Increase Representation in Mathematics Classes: Effects of Computer Assisted Instruction Development with Hippo Animator
Uba Umbara 1 2 * , Munir 3 * , R. Susilana 4 * , Evan Farhan Wahyu Puadi 1 *
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1 Department of Mathematics Education, STKIP Muhammadiyah Kuningan, Kuningan, Indonesia2 School of Postgraduate Studies, Universitas Pendidikan Indonesia, Bandung, Indonesia3 Department of Computer Science Education, Universitas Pendidikan Indonesia, Bandung, Indonesia4 Department of Curriculum & Educational Technology, Universitas Pendidikan Indonesia, Bandung, Indonesia* Corresponding Author

Abstract

This study is about developing and testing the effectiveness of Computer Assisted Instruction (CAI) through multimedia in mathematical representations. Features that are developed using the hippo animator provides learning instructions with the tutorial model. The principle of self-regulated learning and mastery learning are both the strategy in learning to ensure students to be able to learn to be self-sufficient and complete. The principles of reliability, usability, maintainability, compatibility, reliability, reliability, interactive and communicative are carried out to assess multimedia well designed in terms of interfaces to maximize mathematical representation. For these purposes, R & D was selected in this study with structured and systematic stages through strict quality control. The results of the study show that multimedia developed is feasible to be produced and used in mathematics learning. Finally, the use of CAI through multimedia plays an important role in facilitating mathematical learning, especially in improving mathematical representation. However, the significance of differences in improving students’ mathematical skill in representation ability is not found.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2020, Volume 15, Issue 2, Article No: em0567

https://doi.org/10.29333/iejme/6262

Publication date: 31 Oct 2019

Article Views: 2455

Article Downloads: 1421

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