RESEARCH ARTICLE | APRIL 10 2024

Development of teaching materials based on android-

assisted problem-based learning models to improve
mathematical problem-solving ability of class VIII students

Rafi Putra  ; Yerizon; I. Made Arnawa; Dony Permana

AIP Conf. Proc. 3024, 050027 (2024)

https://doi.org/10.1063/5.0204451

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16 April 2024 02:13:04

 Development of Teaching Materials Based on Android-Assisted
Problem-Based Learning Models to Improve Mathematical
Problem-Solving Ability of Class VIII Students

Rafi Putra1, a), Yerizon2, b), I Made Arnawa3, Dony Permana4

1,2,4
Pascasarjana FMIPA UNP, Padang, Indonesia
3
FMIPA UNAND, Padang, Indonesia
a)
Corresponding author: [email protected]
b)
[email protected]

Abstract. The goal of this study is to develop teaching materials based on Android-assisted problem-based learning
models to improve students' ability to solve mathematical problems in a way that is accurate, quick, and effective. This is
motivated by the initial research's poor mathematical problem-solving skills among junior high school students. The
research procedure is guided by the Plomp development design. The research phase, the development phase, or
prototyping, and the early investigation phase make up Plomp's development model. This study found that learning
mathematics experts evaluated the module aspect by 86.67 percent, language experts by 93.75 percent, and technology
experts by 80 percent. So it receives an average score of 86.81 percent and very valid criteria. Students and teachers met
the current criteria by passing the practicality test on teaching materials, averaging 86.78 percent. However, 86.78 percent
of students who took the usability test for problem-based learning-based teaching materials did so by completing a series
of problem-solving tests, indicating that Android-supported problem-based learning-based teaching materials have been

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successful.As a result, it can be concluded that teaching materials based on Android-assisted problem-based learning
models to improve students' ability to solve mathematical problems are valid, instantaneous, and effective for class VIII
SMPN 2 Bonjol.

INTRODUCTION
Achieving one's success cannot be separated from learning and sincerity to achieve what is desired. Knowledge,
skills, and perseverance also influence a person's success in learning a occupied field. This is inseparable from the
name of education. So serious education is needed to have broad insight and the formation of self-control,
personality, intelligence, noble character, and the expected skills. Given the importance of mathematics,
mathematics is something that must be taught to students at every level of education, from kindergarten through
junior high school through high school and college.
Covid-19 has disrupted education so that learning is not maximally carried out in schools. This is because there
are regulations from the government causing face-to-face learning to be limited. In addition to being limited,
learning is also carried out online or offline. The impact of online learning is that students are les than ideal when
problem-solving. Additionally, the researchers encountered this issue during initial observations at SMPN 2 Bonjol.
When learning mathematics, students still needed help solving problem-solving questions, and they were less able to
write down their solutions.
Based on previous research, these students' subpar problem-solving abilities are attributed to them. Conducted
research by [1, 2, 3] says that students frequently retain mathematical concepts without fully comprehending their
meaning or purpose. In addition, teachers frequently place less emphasis on comprehending the material being
taught and more on meeting the objectives outlined in the textbook or curriculum. This is also similar to research
from [4] [5], [6] To achieve learning objectives, the inadequate learning process, which contributes to students' poor
problem-solving skills, must be improved, which is normal. The research conducted [7] found students who had
difficulty when given questions, especially those that required solving mathematical problems. Students also quickly
forget if asked to repeat the material that has been studied previously.
Various learning models can be utilized; the authors choose problem-based learning or problem-based learning
because the learning process begins with a problem and requires problem-solving skills. This is to be a challenge for

Proceedings of the 6th International Conference of Mathematics and Mathematics Education, 2022
AIP Conf. Proc. 3024, 050027-1–050027-8; https://doi.org/10.1063/5.0204451
Published under an exclusive license by AIP Publishing. 978-0-7354-4909-1/$30.00

