Advances in Social Science, Education and Humanities Research, volume 528

Proceedings of the 7th International Conference on Research, Implementation, and

Education of Mathematics and Sciences (ICRIEMS 2020)

Android-Based Carrom Game Comics Integrated with

Discovery Learning for Physics Teaching
Mega Septiana Ika Rahayu1,* Heru Kuswanto2, Cokro Yongky Pranowo3
1
Physics Education, Graduate School Program, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
2
Physics Education, Graduate School Program, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
3
Information Technology, Graduate School Program, STMIK Akakom Yogyakarta, Yogyakarta, Indonesia
*
Corresponding author. Email: [email protected]

ABSTRACT
This study aims to develop an android-based carrom game comics integrated with discovery learning feasible to use in
physics teaching. This study was developed using the 4-D: define, design, develop, and disseminate. The feasibility of
the developed comics is evaluated by media experts, material experts, physics teachers, peer reviewers, and students.
The data analysis used the descriptive analysis for the feasibility assessment of the comics. The result of the research
shows that the developed Android-based carom game comics is feasible to be used in physics teaching, which is in a
very good category based on the media experts, material experts, physics teachers, peer reviewers, and students.
Android-based carrom game comics that are integrated with the discovery learning syntax can encourage students to be
actively involved in learning and a very display can attract the attention of students to read and learn.

Keywords: Carrom Game, Android, Comics, Discovery Learning.

1. INTRODUCTION with traditional games such as the carrom game has not
been used to explain physics material as a whole but is
Tecnological developments in the industrial only used as an example. When in fact the carrom game
revolution 4.0 era demanded education to implement contains many physical concepts such as impulse-
digital technology in the learning process [1]. Digital momentum material seen in figure 1.
technology which is currently developing rapidly is a
smartphone. Smartphones have been used in education
for learning activities including physics learning. The use
of smartphones in learning physics such as android is
used as a learning medium that can facilitate students in
learning [2]. Learning media that are suitable for current
technological developments are android-based comics
[3], [2], [4].
Android-based comics can display illustrations on
abstract concepts. Android-based comics can be used as
an alternative to understanding a learning material such
as printed comics [7]. Android-based comics have
advantages including being able to display animation on
abstract concepts; has features and is mobile; and
appearance that is interactive, practical and simple [5] ;
and can be used anytime and anywhere [4], [8] so that
students will be motivated to always learn [3].
The abstract concept of physics, full of mathematical Figure 1. The concept of physics in the carrom game
and complicated equations can be simplified by
Android-based comics can also be integrated with
integrating traditional games in learning material through
approaches and learning models that can help students
Android [9], [10]. The concept of physics that integrates

Copyright © 2021 The Authors. Published by Atlantis Press SARL.

This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 555
 Advances in Social Science, Education and Humanities Research, volume 528

learn actively and independently [11] in accordance with

the demands of the 21st century. One active learning
model is the discovery learning model. Discovery
learning as an active student learning model. Discovery
learning can create effective learning and critical thinking
in dealing with a problem in the classroom. [12] so that
students' thinking ability can increase [13]. Thus, this
research will develop an android-based carrom game
comics integrated with discovery learning for physics
teaching.

2. RESEARCH METHOD Figure 2. Discovery learning syntax in features

of android based comics
c. Development: product development using
2.1. Development procedure
CorelDRAW X8 and Android Studio. Finished
This research belongs to the type of Research and products are evaluated appropriately by material
Development (R&D) with the 4D (Four-D Models) experts, media experts, teachers and peers. Then the
development model by Thiagarajan [14]. The 4D model students are tested to find out the readability and
is divided into several stages namely define, design, effectiveness of the product.
develop, and disseminate. The 4-D stages are explained d. Disseminate: dissemination is done by uploading to
as follows: play store, disseminated in international seminars, or
publishing articles in indexed journals.
a. Define: the stage defines the need for product
development.
b. Design: the stage of making carom game comic 2.2. Data analysis technique
scenarios containing material momentum and
The data generated in this study are qualitative and
impulses that are integrated with the discovery
quantitative. Qualitative data in the form of survey needs,
learning syntax in table 1 and making android media
suggestions, and comments from experts and students are
products based on the discovery learning syntax as
used to determine the needs of product development and
shown in figure 2. improvement.

Table 1. The syntax of discovery learning in the momentum-impulses

Material of Impulse and momentum
Sintaks
Reliationship
discovery The law of
Impulse between
learning Momentum conservation of Collision
impulse and momentum
momentum
Stimulation Presented a Presented a Presented a Presented a Presented a picture
picture of people picture of puck picture of puck picture of the of the collision
flicking the puck karambol that karambol when collision between between two pucks
karambol,
move toward flicked until it two pucks of of
students can
analyze the the edge of moves, karambol, karambol, students
quantities that board and students can students can can
appear when the reflected, analyze the analyze the analyze the amount
puck is flicked students can quantities that velocity and of kinetic
analyze the appear momentum of energy and the level
quantities that each puck before of resilience material
appear when and after the puck
the puck moved collide

