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International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032087 doi:10.1088/1742-6596/1157/3/032087

Design of interactive teaching materials based on a scientific

approach to support junior high school students' learning:
Line and angles

H Pujiastuti* and F Fitriah

Jurusan Pendidikan Matematika, Universitas Sultan Ageng Tirtayasa, Jl. Raya Jakarta
KM 4 Pakupatan Serang, Banten 42118, Indonesia

*
henipujiastuti@untirta.ac.id

Abstract. This research is motivated by the need of teaching materials that can support the
implementation of Curriculum 2013. It is known that one of the emphasis in the Curriculum
2013 is the use of a scientific approach in the learning process. The purpose of this research is
to develop the interactive teaching materials based on scientific approach (ITMSA) that can
support the learning process for junior high school students, especially on the topics of line and
angles. The method used is research and development (R&D) consisting of 10 stages, namely:
1) Research and information collecting, 2) Planning, 3) Develop preliminary form of product,
4) Preliminary field test, 5) Main product revision, 6) Main field test, 7) Operational product
revision, 8) Operational field testing, 9) Final product revision, and 10) Dissemination and
implementation. The results concluded that: 1) the ITMSA obtained a total score 87.50% from
mathematics expert, 88.67% from mathematics education expert, 86% from multimedia expert,
and 89.36% responses from students, and 2) students mathematical concept understanding who
learn by using ITMSA better than student who learn without ITMSA. From these results
concluded that the ITMSA is considered feasible and can be used in learning mathematics in
the schools.

1. Introduction
Curriculum is a set of plans related to the content, ways, objectives and teaching materials used for
guidance in conducting teaching and learning activities in order to achieve the goals of national
education. The changing of curriculum by the Government of Indonesia is one form of efforts to
improve the quality of education in Indonesia. Since 2013, the government began to enact the
Curriculum 2013 which replaces the previous curriculum of the Curriculum 2006. Through the
Curriculum 2013 is expected to build a generation of people who are able to compete globally in the
future. The enactment of the Curriculum 2013 certainly gives a new nuance in the world of education,
especially the nuances of learning held in the classroom by the teacher. The curriculum 2013 more
focuses on the use of scientific approaches and technology in classroom learning activities. Therefore,
teachers are expected to create innovations that can bring new things, both in terms of methods, media,
and learning resources are more adequate and meaningful.
However, the undeniable changes in the curriculum itself has many consequences, one of which is
a lack of understanding of educators practitioners in implementing the new curriculum. In addition to
training, To help the implementation of the Curriculum 2013 is needed the availability of learning

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International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032087 doi:10.1088/1742-6596/1157/3/032087

resources such as the books or other teaching materials that can facilitate teachers and students to
learn. To support the implementation of the Curriculum 2013, the government has published
companion textbooks for teachers and students. The book contains the material presented based on a
scientific approach that includes five steps: mengamati (observing), menanya (questioning), menalar
(reasoning), mencoba (trying), and membuat jejaring (make a networking) [1].
Through scientific approach the expected learning becomes more meaningful for students and they
become more active in the class. In the implementation, of course, required textbooks or other types of
teaching materials that can guide teachers and students in learning, so that learning is more directed.
However the presence of the companion text books that exist nowadays it is still not enough. In
addition, government-published book is still in text book type, so it has not been able to facilitate
students to learn through the use of technology. In the structure of Curriculum 2013, information and
communication technology is no longer a subject taught, but as a learning tool contained in all
subjects. This means that the skills of the use of information technology and communication facilities
is absolutely necessary for students to make the learning process work well and learning objectives are
achieved. Therefore, the aim of this study is to develop the Interactive Teaching Materials based on
Scientific Approach (ITMSA). The developed of material in this research is the Line and Angles
concept for junior high school students.

2. Method
This research used research and development method. In this method including 10 steps, namely:
Preliminary Study, Planning Research, Development Design, Preliminary Field Test, Revised Results
of Field Test, Main Field Test, Revised Result of Field Test, Feasibility Test, Revised Final Results of
Feasibility, and Dissemination and Implementation Final Products [2].
Preliminary Study: conducting the needs analysis, literature studies, and small-scale research to
determine the potential for product development and other information related to the planned product
development. Planning research: formulating the research objectives, estimate the budget, personnel,
and time, also determining the qualifications of the researcher and the forms of participation in the
research. Development Design: determining the product design (hypothetical design), research
facilities and infrastructure needed during the research and development process, stages of the
implementation the trials design, and also determining the description tasks of the parties involved in
the research. Preliminary Field Test: testing the product on a limited basis. Revised Results of Field
Test: revision of product design based on limited test. Main Field Test: testing the product on a wide
scale. Revised Result of Field Test: revision of product design based on a wide scale. Feasibility Test:
conducting the product experiments on large scale. Revised Final Results of Feasibility: refining the
final product. Dissemination and Implementation Final Products: publishing the results of the research
through scientific forums. Product will distribution after the quality control stage.
The instruments used in the data collection include of validation sheet, student questionnaire,
interview guidelines, and observation sheet.