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students. In line with [8, 9] , learning that starts with and is centered on a problem is problem-based problem-based
learning. Research conducted by [10] found that problems from everyday life, like a system of three-variable linear
equations, are very closely related to problem-based learning. Another opinion from [11, 12] states that the problem-
based learning model is a method of teaching and learning in which students work in small groups to consider
unfamiliar circumstances, discuss problems or tasks, and learn new information and experiences by examining the
nature of new situations.
Research conducted [13] says that teachers systematically arrange teaching materials in learning activities to
create an atmosphere that allows students to learn. According to [14] that teaching materials in the form of modules
can adapt to each student's learning pace and meet their learning needs. In line with [15, 16], cutting-edge
instructional materials could facilitate the learning process for teachers and students.
The development of the Android operating system can now produce innovative applications. The opinion of [17]
Android itself has an operating system based on open source. With the help of Android learning, designs with
problem-based learning models won't just be text. Instead, they can create audio or visual elements and even
animations to help students understand the material and get the most out of it. This is in line with the opinion [18,
19, 20] that the popularity of Android can be a capital for implementing Mobile learning because of the practical
characteristics that can be carried anywhere so that it becomes an attraction for users to facilitate learning. In line
with research [21], Android smartphones only require the internet when downloading them, while they can be run
offline when using the application. Thus, this android-assisted learning is considered practical and can be used
anytime
The formulation of the problem in this development research is, based on the description that has been provided,
how the characteristics of problem-based learning teaching materials using Android can improve students'
mathematical problem-solving in a valid, practical, and effective manner. This research aims to develop Android-
based teaching materials that are valid, useful, and effective for improving students' ability to solve mathematical
problems.

METHOD

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The research procedure is guided by the Plomp development design. Opinion (Sugiyono, 2015) states that
applied design and development research aims to produce a specific product and evaluate its effectiveness. The
initial investigation, development, prototype-making, and research phases comprise Plomp's development model
(Plomp & Nieveen, 2013). The class VIII students of SMPN 2 Bonjol were the subjects of the research on
developing PBL-based teaching materials using Android from March 7 to May 23, 2022.
This study's data collection instrument consisted of the following parts: instruments used in the initial
investigation phase, instruments used to test validity, practicality, effectiveness, and so on. Before conducting data
analysis, collect data instruments to be analyzed by descriptive statistical analysis and qualitative analysis.
qualitative research for qualitative data and descriptive statistical analysis for quantitative data. The study uses the
following methods of data analysis: validity, practicality, and efficacy data analysis are the three types of data
analysis.

RESULTS AND DISCUSSION

The activities carried out during the research process, specifically, the creation of teaching materials based on
Android-assisted problem-based learning models to enhance the mathematical problem-solving abilities of class
VIII students, are used to explain the findings of this study. There are three phases to the research process: Initial
research, design or prototyping, and evaluation
1. Preliminary Research
Needs analysis, curriculum analysis, concept analysis, and student analysis all begin the first phase of the
investigation. The following is a description of the obtained analysis. Researchers conducted a variety of needs
analysis activities, including observations and interviews with mathematics teachers and students. The researcher
also gave the students a questionnaire. Students have weak mathematical problem-solving skills, according to the
findings of the needs analysis activities. Students also find it difficult if given practice questions that are different
from the examples of questions given. There are still many students who have not been able to work on the problem
when the teacher asks questions about everyday life; however, only a few students are able to do so. Therefore, the