Problem Students can Students Students can Students can Students can
Statement formulate why the formulate why formulate the formulate amount formulate the
hand hurts when pucks that have relationship of momentum characteristic of
flicking the puck same mass can between before and after phenomena that
quicly
move at flicking puck the occur when a puck
different and movement Collision) collides with the
of puck

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Material of Impulse and momentum

Sintaks
Reliationship
discovery The law of
Impulse between
learning Momentum conservation of Collision
impulse and momentum
momentum
velocity and edge of board or
bounce at when it
different collides with another
velocity as well puck

(Data Students give an Students give Students give Students give an Students give an
collection, argument about an argument an argument argument for argument about the
Data the about between the amount of characteristic of the
processing, relationship of relationship flicking of puck momentum before collision of perfect
Verification) the level of hurt between and the and after the resilience, partially
with the concept velocity and movement of collision base on resilience, and not
of impulse difficulty in puck base on the law of resilience based on
reducing the the concept conservation of some fact
motion of relationship momentum
objects impulse and
momentum

(Generaliza- Students can Students can Students can Students can Students can
tion) conclude the conclude the conclude the conclude the conclude the about
about about about about concept
concept concept concept concept collision
impulse momentum relationship the law of
impulse and conservation of
momentum momentum

While quantitative data in the form of value to determine

how much the feasibility of the product produced. Analysis
of product feasibility by material experts, media experts,
teachers or peers, and students' responses using the average Learning activities begin by guiding students to see
ideal score (Xi) and the ideal standard deviation (SBi): videos about the physical phenomenon of the carom game
on comic features (stimulation). After seeing the video,
𝑖𝑑𝑒𝑎𝑙 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒+𝑖𝑑𝑒𝑎𝑙 𝑚𝑖𝑛𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒
𝑋𝑖 = (1) students go to the next page by pressing the next button and
2 asking questions related to phenomena in the video by
typing the question in the column provided (problem
𝑆𝐵𝑖 (2) statement). Furthermore, students collect relevant
𝑖𝑑𝑒𝑎𝑙 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 − 𝑖𝑑𝑒𝑎𝑙 𝑚𝑖𝑛𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 information to answer questions by reading material in the
= comics from episodes 1-8 (data collection). If students have
6
finished reading then students process data and information
Table 2. Convert scores into categories from data collection activities by discussing questions on
Average score range Quality category the discussion feature to increase the level of confidence in
(𝑥̅𝑖 + 3𝑆𝐵𝑖 ) ≥ X ≥ (𝑥̅𝑖 + 1,5 𝑆𝐵𝑖 ) Very good the information obtained. Then write their answers on a
piece of paper (data processing). The answers that have
(𝑥̅𝑖 + 1,5 𝑆𝐵𝑖 ) > X ≥ 𝑥̅𝑖 good
been written are then photographed and uploaded to get a
𝑥̅𝑖 > X ≥ (𝑥̅𝑖 – 1,5 𝑆𝐵𝑖 ) Enough
discussion from the application to be matched with the
(𝑥̅𝑖 – 1,5 𝑆𝐵𝑖 ) > X ≥ (𝑥̅ 𝑖 – 3 𝑆𝐵𝑖 ) Not good results of the discussion (verification). Verification results
are used to conclude by typing conclusions in the column
that appears in the discussion (generalization).
3. RESULT AND DISCUSSION Thus, android-based comics can be integrated with
learning models or approaches [16]. The syntax of learning
3.1. Result of product development models such as discovery learning combined with features
on Android that will cause students to be more active and
Comic game based on android carrom integrated independent in learning activities. Besides, stories in
discovery learning is shown in figure 3.

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 Advances in Social Science, Education and Humanities Research, volume 528

comics can also explain theories, procedures, present [17]. Thus, students will play an active role in the learning
hypotheses, answer questions, and engage readers to think process following 21st-century learning.

(stimulation) (problem statement) (data collection)

(data processing) (verification) (generalization)

Figure 3. Display android-based comic features that contain the syntax of discovery learning
3.2. Product feasibility assessment 5 Language 4,00 Very good
6 Implementation 3,92 Very good
The assessment feasible of the Android-based carom 7 Design 4,00 Very good
comic game-integrated discovery learning by media 8 Visual display 3,58 Very good
experts, material experts, physics teachers, and peers can be Average 3,89 Very good
seen in table 3. Average overall 3,91 Very good

Table 3. The result of the comic feasibility assessment The highest score is obtained from the aspect of
No Aspect Result Criteria completeness of the content, design, and language. This is
Matter because the language presented in comics is simple and
1 Learning 3,96 Very good easy to understand. Thus, students will more easily
2 Completeness of 4,00 Very good understand the information or material delivered using this
contents
3 Theory 3,88 Very good
language [18].
Average 3.95 Very good
Media
4 Quality of contents 3,92 Very good

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Table 4. The results of students’ responses to the carom Integrated Science Study, International Conference on
game comic Mathematics and Science Education (ICMScE), 2014.
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No Aspect Average Criteria
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Android-based carrom game comics integrated with fisika berbasis android sebagai suplemen pokok bahan
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