UNIVERSITAS NEGERI MEDAN

DEVELOPMENT OF MICROLEARNING-BASED
TEACHING MATERIALS IN 7TH GRADERS ON A TWO-
DIMENSIONAL PLANE

THESIS PROPOSAL

Submitted for Research Proposal Seminar

in the Context of Compiling Thesis Final Project

By:

Cichi Farhan Syahmar Marpaung

4183111088
Bilingual Mathematics Education Study Program

DEPARTMENT OF MATHEMATICS
FACULTY OF MATH AND SCIENCE
MEDAN
2022
 Table Of Contents

Table Of Contents...................................................................................................... i
List of Figures ............................................................................................................. iii
List of Tables .............................................................................................................. iv
CHAPTER I INTRODUCTION .................................................................................. 1
1.1 Background Of The Study ................................................................................. 1
1. 2 Problem Identification ...................................................................................... 3
1.3 Scope of Study ................................................................................................... 3
1.4 Research Questions ............................................................................................ 3
1.5 Scope of Problems ............................................................................................. 4
1.6 Study Objectives ................................................................................................ 4
1.7 Research Purposes ............................................................................................. 4
CHAPTER II LITERATURE REVIEW ..................................................................... 5
2.1 Theoretical Review ............................................................................................ 5
a. Teaching materials ........................................................................................... 5
b. Module Teaching Materials ............................................................................. 7
c. E-Module Teaching Materials ......................................................................... 9
d. Microlearning................................................................................................. 10
e. Two-Dimensional Plane ................................................................................. 11
2.2 Framework of Thinking ................................................................................... 20
2.3 Relevant Research............................................................................................ 22
CHAPTER III RESEARCH METHODS .................................................................. 23
3.1 Place and Time of Research ............................................................................. 23
3.2 Types of research ............................................................................................. 23
3.3 Population and Sample .................................................................................... 23
3.4 Research Design .............................................................................................. 24
3.5 Data Collection Technique .............................................................................. 24
3.6 Research Instruments ....................................................................................... 24
3.7 Research Procedure.......................................................................................... 25
3.8 Data Analysis ................................................................................................... 28

i
Bibliography .............................................................................................................. 29

ii
 List of Figures
Picture 2. 1 Triangle ABC ......................................................................................... 16
Picture 2. 2 Any Triangle ........................................................................................... 17
Picture 2. 3 Isoceles Triangle ..................................................................................... 17
Picture 2. 4 Equilateral Triangle ................................................................................ 17
Picture 2. 5 Acute Triangle ........................................................................................ 17
Picture 2. 6 Obtuse Triangle ...................................................................................... 18
Picture 2. 7 Right Triangle ......................................................................................... 18
Picture 2. 8 Right-angled Triangle Isosceles ............................................................. 18
Picture 2. 9 Obtuse Triangle Isosceles ....................................................................... 18
Picture 2. 10 Perimeter of Triangle ............................................................................ 20
Picture 2. 11 Area of Triangle ................................................................................... 20
Picture 2. 12 Framework Of Thinking ....................................................................... 21

Picture 3 1 4D Model ................................................................................................. 27

iii
 List of Tables
Tabel 2. 1 Basic competencies ................................................................................... 11
Table 2. 2 Types of Squares...................................................................................... 11

Table 3 1 Analysis of module validation test results ................................................. 29

Table 3 2 Analysis of module practicality test results ............................................... 29

iv
 CHAPTER I

INTRODUCTION

1.1 Background Of The Study

Geometry is one of the fields of study in school mathematics that studies the
properties, measurements, and relationships of points, lines, planes and spaces.
The geometry material for Grade VII Junior High School according to basic
competency standards includes: linking the perimeter and area formulas and
solving contextual problems related to the area and perimeter of various
quadrilaterals and triangles. When compared to other fields in mathematics,
geometry is one of the fields in mathematics that is considered the most difficult
to understand.
(Muhassanah, Sujadi, & Riyadi, 2014) argue that "in studying geometry
students need mature concepts so that students are able to apply their geometry
skills such as visualizing, recognizing various kinds of shapes and spaces, and
describing images".
So to assist students in learning the geometry apart from an explanation from
a teacher, other sources of knowledge are also needed. This can be in the form of
teaching materials. Where teaching materials consist of various types, some
examples are books, modules, videos, etc.
These teaching materials are expected to assist students in increasing their
knowledge of the geometry, especially two-dimensional flat shapes, namely
quadrilaterals and triangles. However, in reality, these teaching materials are not
very helpful for students. This is reinforced by the statement of several students
at SMP Negeri 1 Sei-suka who said that the teaching materials in the form of
books given by the teacher were not very complete, besides that there were also
those who said that the teaching materials provided were not interesting, so they
were boring.
In this case, the teaching material does not fulfill its function properly. In this
way, the teaching materials should include things that can make students
understand the lesson. From some students' answers at SMP Negeri 1 Sei-Suka I

1
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came to the conclusion that students want teaching materials with (1) a complete
explanation of the material, (2) providing an interesting video, (3) a pdf with an
attractive appearance, (4) using media interesting pictures, and (5) that can make
students not easily bored.
With students' explanations about the teaching materials they want, therefore
these teaching materials must be developed according to the wishes of the
students so that they become easier to understand the contents of the teaching
materials.
One of the teaching materials that can be developed by the teacher is the
module. A module is a book written with the aim that students can learn
independently without or with teacher guidance (Depdiknas, 2008)
Meanwhile, according to (Daryanto, Media Pembelajaran, 2013)the module is
one of the teaching materials that is packaged in a complete and systematic way,
in which it contains a set of learning experiences that are planned and designed
to help students master certain learning objectives. The minimum module
contains learning objectives, learning materials/substances and evaluation. The
module functions as an independent learning tool, so that students can learn
independently according to their own pace.
In developing the module, it can be accompanied by elements of technology,
considering that children are now more interested in technology. So that the
module is developed into an e-module or digital module. Where an e-module is
an electronic version of a print module that can be read on a computer or
smartphone and designed with the required software. E-module is a learning tool
that contains material, limitations, methods, evaluation methods that are
arranged regularly and attractively to achieve the desired competence according
to the level of complexity electronically. E-modules are very well-used to
increase student participation during the learning process (Maryam, Masykur, &
Andriani, 2019).
Giving students a long content at once leads to very little interaction between
information and the learner. This way, the content may exceed the capacity of
working memory and drives to uncertainty in the learning environment (Giurgiu,
2017). So we need a solution to avoid this happening.
 3

