Latifah. Development of TformZone Learning Media on Geometric Transformation Material to Increase Students’ Learning Interest. Thesis. Department of Mathematics Education, Muhammadiyah University of Ponorogo. Advisor 1 Dr. Arta Ekayanti, S.Pd., M.Sc., Advisor 2 Wahyudi, S.Si., M.Pd.
This research aims to: (1) describe the procedure for developing the TformZone learning media on geometric transformation material to increase students' interest in learning, and (2) describe the feasibility of the TformZone learning media on geometric transformation material based on the criteria of validity, practicality, and effectiveness.
This is a research and development study that employs the Research and Development (R&D) method. The development procedure for the learning media in this study follows the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected using validation, practicality, and effectiveness questionnaires. The data were analyzed using quantitative descriptive techniques to evaluate validity, practicality, and effectiveness.
The result of this study is the development of the TformZone learning media for geometric transformation material aimed at enhancing students' interest in learning. The development procedure consists of five stages: (1) analysis, includes needs analysis, student characteristics, and material analysis, (2) design, involves the preparation of the framework, determination of systematics, and development of media assessment instruments, (3) development, includes the creation of the learning media, (4) implementation, which involves trials conducted with 20 ninth-grade students and one mathematics teacher, and (5) evaluation, includes validity tests by subject matter experts and media experts, as well as practicality and effectiveness tests. The validity results from subject matter experts reached 91%, categorized as valid, while media experts scored 86%, also categorized as valid. Practicality results based on student responses reached 87.125%, categorized as very practical, and teacher responses reached 77.5%, categorized as practical. The effectiveness results, measured using the Guttman scale, showed a reproducibility coefficient of 0.9 and a scalability coefficient of 0.6465, both indicating effectiveness. Based on these results, it can be concluded that the TformZone learning media for geometric transformation material meets the criteria of validity, practicality, and effectiveness, and can therefore be used to enhance students' interest in learning.