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instructor must re-explain on the blackboard in order to resolve the issue. The teacher also revealed the attitude of
class VIII students that they rarely read, asked if there was material that they did not understand, was still less
independent in the mathematics learning process because they still depended on explanations from the teacher, were
less thorough in doing exercises and there were students who were not honest, such as seeing a friend's assignment.
and not submitting assignments on time.
The junior high school curriculum is examined as part of this curriculum analysis. Core Competencies (KI) and
Basic Competencies (KD), Competency Achievement Indicators (GPA), and learning objectives for mathematics
content in SMP/MTs were analyzed for suitability. Based on Permendikbud No.21 of 2016 regarding the content
standards for junior high mathematics. The findings of this curriculum analysis are necessary to ensure that the
developed teaching materials meet the requirements of the competencies that students must attain so that teachers
and students can use teaching materials to their full potential.
Concept analysis aims to find, describe, and organize the primary ideas being taught systematically based on
their presentation order. In addition, the purpose of this concept analysis is to ascertain the content and subject
matter required for creating instructional materials based on Android-assisted problem-based learning.
To ensure that the developed media design met expectations for the mathematics learning process at SMP 2
Bonjol class VIII, a student analysis was carried out to ascertain the characteristics of the students. Before designing
learning tools, this analysis is necessary. According to teacher interviews, students in one class have varying
academic abilities—high, medium, and low—which is reinforced by the teacher's assertion that because of a school's
zoning system, there is no superior class, and all classes are the same. Instead, students in a class are average and
have students with high, medium, and low abilities.
Based on additional information from interviews with teachers and students, it was determined that students'
abilities to solve mathematical problems were still lacking. When students are given story questions related to real
life by the teacher, students still look confused, and many students are not confident enough to solve the problem, so
they choose to cheat. In addition, information was also obtained that many students considered mathematics
difficult.
Sometimes students also feel bored in the learning process. Because learning is not fun, another obstacle found

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from the questionnaire distributed by the researchers was that from 31 students, there were 18 students answered
yes, 8 students answered uncertainly, and five students answered no. This has to do with the student's capacity to
translate complex mathematical problems into simple language. The researchers found that of 31 students, 24
students sometimes answered in giving conclusions related to the questions that had been done, but there were seven
other students who never gave conclusions from the questions that had been done. Students have not been able to
meet the final indicator related to the fourth indicator of problem-solving used by researchers in this study, namely,
students have not been able to interpret or conclude the solutions obtained, making this the focus of the researcher if
it is associated with problem-solving indicators.
Problem-solving is closely connected to the issues that were discovered. Students are more interested in learning
mathematics when they use android-assisted PBL-based teaching materials, which can be used individually and
enable students to communicate with teachers and other students. As a result, android-assisted teaching materials
will assist students in increasing their knowledge.
2. Prototyping Phase
With the help of Android, the preliminary research's findings were used to create lesson plans and teaching
materials based on problem-based learning for SMP/MTs class VIII, semester II's mathematics curriculum. Learning
Implementation Plan (RPP) based on problem-based learning is a learning tool specially designed for SMP/MTs
class VIII students. The following components demonstrate the PBL-based RPP's characteristics: Core
Competencies, Basic Competencies, Competency Achievement Indicators, Learning Objectives, Teaching
Materials, Approaches, and Learning Methods, as well as tools, media, and learning resources, are all part of the
RPP identity.
Android-assisted PBL-based teaching materials are designed based on basic competencies and mathematical
learning needs at SMP 2 Bonjol to achieve learning objectives optimally. Android-assisted teaching materials are
equipped with covers, main menus, main menus for statistical materials, and so on. The following is the initial
design of Android-assisted teaching materials: cover, main menu, a menu on statistical material, material, and
evaluation.
The results of designing PBL-based teaching materials in the early stages are called prototype 1. To obtain a
valid device, the validation stage is then carried out. Self-evaluation and expert evaluation are the two steps taken to
validate. The outcomes of the validation of the designed teaching materials are outlined in the following paragraphs.