Micro-content – Micro-learning and micro-content together define how to

deliver a quantity of knowledge and information, structured in several short
chapters, fine-grained, well-defined and interconnected. Micro-content refers to
information whose length is determined by a single topic, content that covers a
single idea or concept and is accessible via a single URL, being suitable for
presentation in handheld devices, emails, web-browsers. Thus, micro-content is
the part that integrates into micro-learning (Giurgiu, 2017). Based on research
(Mohammed, Wakil, & Nawroly, 2018) says that the Microlearning method can
improve student's learning ability for up to 18%.
Based on the problems that have been described, the researchers are
interested in conducting a research "Development Of Microlearning-Based
Teaching Materials In 7th Graders On Two-Dimensional Plane".

1. 2 Problem Identification
Based on the problems that have been described previously, the identification
of problems in this study are as follows:
1. Lack of use of technology in helping learning activities.
2. Lack of adequate teaching materials.
3. The existing learning modules usually contain too much material and are
boring.

1.3 Scope of Study

The scope of this research is as follows:
1. The object of this research is the Development of Microlearning-Based
Teaching Materials on Flat Building Materials in Class VII Junior High
School.
2. The subjects of this study were seventh-grade students of UPT SMP
Negeri 1 Sei-Suka.
3. The location of this research is at UPT SMP Negeri 1 Sei-Suka.

1.4 Research Questions

The formulation of the problem in this research are:
 4

1. How to develop Microlearning-Based Teaching Materials in 7th Graders

on a Two-Dimensional Plane?
2. How do students respond to teaching materials in the form of modules
that have been developed?

1.5 Scope of Problems

To limit the problems that will be discussed in this research to be more
focused, a scope or problem is needed, namely only regarding the development
of microlearning-based teaching materials on flat-shaped materials in class VII
SMP Negeri 1 Sei-Suka.

1.6 Study Objectives

The objectives of this research are:
1. To find out how to develop microlearning-based teaching materials on
flat-shaped materials in class VII SMP.
2. To find out how students respond to microlearning-based teaching
materials on flat-shaped materials.

1.7 Research Purposes

This research is expected to have benefits for all readers including:
1. For teachers
It is hoped that it can be a reference for teachers to make systematic
and interesting modules. This module can also be used as one of the
teaching materials that can make it easier for teachers to teach flat-
shaped material to students.
2. For students
The development of this mathematics module can be used by students
as a learning resource with new experiences.
3. For school
This module can add educational support facilities that are used to
improve the quality of education in schools.
 CHAPTER II

LITERATURE REVIEW

2.1 Theoretical Review

a. Teaching materials
Teaching materials according to (Febrina, Leonard, & Astriani, 2020)
are all forms of materials or tools that can be developed systematically for use
in the learning process.
While mathematics teaching materials according to (Ibrahim, 2011)
(Kharisma & Asman, 2018) are a set of mathematical materials in schools
that are arranged mathematically both written and unwritten in such a way as
to create an environment or atmosphere that allows students to learn
mathematics.
According to (Prastowo A., 2013) in (Mardia & Sundara, 2020)
teaching materials according to their form are divided into four, namely:
printed teaching materials (printed), listening teaching materials (audio),
hearing teaching materials (audiovisual), interactive teaching materials
(interactive teaching materials).
Furthermore, the distribution of teaching materials according to their
form is further elaborated in (Majid, 2011), namely;
1. Printed teaching materials include handouts, books, modules, student
worksheets, brochures, leaflets, wall charts, photos/pictures,
models/mockups, etc.
2. Hearing teaching materials (audio) such as doormats, radio, vinyl
records, etc.
3. Hearing teaching materials (audiovisual) such as videos, compact disks,
and films.
4. Interactive teaching materials such as interactive compact disks.
Teaching materials can also be distinguished based on how they work,
namely;

5
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1. Teaching materials that are not projected. This teaching material is a

teaching material that does not require a projector device to project the
contents in it. So that students can directly use it (reading, viewing,
observing teaching materials). Examples: photos, diagrams, displays,
models, and so on.
2. Projected teaching materials. These teaching materials are teaching
materials that require a projector to be used and/or studied by
students. Examples: slides, filmstrips, overhead transparencies (OHP),
and computer projections.
3. Audio teaching materials. Audio teaching materials are teaching
materials in the form of audio signals recorded in recording media. To
use it, you need a media player such as tape compo, CD, VCD,
multimedia player, and so on. Examples: cassettes, CDs, flash disks,
and so on.
4. Video teaching materials. Teaching materials require a player which is
usually a videotape player, VCD, DVD, and so on. Because these
teaching materials are almost similar to audio teaching materials, they
require recording media. However, the difference between these
teaching materials is in the pictures. So, simultaneously, in the display
can be obtained presentation of images and sound. Example: videos,
movies, and so on.
5. Teaching materials (media) computer. Computer teaching materials
are various types of non-printed teaching materials that require a
computer to display something for learning. Examples: computer-
mediated instruction (CMI) and computer-based multimedia or
hypermedia.
Meanwhile, according to their nature, teaching materials can be divided
into four types, namely;
1. Print-based teaching materials. Included in this category of teaching
materials are books, pamphlets, student study guides, tutorial
materials, student workbooks, maps, photos, materials from
magazines or newspapers, and so on.
 7

