INTEGRASI TEKNOLOGI DAN PEDAGOGI: VALIDASI VIDEO ANIMASI PBL DAN PENGUKURAN MINAT BELAJAR DI SEKOLAH MENENGAH KEJURUAN
DOI:
https://doi.org/10.26618/5r0rwh53Keywords:
Minat Belajar, Pembelajaran Matematika, Problem Based Learning, Video Animasi, Validasi InstrumenAbstract
Tujuan: Penelitian ini bertujuan untuk mengkaji validitas isi, validitas konstruk, dan kelayakan pedagogis angket minat belajar serta media video animasi berbasis Problem-Based Learning (PBL) pada konteks pendidikan kejuruan, guna mengatasi keterbatasan instrumen tervalidasi dalam penelitian pendidikan matematika SMK.
Metode: Penelitian ini menggunakan pendekatan kuantitatif dengan desain validasi deskriptif. Subjek penelitian melibatkan dua validator ahli di bidang pendidikan matematika dan desain pembelajaran. Instrumen yang divalidasi meliputi angket minat belajar yang terdiri dari 20 aspek serta media video animasi berbasis PBL dengan 16 indikator penilaian. Proses pengumpulan data dilakukan menggunakan lembar validasi terstruktur, dan analisis data menggunakan indeks validitas berbasis persentase.
Hasil: Hasil validasi menunjukkan bahwa angket minat belajar memperoleh nilai sebesar 94,533% dan media video animasi berbasis PBL sebesar 95,625%, yang keduanya berada pada kategori sangat valid. Temuan ini menunjukkan bahwa instrumen dan media yang dikembangkan memiliki tingkat validitas yang sangat tinggi serta layak digunakan dalam penelitian lebih lanjut.
Simpulan: Penelitian ini memberikan kontribusi dalam menyediakan instrumen dan media pembelajaran berbasis PBL yang tervalidasi untuk konteks SMK. Hasil penelitian ini dapat menjadi dasar bagi penelitian lanjutan, khususnya dalam uji coba lapangan, pengujian reliabilitas, serta studi eksperimen untuk mengkaji pengaruh kausal terhadap minat belajar siswa.
References
Andrew, F., & Teslim, B. (2025). Psychological Assessments and Scale Validation: The Foundations of Reliable Measurement in Psychology.
Castro-Alonso, J., Wong, R., Adesope, O., & Paas, F. (2021). Effectiveness of Multimedia Pedagogical Agents Predicted by Diverse Theories: a Meta-Analysis. Educational Psychology Review, 33, 1–27. https://doi.org/10.1007/s10648-020-09587-1
Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children ’ s mathematics Content courtesy of Springer Nature , terms of use apply . Rights reserved. Educational Studies in Mathematics, 211–230. https://doi.org/10.1007/s10649-019-9880-5
Dul, V., & Ikhsan, M. (2018). Validitas Instrumen Karakterisasi Kemampuan Metakognisi Mahasiswa Calon Guru Fisika. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 6(1), 18–26.
Fan, Y., & Tan, S. (2023). Beware of Metacognitive Laziness : Effects of Generative Artificial Intelligence on Learning Motivation , Processes , and Performance.