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 Before being presented to experts, the Android-assisted PBL-based teaching material design outcomes are self-
evaluated. Evaluation is carried out to re-examine typing errors, use of punctuation in sentences, clarity of images
used, suitability of material, suitability of images to problems, sequence of activities, suitability of problems listed in
teaching materials, and questions in the exercise.
Experts (validators) designed and validated PBL-based teaching materials that support problem-based learning.
A validator is a person who is skilled in the creation of lesson plans and teaching materials for mathematics and can
offer suggestions for enhancing those materials. The suggestions from the validator will be used as material to revise
the teaching materials that have been designed. This stage is to produce valid or very valid teaching materials.
This study had five validators: three lecturers who were experts in mathematics education, one lecturer who was
an expert in educational technology, and one lecturer who was an expert in linguistics. The teaching material
validation sheet, the graphics, and the language are the three components of the assessment instrument that serve as
its foundation. The validity test starts from the test of the validity of the mathematical material, then the test of the
validity of the graphics, and the test of the validity of the language. The following outcomes yielded the validation
of teaching materials and lesson plans based on problem-based learning with Android assistance.
The results of RPP Validation based on problem-based learning with the assistance of Android are shown in
Table 21 below. Three mathematicians carried out RPP Validation:

TABLE 1. Results of Validation of RPP problem based learning with Android assistance by Expert Review
N Rated aspect Validity Categ
o Index ory
1 Presentation 3.5 Valid
2 assessment aspect 3.5 Valid
3 Language 3 Valid
Average 3.33 Valid

Based on table 1, the validation results indicate that the lesson plan for problem-based learning with android

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assistance is 3.33 with a valid category.
The RPP validation activities are carried out in conjunction with the validation activity of Android-aided
interactive problem-based learning media. Five experts verified the validity of interactive learning media. Table 2
displays the outcomes of validating Android-assisted interactive problem-based learning media.

TABLE 2. Results of the Validation of Problem-Based Learning Teaching Materials assisted by Android by
Expert Review
N Rated aspect Validity Category
o Index
1 Test the validity of 3.42 Very
math material valid
2 Test the validity of 3.75 Very
the language valid
material
3 Test the validity of 3.2 Valid
the graphic material
Average validity 3.46 Very
index valid

Based on the validation results in Table 2, the very valid category for android-assisted teaching materials has an
average validity index of 3.46.
On prototype 1, the validator declared the teaching materials' results valid or very valid; prototype 2 was the next
stage. In addition, the instructional materials were evaluated by three class VIII students of varying abilities, one
with high ability, one with moderate ability, and one with low ability. The results show that Android-assisted PBL-
based teaching materials are easy to understand, although there are slight improvements. Through interviews, it was
also found that students could understand the presentation of Android-assisted PBL-based teaching materials, both
instructions in the media, pictures, and the context of problems related to everyday life can be said to be practical.

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 After the one-on-one evaluation stage, a small group evaluation will be conducted, based on suggestions and
criticisms. Six eighth-grade students of varying abilities, including two students of high ability, two of medium
ability, and two of low ability, were used to evaluate the instructional materials. Each of the six students was
different at the one-on-one evaluation stage. The students will be divided into two groups, with three students from
different abilities in each group. Students who attended five meetings to complete the small group evaluation of
PBL-based teaching materials. Student’s ability to solve mathematical problems tends to improve.
After completing the worksheet exercises, students are interviewed and asked to fill out practicality sheets
(student responses) and teacher responses to evaluate the practicality of PBL-based teaching materials. The
following is the result of filling out the practicality sheet for teaching materials (teachers' responses).

TABLE 3. Teacher Response Scores and Categories

No Rated aspect Score Category
1 Attractiveness 91.67 very practical
2 Usage Process 82.82 very practical
3 Ease of Use 82.82 very practical
4 Time 75 Practical
5 Equivalence 91.67 very practical
Average 85% very practical

According to the responses of educators who completed the practicality sheet for teaching materials, the revised
teaching materials received an average score of 85%. The criteria for "very practical" include this score.The
mathematics teacher at SMP 2 Bonjol says that the teaching materials can be used well and are easy to use. The
following results from filling out the practicality sheet of teaching materials (student responses).