2. Technology-based teaching materials included in this category of

teaching materials are audiocassettes, radio broadcasts, slides,
filmstrips, films, videos, television broadcasts, interactive videos,
computer-based tutorials, and multimedia.
3. Teaching materials used for practice or projects. Examples: science
kits, observation sheets, interview sheets, and so on.
4. Teaching materials needed for human interaction purposes (especially
for distance education purposes). Example: telephone, mobile phones,
video conferencing, and so on.
The purpose of compiling a teaching material according to (Prastowo A.,
Development of Thematic Teaching Materials, 2013) is as follows;
a) Provide teaching materials that are by the demands of the curriculum
by considering the needs of students, namely teaching materials that
are by the characteristics and settings or social environment of
students.
b) Assist students in obtaining alternative teaching materials other than
textbooks which are sometimes difficult to obtain.
c) Facilitate educators in carrying out learning.

b. Module Teaching Materials

A module is a book written with the aim that students can learn
independently without or with teacher guidance (Depdiknas, 2008).
Modules are media or learning facilities that contain materials,
methods, limitations of learning materials, instructions for learning activities,
exercises, and ways to evaluate which are designed systematically and
attractively to achieve the expected competencies and are used independently
(Hamdani, 2011).
Meanwhile, according to (Daryanto, Learning Media, 2013) the
module is one of the teaching materials that is packaged completely and
systematically, in which it contains a set of learning experiences that are
planned and designed to help students master certain learning objectives. The
minimum module contains learning objectives, learning materials/substances,
 8

and evaluation. The module functions as an independent learning tool so that

students can learn independently according to their own pace.
Systematic and interesting modules must have good characteristics.
According to the opinion (Rohman & Amri, 2013) which states that the
module has the following characteristics:
1) Designed for self-study systems,
2) A complete and systematic learning program,
3) Contains objectives, materials/activities, and evaluations,
4) Presented communicatively,
5) Efforts are made to replace some of the teacher's roles,
6) Targeted and measurable language coverage,
7) Emphasize user learning activities.
By meeting these criteria, the module that will be developed is a module that
is systematic, interesting, and can motivate students.
The functions of a module according to (Prastowo A., Creative Guide
to Making Innovative Teaching Materials, 2012) are as follows:
1) Independent teaching materials. This means that the use of modules in
the learning process serves to improve the ability of students to learn
on their own without depending on the presence of educators.
2) Substitute educator function. This means that the module is a teaching
material that must be able to explain learning material well and easily
understood by students according to their level of knowledge and age.
Meanwhile, the function of explaining something is also attached to
educators. Therefore, the use of the module can serve as a substitute
for the function or role of the facilitator/educator.
3) As an evaluation tool. This means that with this module, students are
required to be able to measure and assess their level of mastery of the
material that has been studied. Thus, the module is also an evaluation
tool.
4) As reference material for students. This means that because the
module contains various materials that must be studied by students,
the module also chooses a function as reference material for students.
 9

Prastowo also describes some of the objectives of making a module. The

objectives of the module are:
1) So that students can learn independently without or with the guidance
of educators (which is minimal).
2) So that the role of educators is not too dominant and authoritarian in
learning activities.
3) Train students' honesty.
4) Accommodate various levels and speeds of student learning. For
students with high learning speed, they can learn faster and complete
modules faster. And vice versa, those who are slow, are welcome to
repeat it.
5) So that students can measure their level of mastery of the material
being studied.

The advantages of learning by using the module are:

a) The module can provide feedback so that students know their
shortcomings and can immediately make improvements,
b) In the module there are clear learning objectives so that students can
learn in a directed manner in achieving learning objectives,
c) The module is designed attractively, easy to learn, and can answer the
needs and will motivate students to learn, the module is flexible
because the module material can be studied by students in different
ways and speeds (Lasmiyati & Harta, 2014).

c. E-Module Teaching Materials

An E-Module is an electronic version of a computer-readable print
module and is designed with the required software. E-module is a learning
tool that contains material, limitations, methods, evaluation methods that are
arranged regularly and attractively to achieve the desired competence
according to the level of complexity electronically. E-modules are very well
used to increase student participation during the learning process (Maryam,
Masykur, & Andriani, 2019).
 10

When viewed from the benefits of electronic media itself, it can make
the learning process more interesting, interactive, can be done anytime and
anywhere, and can improve the quality of learning (Prasetya, Wirawan, &
Sindu, 2017) in journals (Maryam, Masykur, & Andriani, 2019 ).

d. Microlearning
Microlearning emerges from micro-content. Microcontent is little bits
of digital information in a permanent state of flux and circulation.
Microlearning puts knowledge in small and understandable fractions. Easy
examples of microlearning in everyday life such as reading something from
the internet, checking email, and viewing content on the internet. s, the smart
mobile devices enable us to tap into the latest release of information as well.
Microlearning grants learners to access the newest information whenever,
wherever, and in the format that they require. Additionally, due to the
available features, in the Microlearning method, the learning speed is chosen
by students themselves. They can access the studied content as much time as
they like at the pace that they desire (Mohammed, Deputy, & Nawroly,
2018).
According to a recent report by the Association for Talent
Development (ATD), “microlearning is one of the most widely discussed and
debated trends in the learning industry.' Micro-learning is one of the reform-
oriented approaches that can accelerate digital transformation in mathematics
teaching, contribute to integrating technology in mathematics education and
engage students in mathematics.
Microlearning wants the process of constructing knowledge and
experience in students to be short, dense, clear, simple, and easy. The
material in e-learning is presented in parts, this is explained in research
(Giurgiu, 2017) which shows that learning content in the form of pieces of
some material is proven to be able to help students remember the material
better.
Based on the understandings of microlearning that have been
described, microlearning can be concluded as a small-scale learning method,
 11

dividing the material into several parts so that students can focus more on
studying each of these sections. This can help students to remember the
material better.
Some of the advantages of Microlearning based on (Jomah, Masoud, Kishore,
& Aurelia, 2016):
Micro-learning is performed in short time bursts;
 Micro-learning requires little effort from individual sessions;
 Micro-learning involves simple and/or narrow topics;
 It’s fun and engaging. It makes the user always be updated;
 It’s casual and informal
 Micro learning is a way to solve the problems that educators and
trainers of today deal with.

