Dianing Ratri
Mathematics is one of the main subjects in the education curriculum in Indonesia. Although mathematics is a lesson that continues to be given at various levels, this lesson is also a lesson that is difficult to understand by students. In addition, the Covid-19 pandemic situation also forces students to learn independently, because of limited interactions with teachers and schools. In online learning, where face-to-face interactions are more limited, the explanation of abstract mathematical concepts becomes increasingly difficult to understand. Not only by students, but also by parents and even teachers. From the explanation above, the problem can be withdrawn, namely (1) existing learning methods are still thematic, textual, and formula oriented. (2) There are teacher difficulties in developing new teaching methods. Both above resulted in the low assessment of mathematics lessons and the decline in students' interest in the lesson. Therefore, a strategy for designing the learning method is needed for the design of learning modules that can be easily understood by students and teachers. Mathematics learning modules with a visual narrative approach are expected to translate mathematical concepts into universal language, namely images. The substitution of textual instructions into visual instructions is expected to help both parents and students understand the concept of learning even though the distance is separated from the teacher. In addition, the nature of the universal visual narratives, is expected to be able to motivate teachers to develop teaching materials that are released from the paradox of formulas and memorization. Through the Concrete Pictorial Abstract (CPA) approach and visual narrative theory, this community service activity tries to map the method of mathematics learning visualization aimed at elementary school students and parents of students and teachers as a learning facilitator. Through fractional operating case studies, the team designed three visualization approaches namely pictorial modules with text comparisons: visual 1: 1, pictorial modules with text comparisons: visual 1: 9, and animated animated modules. The three modules were tested to 54 students in grade 5 and 6 SD Advent Cimindi and and 14 grade 5 students of SD Scholar School. From the analysis it can be concluded that in designing a visual mathematical module, text or long sentences needs to be avoided. This can affect the understanding of students, both in the module in the form of drawing and animation. Interesting images and easy-to-understand explanations can also motivate students to learn. Students also give input that it takes more examples of questions to help understand the concept of fractional operations. Finally, the design of the visual mathematical module requires precision in choosing and designing words, sentences and images, and a combination of explanation and repetition of questions so that it can provide a comprehensive understanding but still easily understood.
Prototype / trl, activity
As an alternative self-learning solution for mathematics subjects for grade 5 and 6 elementary school students. As an alternative learning material ideas for elementary school level mathematics teachers. Mapping the formulation of visual narrative methods for science learning.