Febriantika, F., Fisabilillah, N., & Sakti, N. C. (2021). EDUKATIF : JURNAL ILMU PENDIDIKAN Pengembangan Video Animasi Sebagai Upaya Peningkatan Minat Belajar Peserta Didik Materi Perpajakan di Sekolah Menengah Atas. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1271–1281. https://doi.org/10.31004/edukatif.v3i4.562
F Fitri, A., & Amelia, W. (2021). Pengembangan Media Pembelajaran Matematika Berbasis Video Animasi Materi Bangun Ruang Kelas V SDN Gunung Sahari Utara 01 Pagi. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 13(2), 945-956. https://doi.org/10.37680/qalamuna.v13i2.1199
Fitriana, F. (2022). Pengembangan Media Aplikasi Pembelajaran Berbasis Android pada Sistem Gerak Manusia Kelas XI SMA Bina Karya Putra Rumbia. repository.metrouniv.ac.id. Retrieved from http://repository.metrouniv.ac.id/id/eprint/9707/
Flake, J. K. (2020). Measurement Schmeasurement : Questionable Measurement Practices and How to Avoid Them. Association For Psychological Science, 1–10. https://doi.org/10.1177/2515245920952393
Gaspard, H., Parrisius, C., Nagengast, B., Trautwein, U., & Gaspard, H. (2023). Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms. ZDM – Mathematics Education, 55(2), 345–358. https://doi.org/10.1007/s11858-022-01446-3
Haque, & Mustika, I. (2021). Penerapan Model Flipped Classroom Berbantuan E-Book Interaktif untuk Meningkatkan Kompetensi Literasi Sains Momentum dan Impuls Peserta Didik. JRPF (Jurnal Riset Pendidikan Fisika), 6(2), 108–117.
Hidayat, R., Norul, S., Syed, A., & Zulnaidi, H. (2018). Exploratory and Confirmatory Factor Analysis of Achievement Goals for Indonesian Students in Mathematics Education Programmes. EURASIA Journal of Mathematics, Science and Technology Education, 14(12). https://doi.org/10.29333/ejmste/99173
Hidayati, V., Sakur, & Syofni. (2022). Validitas dan Praktikalitas Media Pembelajaran Matematika Menggunakan Software Geogebra untuk Memfasilitasi Minat. Juring Journal for Research in Mathematics Learning, 5(4), 321–334. https://doi.org/http://dx.doi.org/10.24014/juring.v8i4.18564
Hidi, S., & Renninger, K. (2019). Interest Development and Its Relation to Curiosity: Needed Neuroscientific Research. Educational Psychology Review, 31. https://doi.org/10.1007/s10648-019-09491-3
Hodwitz, K., Rambihar, S., Nesbitt, G., Tekian, A., & Brydges, R. (2025). Using Kane ’ s validity framework to examine the implications of feedback in simulation ‑ based assessments. Advances in Simulation, 1–11. https://doi.org/https://doi.org/10.1186/s41077-025-00375-x
Khoiriyah, S., & Pratikto, H. (2021). Meningkatkan hasil belajar peserta didik dengan menggunakan E-modul berbasis Flipbook (E-modul otomatisasi tata kelola kepegawaian yang bermanfaat di era Covid-19). Jurnal Ekonomi, Bisnis Dan Pendidikan (JEBP), 1(6), 526–537.
Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of educational research, 86(4), 1111-1150.
Lazarides, R., & Rubach, C. (2017). Instructional characteristics in mathematics classrooms : relationships to achievement goal orientation and student engagement. https://doi.org/10.1007/s13394-017-0196-4
Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. https://doi.org/10.1016/j.learninstruc.2015.03.002
Mayer, R. E., & Fiorella, L. (2022). THE CAMBRIDGE HANDBOOK OF MULTIMEDIA Edited by.
Möhring, W., Moll, L., & Szubielska, M. (2024). Journal of Experimental Child Mathematics anxiety and math achievement in primary school children : Testing different theoretical accounts. Journal of Experimental Child Psychology, 247, 106038. https://doi.org/10.1016/j.jecp.2024.106038
Mu, J., Bayrak, A., & Ufer, S. (2022). Conceptualizing and measuring instructional quality in mathematics education : A systematic literature review, (October). https://doi.org/10.3389/feduc.2022.994739
Noor, S., Abdullah, A., & Hashim, H. (2021). Seamless language learning in an ESL context. Creative Education, 12(6), 1349-1363.
Oktaviana, D., Meilania, D., Suryani, L., & Heri, V. (2025). Peningkatan Hasil dan Motivasi Belajar Siswa SMP Melalui Model Problem Based Learning Berbantuan Media Video Animasi Pada Materi Sistem Persamaan Linear Dua Variabel. Jurnal Pendidikan Matematika Indonesia, 10, 120–130.