e. Two-Dimensional Plane
Two-dimensional plane learned by students in class VII are
quadrilaterals and triangles, according to KD or Basic Competencies 3.11 and
4.11
Tabel 2. 1 Basic competencies

Basic competencies 3.11 Basic competencies 4.11

Associate the perimeter and
area formulas for various types
of quadrilaterals (square,
rectangle, rhombus,
parallelogram, trapezoid, and
kite) and triangles.
Solve contextual problems
related to the area and
perimeter of quadrilaterals
(squares, rectangles,
rhombuses, parallelograms,
trapezoids, and kites) and
triangles.

a) Rectangular
To find out the various types of quadrilaterals, here is a table to find out
the types of quadrilaterals.
Table 2. 2 Types of Squares

No. Illustration Rectangular /not Information

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Rectangular
1.
Regular quadrilateral or
Rectangular
square

2.
Four open equal length
Not Rectangular
lines/ disconnected

3.
Regular square or
Rectangular
rectangle

4.
Two triangles are the
Not Rectangular
same size and shape

5.
Regular quadrilateral or
Rectangular
parallelogram

6.
Regular quadrilateral or
Rectangular
trapezoid

7.
Rectangular Irregular quadrilateral

8.
Regular quadrilateral or
Rectangular
rhombus

9.

Regular quadrilateral or
Rectangular
kite
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1) Rectangle
a) Definition of the rectangle
A rectangle is a quadrilateral that has two pairs of parallel sides and four
right angles.
b) Angle size
Each corner of the rectangle is the same size and is a right angle (90°).
c) Rectangle properties
 Has four sides, with a pair of opposite sides equal in length and
parallel.
 All four angles are equal and are right angles (90°).
 Both diagonals are the same length and intersect bisecting
equally.
 Can reposition the frame in four ways.
d) Perimeter and area of rectangle
( ) or

With p = length dan l = width

2) Square
a. Definition of square
A square is a quadrilateral that has four equal sides and four right
angles.
b. The properties of the rectangle
 All rectangular properties are square properties.
 A square can occupy its frame in eight ways.
 All sides of a square are the same length.
 The angles of a square are divided equally by its diagonals.
 The diagonals of a square intersect each other to form a right
angle.
c. Perimeter and area of a square
 14

Wheres = side
3) Parallelogram
a. Definition of a parallelogram
A parallelogram is a quadrilateral formed from a triangle and its image
is rotated half a turn (180°) at the midpoint of one of its sides.
b. Parallelogram properties
 The opposite sides of each parallelogram are the same length
and parallel.
 The opposite angles in each parallelogram are equal.
 The number of pairs of adjacent angles in each parallelogram is
180°.
 In each parallelogram, the two diagonals bisect each other.
c. Perequal and area of parallelogram
( )

Where a = base dan b = hypotenuse

4) Rhombus
a. Definition of a rhombus
A rhombus is a quadrilateral formed from the combination of an
isosceles triangle and its shadow after being reflected on its base.
b. The properties of a rhombus
 All sides of a rhombus are the same length.
 The two diagonals of a rhombus are the axes of symmetry.
 The two diagonals of a rhombus bisect each other and are
perpendicular to each other.
 In each rhombus, the opposite angles are equal and are divided by
the diagonals by the same size.
c. Perimeter and area of a rhombus
 15

Where s = side and d = diagonal.

5) Kites
a. Definition of kite
A kite is a quadrilateral formed from the combination of two isosceles
triangles whose bases are the same length and coincide.
b. The properties of the kite
 Each pair of sides is the same length.
 A pair of opposite angles are equal.
 One of the diagonals is the axis of symmetry.
 One of the diagonals of the kite divides the other diagonal into
two equal parts and the two diagonals are perpendicular to each
other.
c. Circumference and area of the kite
( )

6) Trapezoid
a. Definition of trapezoid
A trapezoid is a quadrilateral that has exactly one pair of parallel
opposite sides.
b. Types of trapezoids
i. Any trapezoid
Any trapezoid is a trapezoid whose four sides are not the same
length.
ii. Isosceles trapezoid
An isosceles trapezoid is a trapezoid that has a pair of equal
sides, in addition to having a pair of parallel sides.
iii. Right-angled trapezoid
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A right trapezoid is a trapezoid in which one of the angles is a

right angle (90°).
c. Trapezoidal properties
 The diagonals are the same length;
 The angles of the base are equal;
 Can occupy the frame in two ways.
d. Perimeter and area of trapezoid
or sum of all the sides.

b) Triangle
1) Definition of Triangle
A triangle is a flat shape bounded by three sides and has three vertices.
In a triangle ∆ABC,

Picture 2. 1 Triangle ABC

The three vertices are point A, point B, and point C, while the sides are
AB, BC, and AC. The angles are:
a)  A or BAC or CAB
b)  B or ABC or CBA
c)  C or ACB or BCA
The base of a triangle is one of the sides of a triangle, while its height
is a line that is perpendicular to the side of the base and through the
vertices opposite the side of the base.
2) Types of Triangles
The types of a triangle can be reviewed based on
a. Types of triangles in terms of side lengths
i. Any triangle
 17

An arbitrary triangle is a triangle whose sides are not the

same length.