3. Result and discussion

The aim of the study is to develop the ITMSA that is worthy of use in learning. The development of
the interactive teaching materials is conducted by researchers and assisted by four others as a team.
The research team in this study is tasked to make the design of interactive teaching materials using a
number of hardware and software required. The hardware used are Personal Computer with Intel
Pentium 4 or AMD Athlon 64 processor specification, 2 Gb of RAM memory with 64 Bit VGA Video
Card, and Android Smartphone version 2.2 Froyo. Some of the software used in developing this
application is Adobe Flash Professional CS6, Adobe Illustrator Professional CS6, Notepad ++, and
video needs software using ProShow Producer.
The material are developed in this interactive teaching material are the Line and Angles concept for
seventh grade junior high school students. The examples of the ITMSA view show on figure 1.

2
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032087 doi:10.1088/1742-6596/1157/3/032087

Figure 1. Figure of the cover page of ITMSA.

Figure 1 shows that the ITMSA is equipped with the necessary application menus, user manuals, and
personnel of the drafting team. The " Buka Media Pembelajaran " icon contains mathematical concepts
that can be learned inside ITMSA as shown in the following figure 2.

Figure 2. Figure of the concept of ITMSA.

Figure 2 shows that there are eight concept of mathematics which can be learned inside the ITMSA,
Line and Angles is one of that concept. We can click on all of the concept and learn more. To learn the

3
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032087 doi:10.1088/1742-6596/1157/3/032087

concept of Line and Angles we can click "4. Lines and Angles "button. In this button we can see more
detail about this concept which is shown on figure 3 below for example.

Figure 3. Figure of description example concept of Lines and Angles.

Interactive teaching materials that have been developed further validated by experts and tested in
limited scale to a number of seventh grade junior high school students in Serang City. Based on the
validation results, it is known that the ITMSA obtained a percentage of total score 87,50% from
mathematics experts, 88,67% from educational experts, and 86,00% from multimedia experts. The
results of limited trials to 30 junior high school students are obtained a percentage of total score
89,36% for students responses. The results of validity test and limited test can be seen more clearly in
figure 4 below.

Preliminary Field Test

90% 89.36%
Percentage Score of PFT

89% 88.67%

88% 87.50%
87%
86.00%
86%
85%
84%
Mathematics Educations Multimedia Students
Response
Validator

Figure 4. Figure of the results of preliminary field test.

4
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032087 doi:10.1088/1742-6596/1157/3/032087

After going through a process of expert validation and limited testing, subsequent trials were
conducted on a wide scale to students in three different schools. Two classes were taken from each
schools, one class learning with the ITMSA and another class is learning without ITMSA. From the
overall results of large-scale experiments, it is known that the scores of students mathematical
understanding concept abilty who learn with ITMSA 82,24%, while students who do not use ITMSA
only 78,35%. This is can be interpreted that the students mathematical understanding concept abilty
who learn with ITMSA better than those who do not use the ITMSA. This result is in accordance with
previous research that students mathematical understanding concept abilty in the Number concept
who learn with ITMSA better than those who do not use ITMSA [3]. The recapitulation of large-scale
test can be seen in the figure 5 below.

Main Field Test (MFT)

83% 82.24%
Percentage Score of MFT

82%
81%
80%
79% 78.35%
78%
77%
76%
ITMSA without ITMSA
Groups

Figure 5. Figure of the results of main field test.

Figure 5 shows the use of ITMSA can help students understand mathematics concepts and improve
their abilities. The same result happens in studies on using ICT as a medium in mathematics learning.
As an integrated component of teaching and learning, ICT allows learning experiences which are
innovative, accelerated, enriched, and deepens skills acquisition [4]. Teacher can mediate students’
learning of mathematical concept through manipulative application [5,6].
This study also found that using ITMSA as gamified instrument assists middle school students
grasp mathematical concept. Other studies report that the use of gamified learning intervention
produces improvements in student mathematics test scores and math fluency [7, 8].
From all of results test in this study known that ITMSA obtained a percentage total score over than
70% for every component. It means that the ITMSA is considered feasible and can be used in teaching
mathematics in school [9].

4. Conclusion
In this study it is known that the percentage of validation and test results is more than 70%. In
addition, the experimental results show that students mathematical understanding concept ability who
learn with ITMSA is better than students who learn without ITMSA. These results indicate that
ITMSA deserves to be a resource for students and teachers in the classroom. From all of results test it
can be concluded that ITMSA is considered feasible and can be used in teaching mathematics in
school.
The suggestions that can be given to further researchers are: 1) Developing interactive teaching
materials for other mathematics concepts; 2) Testing interactive teaching materials in larger groups so

5
International Conference on Mathematics and Science Education (ICMScE 2018) IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1157 (2019) 032087 doi:10.1088/1742-6596/1157/3/032087

as to know the effectiveness of teaching materials in improving students mathematics skills; 3) to be

more focus on the high order mathematical thinking skill so that students mathematics skills are more
improved.

Acknowledgments
We would like to thank to the Ministry of Research, Technology and Higher Education for the
research grant (Penelitian Produk Terapan). Also similarly to the Institute of Research and Community
Service, Universitas Sultan Ageng Tirtayasa who helped the process of research implementation.

References
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[4] Pannen P 2014 Integrating Technology in Teaching and Learning Mathematics 19th Asian
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