y., Zainil, Y., & Yanti, W. T. (2018). Mathematics learning through pendidikan matematika realistik Indonesia (PMRI) approach and Adobe Flash CS6. Journal of Physics: Conference Series, 1088. https://doi.org/10.1088/1742-6596/1088/1/012095
Afnyya, F. & Aprinastuti, D. (2023). Penggunaan Scratch dalam Pembelajaran Matematika untuk Meningkatkan Keterlibatan Peserta didik. Jurnal Pendidikan Interaktif, 5(1), 15–23.
Fadilah, S., Hasanah, N., & Fadli, M. R. (2023). Pengaruh Media Pembelajaran Digital terhadap Minat Belajar Matematika. Jurnal Teknologi Pendidikan, 11(2), 80–91.
Hidayat, R., & Nizar, M. (2021). Model ADDIE dalam Pengembangan Media Pembelajaran Interaktif. Jurnal Inovasi Pembelajaran, 8(2), 45–52.
Imarotun, I., Pramudibyanto, H., & Nurcahyono, E. (2022). Scratch sebagai Media Belajar Anak Sekolah Dasar. Jurnal Teknologi dan Pendidikan, 4(1), 50–56.
Nabilah, K., Maulana, Y., & Sari, P. (2024). Penguasaan pemahaman konsep perkalian Media Scratch dalam Meningkatkan Kemampuan Berpikir Matematis. Jurnal Pendidikan Dasar, 9(1), 12–20.
Okpatrioka, G. (2023). Research and Development (R&D): Teori dan Implementasinya dalam Pendidikan. Jurnal Penelitian Pendidikan, 13(1), 33–40.
Pagarra, H., & Syawaludin. (2022). Pemanfaatan Media Pembelajaran dalam Proses Belajar Mengajar. Jurnal Pendidikan Modern, 6(2), 112–121.
Puteri, S. N., Handayani, R., & Dewi, L. (2024). Scratch: Teknologi Pembelajaran Inovatif bagi Peserta didik Sekolah Dasar. Jurnal Inovasi Teknologi Pendidikan, 7(1), 22–30.
Rommadonia, A. (2024). Scratch untuk Pendidikan Anak Usia Dini dan Dasar. Jurnal Edukasi Digital, 3(1), 28–35.
SHELEMO. (2023). Scratch Sebagai Media Interaktif untuk Pembelajaran Matematika. Jurnal Ilmiah Pendidikan Teknologi, 10(2), 54–61.
Suci, S. N. (2024). Pengaruh Media Interaktif terhadap Hasil Belajar Peserta didik Sekolah Dasar. Jurnal Penelitian Pendidikan Dasar, 6(2), 40–47.