Picture 2. 2 Any Triangle

ii. Isosceles triangle

An isosceles triangle is a triangle that has two equal sides

Picture 2. 3 Isoceles Triangle

iii. Equilateral triangle

An equilateral triangle is a triangle that has three equal sides
and three equal angles.

Picture 2. 4 Equilateral Triangle

b. Types of triangles in terms of the size of the angles

i. Acute triangle
An acute triangle is a triangle in which all three angles are
acute so that the angles in the triangle area are between 0°
and 90°.

Picture 2. 5 Acute Triangle

ii. Obtuse triangle

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An obtuse triangle is a triangle in which one of the angles is

an obtuse angle.

Picture 2. 6 Obtuse Triangle

iii. Right triangle

A right triangle is a triangle in which one of the angles is a
right angle (measures 90°).

Picture 2. 7 Right Triangle

c. Types of triangles in terms of side lengths and angles

i. Right-angled triangle isosceles
An isosceles triangle is a triangle in which both sides are
the same length and one of the angles is a right angle (90°).

Picture 2. 8 Right-angled Triangle Isosceles

ii. Obtuse triangle isosceles

An isosceles triangle is a triangle in which both sides are
the same length and one of the angles is an obtuse angle.

Picture 2. 9 Obtuse Triangle Isosceles

3) Properties of Special Triangles

A special triangle is a triangle that has special (special) properties. In
this case, what is meant by special triangles are right triangles, isosceles
 19

triangles, and equilateral triangles. In the following, we will discuss the

properties of these special triangles.
i. Right triangle
One of the angles in a right triangle is 90°.
ii. Isosceles triangle
 An isosceles triangle can be formed from two right-angled
triangles that are of the same size and congruent
 An isosceles triangle has two equal sides and two equal angles.
 An isosceles triangle has an axis of symmetry.
iii. Equilateral triangle
 An equilateral triangle has three equal sides and three equal
angles.
 Each equilateral triangle has three axes of symmetry

4) Sum of the Angles of a Triangle

The sum of the three angles in a triangle is 180°

5) The Relationship between Side Length and Angle in a Triangle

i. Triangular Inequality
In every triangle, it is always true that the sum of the two sides is
always longer than the third side. If a triangle has sides a, b, and c,
then one of the following inequalities applies.
(i) a + b > c
(ii) a + c > b
(iii) b + c > a
This inequality is called a triangular inequality.
ii. Relationship between the size of the angles and the length of the
sides of a triangle
In every triangle, the largest angle is opposite the longest side,
while the smallest angle is opposite the shortest side.
iii. Relationship of Inner Angles and Outer Angles of a Triangle
 20

The exterior angles of a triangle are equal to the sum of the two
interior angles that are not adjacent to the exterior angle.

6) Perimeter and Area of a Triangle

i. Perimeter of triangle
The perimeter of a plane figure is the sum of the lengths of the
sides that limit it, so to calculate the perimeter of a triangle it can
be determined by adding up the lengths of each side of the triangle.
Perimeter ∆ABC = AB + BC + AC
=c+a+b
=a+b+c

Picture 2. 10 Perimeter of Triangle

ii. Area of Triangle

Picture 2. 11 Area of Triangle

With a = base dan t = height

2.2 Framework of Thinking

The development of microlearning-based teaching materials starts from the
student's response to the teaching materials that have been given by the teacher
during Distance Learning or PJJ. The students said that the teaching materials
provided were incomplete and some teachers did not provide teaching materials
so that students could not understand the ongoing material.
Therefore we need teaching material that can meet or match the needs of
students, after further observation, students say about the teaching materials they
 21

want such as (1) complete explanation of the material, (2) giving interesting
videos, (3 ) pdf with an attractive appearance, (4) using interesting picture
media, and (5) which can make students not easily bored.
Based on students' explanations of the teaching materials they need, these
teaching materials need to be developed according to the criteria desired by
students, namely by developing a microlearning-based teaching material on flat-
shaped materials in SMP class VII, so it is hoped that these teaching materials
can meet the needs of students so that learning can run smoothly.

Students respond to teaching materials that have been given by

the teacher, including:

 Incomplete teaching materials

 Teaching materials tend to be uninteresting and boring

Make teaching materials according to

Two-
student expectations, including:
dimensional
 Complete material explanation
Plane
 Interesting and not boring teaching materials

Action :
Developing microlearning-based teaching materials
on Two-dimensional plane materials in class VII
SMP
Developed with 4D development method

Development of teaching materials based on

microlearning on Two-dimensional plane materials
in grade VII SMP that are valid and practical

Picture 2. 12 Framework Of Thinking

 22

2.3 Relevant Research

Several previous studies became a reference source in writing this research,
namely:
1. The research entitled "Development of Mathematics E-Modules on
Android-Based Comparative Materials" was written by Arviana Ega
Irawati and also Danang Setyadi. In this study, there are sources of
problems that are also caused by distance learning that must be carried
out due to the Covid-19 pandemic, causing students to feel bored or
bored with ongoing learning.
In the study mentioned several ways to overcome these problems,
including using interactive learning media. The research by Arviana dam
Danang developed an android-based learning module. In this study, the
eMod application they developed was tested and validated. With a
percentage result of 85% with a very valid category
2.
 CHAPTER III

RESEARCH METHODS

3.1 Place and Time of Research

This research was conducted at UPT SMP Negeri 1 Sei-suka, Batu-Bara
Regency, North Sumatra. This research will be conducted from January to May.

