DEVELOPMENT OF SCRATCH-BASED MEDIA TO IMPROVE STUDENTS’ UNDERSTANDING OF COMPOSITE FUNCTIONS

Abstract

Students generally still exhibit misconceptions when learning about composite functions. It is strongly suspected that this is because teaching aids are still dominated by conventional, text-based media and procedural explanations, meaning that pupils tend to focus on manipulating formulas. Through the 4D R&D model, a Scratch-based resource on composite functions has been developed that is valid in terms of both construct and content. The study involved two expert validators and 30 Year 11 pupils at State Senior Secondary School 12 in Semarang as research subjects in a limited trial. The research results show that the resource achieved a validation score of 86 per cent for the media aspect and 85 per cent for the content. The readability test results indicate that the design aspect fell into the ‘very suitable’ category with a score of 83 per cent; however, the animation, content and presentation aspects were classified as ‘suitable’ with scores of 72 per cent, 76 per cent and 80 per cent, respectively. The resource was effective in improving students’ understanding, with an N-Gain score of 0,7. The Scratch-based learning resource developed was found to be suitable and can be used to support pupils’ understanding of the concept of composite functions. This resource can be utilised by mathematics teachers as an alternative learning resource for composite functions and can be further developed through experimental research to test its effectiveness, as well as research examining its impact on other mathematical abilities and its comparison with those not using the resource.