Pawelka, F. (2020). The use of learning dashboards to support complex in-class pedagogical scenarios in medical training : how do they influence students ’ cognitive engagement ? Research and Practice in Technology Enhanced Learning. https://doi.org/10.1186/s41039-020-00135-7
Renninger, K. A., & Hidi, S. E. (2021). Interest development , self-related information processing , and practice. Theory Into Practice, 00(00), 1–12. https://doi.org/10.1080/00405841.2021.1932159
Saifuddin, A. (2024). Aspek-Aspek yang Perlu Diperhatikan Rater dalam Verifikasi Isi Instrumen Pengukuran Aspects to be Considered by Raters in Verifying the Content of Measurement Instruments, 32, 187–204. https://doi.org/10.22146/buletinpsikologi.95539
Schmidt, H. G., Wagener, S. L., Smeets, G. A., Keemink, L. M., & van Der Molen, H. T. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1(1), 12-18. https://doi.org/10.1016/j.hpe.2015.11.010
Servant-miklos, V. F. C., Woods, N. N., & Dolmans, D. H. J. M. (2019). Celebrating 50 years of problem-based learning: progress, pitfalls and possibilities. Advances in Health Sciences Education, 24(5), 849–851. https://doi.org/10.1007/s10459-019-09947-9
Situmorang, R. N., Sofiyan, & Amalia, R. (2023). Pengembangan Video Animasi Pembelajaran Matematika Dengan. Jurnal Dimensi Matematika, 6(1), 45–51.
Skulmowski, A., & Rey, G. D. (2020). The realism paradox : Realism can act as a form of signaling despite being associated with cognitive load, (January), 251–258. https://doi.org/10.1002/hbe2.190
Sweller, J., Merriënboer, J. J. G., & Paas, F. (2019). Cognitive Architecture and Instructional Design : 20 Years Later. Educational Psychology Review, 261–292. https://doi.org/10.1007/s10648-019-09465-5
Taherdoost, H., Business, H., Sdn, S., Group, C., & Lumpur, K. (2016). Validity and Reliability of the Research Instrument ; How to Test the Validation of a Questionnaire / Survey in a Research. International Journal of Academic Research in Management (IJARM), 5(3), 28–36.
Tiara, V., Ninawati, N., Fransiska, L., Rabiatul, A., & Yusawinur, B. (2024). Menggali Potensi Problem Based Learning: Definisi, Sintaks, Dan Contoh Nyata. Sosial: Jurnal Ilmiah Pendidikan IPS, 2(2), 121–128. Retrieved from https://doi.org/10.62383/sosial.v2i2.153
Tokac, U. (2019). Effects of Game- Based Learning on Students’ Mathematics Achievement: A Meta-analysis Umit Tokac. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12347
Urhahne, D., & Wijnia, L. (2023). Theories of Motivation in Education : an Integrative. Educational Psychology Review (Vol. 35). Springer US. https://doi.org/10.1007/s10648-023-09767-9
Wahyuni, P., & Yolanda, F. (2021). Pengaruh Penggunaan Bahan Ajar Berbantuan Multimedia Interaktif pada Mata Kuliah Statistika Pendidikan Terhadap Kemampuan Komunikasi Matematis Mahasiswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 05(0), 3284–3294.
Zetriuslita, Suripah, Ariawan, R., & Hidayat, R. (2023). Jurnal Pendidikan Progresif Using Problem-Based Learning to Promote Students ’ Critical Thinking, 13(2), 281–295. https://doi.org/10.23960/jpp.v13.i2.202311
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
With the receipt of the article by the SIGMA: Jurnal Pendidikan Matematika Editorial Board and the decision to be published, then the copyright regarding the article will be diverted to SIGMA: Jurnal Pendidikan Matematika.
Universitas Muhammadiyah Makassar as the publisher of SIGMA: Jurnal Pendidikan Matematika hold the copyright regarding all the published articles in this journal.Universitas Muhammadiyah Makassar has the right to multiply and distribute the article and every author is not allowed to publish the same article that was published in this journal.
The manuscript authentic and copyright statement submission can be downloaded ON THIS FORM.