3.2 Types of research

The type of research used is the research and development (R&D) method.
This research method is the method used to produce certain products, and test
the effectiveness of the product (Sugiyono, Educational Research Methods,
2015). This research method is a scientific way to research, design, produce and
test the validity of the products that have been produced (Sugiyono, Educational
Research Methods (Quantitative, Qualitative, Combination, R&D, and
Educational Research Approaches), 2019).
This study aims to develop a product that will then be tested to obtain product
results that are by the predetermined design. Therefore, this research uses
research and development methods.

3.3 Population and Sample

According to Frenkle, the population is the group of interest to the researcher,
the group to whom the researcher would like to generalize the result of the study
(Sanjana, 2013). Or in the sense of a group that will be brought to the attention
of researchers, as well as groups related to whom the results of this study apply.
In this study, the population was class VII UPT SMP Negeri 1 Sei-Suka.
The sample is part of the number and characteristics possessed by the
population. Information obtained in-depth, detail, and efficiency about a group
of individuals or not a population but by only taking a small part (sample) from a
population can be interpreted as a sampling technique (Sugiyono, Educational
Research Methods (Quantitative, Qualitative, Combination, R&D, and
Educational Research), 2019). The sample in this study was grade VII students
at UPT SMP Negeri 1 Sei-Suka who were taken randomly.

23
 24

3.4 Research Design

Survey research is research that takes a sample from one population and uses
a questionnaire as the main data collection tool (Siyoto & Sodik, 2015). This
study will use a questionnaire to determine student responses to the teaching
materials that have been developed.

3.5 Data Collection Technique

Data collection techniques are the most strategic step in research because the
main purpose of research is to obtain data. Without knowing the data collection
techniques, the researcher will not get data that meets the standards
data set (Hardani, 2020).
According to (Sugiyono, Educational Research Methods (Quantitative,
Qualitative, Combination Approach, R&D, and Educational Research), 2019)
interviewing is the process of obtaining information for research purposes using
question and answer while face to face between the questioner or interviewer
and the answerer or respondent with using a tool called an interview guide.
In this study, the researcher will use two questionnaires, where the first
questionnaire will be used to carry out the design validation stage by experts and
then the second questionnaire will be used to determine student responses to the
teaching materials that have been developed.

3.6 Research Instruments

An instrument is a tool that serves to make things easier, in this case, the
preparation of research instruments is used to assess the modules that have been
developed. Based on the research objectives, the following instruments were
designed and arranged:
1. Preliminary Study Instrument
This instrument is in the form of interviews with students to find out
what kind of modules are suitable for students' needs so that they can be
included in developing teaching materials in the form of microlearning-
based modules.
2. Expert Validation Instruments
a) Assessment instruments for material experts
 25

This instrument is in the form of a validation questionnaire related to

the feasibility of content, language, and module suitability and serves
to provide input in the development of teaching materials in the form
of microlearning-based modules.
b) Assessment instrument for media experts
This instrument is in the form of a questionnaire related to the
presentation of teaching materials in the form of microlearning-based
modules.
3. Product Trial Instruments
This instrument is in the form of a questionnaire related to teaching
materials in the form of a microlearning-based module that will be given
by students.

3.7 Research Procedure

In this study, researchers used the 4D method from Thiagarajan et al (1974) .
The 4D model is structured programmatically with a sequence of systematic
activities in an effort to solve learning problems that are in accordance with the
needs and characteristics of students so that they are in accordance with this
research. The stages of this development model include the definition stage, the
design stage, the development stage, and the dissemination stage.
According to Trianto (2007: 65), broadly speaking, the four stages can be
described as follows:
a) Definition Stage (Define)
The purpose of this stage is to determine and define the learning
requirements starting with an analysis of the objectives of the
material limitations developed by the device. This stage includes 5
main steps, namely:
(a) front end analysis,
(b) student analysis,
(c) task analysis,
(d) concept analysis, and
(e) formulation of learning objectives.
 26

b) Planning Phase (Design)

The purpose of this stage is to prepare a prototype of a learning
device. This stage consists of four steps namely,
(a) the preparation of the benchmark reference test, is the first step
that connects the define stage and the design stage. This test is a tool
that measures the occurrence of behavioral changes in students after
teaching and learning activities,
(b) the selection of media that is suitable for the purpose, to deliver
the subject matter, and
(c) format selection. In choosing this format, for example, it can be
done by reviewing the formats of existing tools and those developed
in more developed countries.
c) Development Stage (Develop)
The purpose of this stage is to produce learning tools that have been
revised based on input from experts. This stage includes:
(a) validation of tools by experts followed by revision,
(b) simulation, namely activities to operationalize teaching plans, and
(c) limited trials with real students.
d) Stage of Dissemination (Disseminate)
This stage is the stage of using tools that have been developed on a
wider scale, for example in other classes, in other schools, by other
teachers. Another objective is to test the effectiveness of using the
device in Teaching and Learning Activities or KBM.

Front-end analysist

Student Analysist

Concept analysist Specifying

instructional
objectives
 27

Design

Selection of
Format selection
teaching materials

Initial design

Expert validation

Revision

Testing

Revision

Valid teaching materials

Disseminate

Picture 3. 1 4-D model

 28

3.8 Data Analysis

Data analysis is an activity after all respondents or all data sources obtained
through interviews or questionnaires are collected. The data analysis technique
used in this development research is a qualitative descriptive analysis technique
and a quantitative descriptive analysis technique.
a) Qualitative descriptive analysis
Qualitative descriptive analysis is a data processing technique by
grouping information from the data that has been obtained such as input,
criticism, or suggestions contained in the questionnaire. This data will be
used to make improvements to the developed module.
b) Quantitative descriptive analysis
Qualitative descriptive analysis is a data processing technique that is
carried out by systematically compiling in the form of numbers and
percentages regarding an object under study.
1. Analysis of Module Validity Test Results
In analyzing the results of the module validity test, several steps were
carried out, namely:
a. Provide an answer score with the following criteria:
SS = Very Appropriate (Score 5)
S = Appropriate (Score 4)
CS = Fairly Appropriate (Score 3)
KS = Less Appropriate (Score 2)
TS = Not Appropriate (Score 1) (Arikunto & Safruddin, 2014).
b. Calculate the percentage value by:

c. Interpret data based on the following table:

No Ideal Presentation Criteria
1 80 % < V ≤ 100% Very Valid
 29

2 60 % < V ≤ 80% Valid

3 40 % < V ≤ 60% Quite Valid
4 20 % < V ≤ 40% Less Valid
5 0 % < V ≤ 20% Invalid
Table 3 1 Analysis of module validation test results

2. The analysis of the practicality test results of the contextual model-based

mathematics learning module was carried out in several steps, namely:
a. Provide an answer score with the following criteria:
SS = Strongly Agree (Score 5)
S = Agree (Score 4)
CS = Fairly Agree (Score 3)
KS = Disagree (Score 2)
TS = Disagree (Score 1)
b. Calculate the percentage value by:

c. Interpret data based on the following table:

No Percentage Criteria
1 80 % < V ≤ 100% Very Practical
2 60 % < V ≤ 80% Practical
3 40 % < V ≤ 60% Practical enough
4 20 % < V ≤ 40% Less Practical
5 0 % < V ≤ 20% Not Practical
Table 3 2 Analysis of module practicality test results
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32
Lampiran 1
Kisi-kisi Angket Penilaian Ahli Media Pembelajaran
No Aspek Indikator Nomor Item
 Penggunaan
1 Bahasa 1,2,3
bahasa
 Manfaat bahan
ajar ke siswa
2 Kegunaan 4,5,6,7,8
 Keperaktisan
bahan ajar
 Kesesuaian warna
 Ukuran dan jenis
tulisan
 Kesesuaian dan
3 Tampilan 9,10,11,12,13,14
keseimbangan
gambar
 Kemenarikan
design
 Kesesuaian
animasi
 Kesesuaian
Konten/Isi Bahan
4 gambar 15,16,17,18,19,20
Ajar
 Ketepatan dan
kualitas audio
 Kualitas video

33
Lampiran 2
Lembar Penilaian Ahli Media
Development Of Microlearning-Based Teaching Materials In
7th Graders On Two-Dimensional Plane

Lembar penilaian ini dimaksudkan untuk mengetahui pendapat Bapak/Ibu mengenai

bahan ajar berupa modul pada materi bangun datar yang akan digunakan pada
penelitian dengan judul “Development Of Microlearning-Based Teaching
Materials In 7th Graders On Two-Dimensional Plane”. Sehingga dapat diketahui
layak atau tidaknya modul tersebut untuk digunakan dalam pembelajaran di sekolah.
Pendapat, penilaian, saran, dan koreksi dari Bapak/Ibu akan sangat bermanfaat untuk
memperbaiki dan meningkatkan kualitas modul ini.
Atas perhatian dan kesediaan Bapak/Ibu untuk mengisi lembar evaluasi ini, saya
ucapkan
terima kasih.
 Petunjuk pengisian
Berilah tanda () pada kolom “nilai” sesuai dengan penilaian bapak/ibu
terhadap bahan ajar berupa modul yang telah dikembangkan.
 Indikator penilaian
SS = Sangat Sesuai
S = Sesuai
CS = Cukup Sesuai
KS = Kurang Sesuai
TS = Tidak Sesuai

34
No Indikator Deskripsi Skala Penilaian
SS S CS KS TS
Aspek Bahasa
1 Ketepatan penggunaan Istilah yang digunakan
istilah sesuai dengan bidang
matematika
Kesesuaian bahasa Bahasa yang digunakan
2 dengan tingkat sesuai dengan tingkat
berpikir siswa berpikir siswa
Kemudahan Penggunaan bahasa
3 memahami alur mendukung kemudahan
materi melalui memahami alur materi
penggunaan bahasa
Aspek Kegunaan
Kemampuan Bahan ajar mendorong rasa
4 mendorong rasa ingin ingin tahu siswa
tahu siswa
6 Dukungan bahan ajar Bahan ajar mendukung siswa
bagi kemandirian untuk dapat belajar materi
belajar siswa bangun datar secara mandiri
Kemampuan bahan ajar Bahan ajar menambah
7 menambah pengetahuan pengetahuan siswa
tentang materi bangun
datar
Kepraktisan bahan Bahan ajar bersifat praktis
8 ajar
Aspek Tampilan
9 Kesesuaian Warna tampilan
pemilihan warna yang digunakan
tampilan
10 Kesesuaian Jenis huruf yang digunakan
pemilihan jenis sesuai dan menarik
huruf
11 Kesesuaian Ukuran huruf yang
pemilihan ukuran digunakan sesuai dengan
huruf desain
Kesesuaian tampilan Tampilan gambar
12 gambar yang disajikan yang digunakan
menarik dan tidak
mengganggu
13 Keseimbangan proporsi Proporsi gambar sesuai dengan
gambar desain/tampilan
14 Kemenarikan desain Desain menarik
Aspek Konten dalam Bahan ajar

35
16 Kesesuaian animasi yang Animasi bangun datar yang
digunakan dalam materi digunakan dalam materi
mudah dipahami
17 Kesesuaian gambar yang Gambar yang digunakan
digunakan dalam materi dalam materi mudah dipahami
18 Ketepatan penyajian Penyajian suara/audio tepat
suara/audio
19 Kualitas suara/audio Suara/audio memiliki kualitas
baik
20 Kualitas tampilan video Tampilan video memiliki
kualitas baik

Komentar dan Saran Perbaikan

Komentar :
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
Saran :
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
Medan, 2022
Validator,

......................................
NIP.