TABLE 4. Scores and Practicality Categories of Student Responses in Small Groups

N Rated Score Category

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o aspek
1 Presentati 90 Very applicable
on
2 Ease of 89,28 Very applicable
Use
3 Legibility 100 Very applicable
4 Time 75 Practical
Average 88,57 Very practical
%

Students' responses to the practicality sheet of teaching materials show that the revised materials received an average
score of 88.57 percent. The very practical criteria include this score.
The effectiveness test on the small group was done to see how the student’s ability to solve mathematical
problems had improved. A test is a tool for determining one's level of proficiency in statistical concepts and related
mathematical problem-solving abilities. The table below displays the small group's results from the mathematical
problem-solving ability test:

TABLE 5. Result of Mathematical Problem Solving Ability Test on Small Group Evaluation
student category Stndrd Results Information
High Ability -1 78 85 Finished
High Ability -2 78 86 Finished
MA -1 78 81 Finished
MA -2 78 80 Finished
Low Ability -1 78 78 Finished
Low Ability -2 78 76 Not Finished
Persentase 81
%

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 Table 5 shows that of the six people who took the test in the small group, one person did not complete it. The
percentage of complete learning in the small group obtained in the table above is 81%. It was determined that PBL-
based learning materials were effective and helped students improve their ability to solve mathematical problems.
Based on the small group's findings, the revised IV prototype will continue to be evaluated in the field test. 29
individuals from class VIII.4 participated in the Field Test. This trial was conducted based on the validation results
by experts, one-on-one evaluation, and small group evaluation to determine the practicality and efficacy of android-
assisted problem-based learning teaching materials. In the Field Test, teaching materials based on problem-based
learning are used to implement learning with the assistance of Android.
Students were asked to fill out a student response questionnaire after six meetings in which they participated in
the lesson. In this questionnaire, they were asked about the ease of use, efficiency, and understanding of the
developed teaching materials and the attractiveness and benefits of android-assisted teaching materials. The
practicality of student responses to the field test yielded the following outcomes.
TABLE 6. Results of Questionnaire Practicality of Student Responses on Android-Assisted Problem Based
Learning Teaching Materials (Field Test)
N Rated aspek Scor Category
o e
1 Presentation 95 Very practical
2 Ease of Use 92,8 Very practical
5
3 Legibility 100 Very practical
4 Time 75 Practical
Average 90,7 Very practical
1%

According to Table 6, the practicality percentage is 90.71 percent, and the average score is 90.71 percent. This
indicates that teaching materials for problem-based learning that are assisted by Android fall into the very practical

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category.
Examining the extent to which these teaching materials can assist in achieving the objectives of learning
mathematics reveals the effectiveness of using Android-assisted problem-based learning teaching materials.
Students' abilities, particularly their ability to solve mathematical problems, are examined in this assessment. Table
7 shows the percentage of students who complete problem-solving skills.

TABLE 7. Student Test Results and Effectiveness Criteria

Quality score Students Criteria Completeness
80 ≤ 𝑥̅ < 100 15 Very Finished
good
65 ≤ 𝑥̅ < 80 9 good Finished
55 ≤ 𝑥̅ < 65 5 enough Not finished
40 ≤ 𝑥̅ < 55 - not Not finished
enough
𝑥̅ < 40 - very not Not finished
enough

Table 7 shows that the students who completed were 24 out of 29 students. This shows that there are as many as
82.75% of students who have completed and 17.24% of students who have not completed. It is known from this
final test that over 65% of students fall into the good or very good category. Problem-based learning-assisted
mathematics teaching materials have therefore been successful.

CONCLUSION
The study's process and findings led to the conclusion that teaching materials based on problem-based learning
and supported by Android to improve mathematical problem-solving skills met the valid content and construction
criteria. The developed instructional materials adhere to the subject syllabus and curriculum content has satisfied the
practical requirements in terms of ease of use, implementation, and time needed. This is evident from empirical data,

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specifically student and teacher responses to the practicality questionnaire. It has been effective, as evidenced by
empirical data, specifically from the final test administered to 29 students in class VIII and assessed their problem-
solving abilities. Of these, 24 passed (82.75 percent), while five did not (17.24 percent).

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