36
Lampiran 3
Kisi-kisi Angket Penilaian Ahli Materi
No Aspek Indikator Nomor Item
 Kesesuaian
materi dengan
KD
 Penjelasan tujuan
pembelajaran
 Kesesuaian isi
1 Kesesuaian materi 1,2,3,4
modul dengan
tujuan
pembelajaran
 Kesesuaian
materi dengan
indikator
 Kejelasan,
kesistematisan,
kemenarikan
2 Penyusunan materi penyampaian 5,6,7,8
materi
 Kelengkapan
materi
 Penggunaan EYD
3 Bahasa  Kemudahan 9,10
bahasa
 Manfaat bahan
ajar ke sisa
4 Kegunaan 11,12,13
 Keperaktisan
bahan ajar

37
Lampiran 4
Lembar Penilaian Ahli Materi
Development Of Microlearning-Based Teaching Materials In
7th Graders On Two-Dimensional Plane

Lembar penilaian ini dimaksudkan untuk mengetahui pendapat Bapak/Ibu mengenai

bahan ajar berupa modul pada materi bangun datar yang akan digunakan pada
penelitian dengan judul “Development Of Microlearning-Based Teaching
Materials In 7th Graders On Two-Dimensional Plane”. Sehingga dapat diketahui
layak atau tidaknya modul tersebut untuk digunakan dalam pembelajaran di sekolah.
Pendapat, penilaian, saran, dan koreksi dari Bapak/Ibu akan sangat bermanfaat untuk
memperbaiki dan meningkatkan kualitas modul ini.
Atas perhatian dan kesediaan Bapak/Ibu untuk mengisi lembar evaluasi ini, saya
ucapkan
terima kasih.
 Petunjuk pengisian
Berilah tanda () pada kolom “nilai” sesuai dengan penilaian bapak/ibu
terhadap bahan ajar berupa modul yang telah dikembangkan.
 Indikator penilaian
SS = Sangat Setuju
S = Setuju
CS = Cukup Setuju
KS = Kurang Setuju
TS = Tidak Setuju
No. Indikator Deskripsi Skala Penilaian
SB B KB STB
Aspek Kesesuaian Materi
1 Kesesuaian materi Materi yang disampaikan
dengan KD sesuai dengan KD
2 Kejelasan perumusan Tujuan pembelajaran
tujuan pembelajaran dirumuskan dengan jelas
3 Kesesuaian materi Materi yang disampaikan
dengan indikator sesuai dengan indikator

38
4 Kesesuaian materi Materi yang disampaikan
dengan tujuan sesuai dengan tujuan
pembelajaran pembelajaran
Aspek Penyusunan Materi
5 Kejelasan Materi disampaikan dengan
penyampaian materi jelas
6 Penyampaian materi Materi disampaikan secara
Sistematis Sistematis/runtut
7 Kemenarikan Materi yang disampaikan
penyampaian dikemas dengan menarik
Materi
8 Kelengkapan materi Materi yang disampaikan
dalam media lengkap
Aspek Bahasa
9 Tulisan sesuai Penulisan materi sesuai
dengan EYD dengan EYD
10 Kemudahan Penggunaan bahasa
memahami alur mendukung kemudahan
materi melalui memahami alur materi
penggunaan bahasa
Aspek Kegunaan
11 Kemampuan Bahan ajar mendorong
mendorong rasa rasa ingin tahu siswa
ingin tahu siswa
Dukungan bahan Bahan ajar mendukung siswa
12 ajar bagi untuk dapat belajar materi
kemandirian bangun ruang sisi datar secara
belajar siswa mandiri
13 Kemampuan bahan Bahan ajar menambah
ajar menambah pengetahuan siswa tentang
pengetahuan materi bangun ruang sisi datar

Komentar dan Saran Perbaikan

Komentar :
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
Saran :

39
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
Medan, 2022
Validator,

......................................
NIP.

40
Lampiran 5
Kisi-kisi Angket Respon Siswa
No Aspek Indikator Nomor Item
 Tampilan cover
 Tampilan isi
 Tampilan
1 Tampilan modul keseluruhan 1,2,3,10
modul
 Penggunaan
animasi
 Penggunaan
bahasa
2 Penulisan e-modul 4,7,8
 Ukuran dan jenis
tulisan
 Kemudahan
penggunaan
modul
 Dapat membantu
siswa
3 Kegunaan e-modul 5,6,9,11
 Dapat dengan
mudah dipahami
 Pembelajaran
yang
menyenangkan

41
Lampiran 6
Lembar Respon Siswa
Development Of Microlearning-Based Teaching Materials In
7th Graders On Two-Dimensional Plane

Nama :…………………………………….
Kelas :…………………………………….
Asal Sekolah :…………………………………….
Tanggal :…………………………………….

 Petunjuk pengisian
Berilah tanda () pada kolom “nilai” sesuai dengan penilaian bapak/ibu
terhadap bahan ajar berupa modul yang telah dikembangkan.
 Indikator penilaian
SS = Sangat Setuju
S = Setuju
CS = Cukup Setuju
KS = Kurang Setuju
TS = Tidak Setuju
No Skor
Butir Penilaian
SS S CS KS TS
1 Tampilan luar (Cover) modul menarik
2 Tampilan isi modul menarik
3 Penggunaan animasi sudah sesuai
4 Bahasa yang digunakan mudah
dimengerti
5 Modul dapat dengan mudah digunakan
6 Modul membantu siswa dalam
pembelajaran
7 Ukuran penulisan sudah sesuai
8 Jenis tulisan sudah sesuai

42
9 Modul dapat dengan mudah dipahami
10 Tampilan e-modul secara keseluruhan
menarik
11 Pembelajaran dengan modul
menyenangkan

Komentar dan Saran Perbaikan

Komentar :
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
Saran :
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................

43