Validity of “Number Game” as Instructional Edutainment Media

based-Android to Improve Conceptual Understanding and Interest

Rhomiy Handican

, Laswadi

, Noperta

,Ambiyar

and Ishak Aziz

Student of Doctoral Program in Education Science, Universitas Negeri Padang, Prof. Dr. Hamka Street, Padang, Indonesia

Department of Mathematics Education, Institut Agama Islam Negeri Kerinci, Pelita IV Street, Sungai Penuh, Indonesia

Department of Mechanical Engineering, Universitas Negeri Padang, Prof. Dr. Hamka Street, Padang, Indonesia

Department of Sport Science, Universitas Negeri Padang, Prof. Dr. Hamka Street, Padang, Indonesia

Keywords: Validity, Edutainment, Instructional Media, Mathematics, Conceptual Understanding.

Abstract: Number Game is an instructional media-based learning mathematics on material numbers app for Android.

The purpose of this research is to (a) illustrate the display of "Number Game" that will be used in Junior High

School, and (b) describe the validity of Number Game. Number Game is a learning medium developed in

collaboration with innovative learning models and current technological advancements to assist students in

understanding mathematical concepts and pique their interest in learning. This study is part of a development

research project that uses the ADDIE model, which stands for (1) Analysis, (2) Design, (3) Development, (4)

Implementation, and (5) Evaluation. The instrument made use of a media quality validation sheet as well as

the material from Number Game. Number Game has been approved by two experts. A material and media

evaluation is used to validate the product. Number Game on material aspects received an average rating of

4.17 out of 5, indicating that it is in the Good or valid category. The evaluation of media aspects yielded an

average score of 4.49, indicating that Number Game is excellent or very valid. Number Game was determined

to be suitable for use as instructional media in junior high school.

1 INTRODUCTION

As technology advances, ethical concerns such as

equal access to resources become more pressing.

Technologists in education(Mayes et al., 2015). The

use of media should be the part that should receive the

attention of the teacher/facilitator in every learning

activity (Sukardi et al., 2017). The utilization of

technology, especially in the field of education, is

increasingly being used in this digital era, but if you

look at the applicative use of mobile-Android-based

learning media, it has not been widely used in

everyday life in the classroom.(Bahar & Soegiarto,

2020). The role of learning media is not only as a

support or complement in the learning process, but

can also be a source of learning information for

students in learning, which affects learning outcomes

https://orcid.org/0000-0002-7069-1412

https://orcid.org/0000-0002-6759-630X

https://orcid.org/0000-0001-7390-1967

https://orcid.org/0000-0003-3269-2403

https://orcid.org/0000-0003-4066-4509

or achievement.(Saputro et al., 2020). This new

paradigm of using technology is more than just

machines and their interconnected software, but it can

embody a constructive way of thinking that guides

one's approach to learning about the world.

Computers require ways of thinking that are primarily

technical in today's educational environment. The

more new technology molds the classroom into its

own image, the more technical logic takes the place

of critical, political, and ethical understanding (Okan,

2003), included in the process of learning

mathematics.

Playing video games in learning mathematics and

innovating learning technologies for learning

mathematics have great potential to enhance student

learning and motivation while demonstrating how

different modes of user engagement can influence the

272

Handican, R., Laswadi, ., Noperta, ., Ambiyar, . and Aziz, I.

Validity of "Number Game" as Instructional Edutainment Media Based-Android to Improve Conceptual Understanding and Interest.

DOI: 10.5220/0012199600003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 272-279

ISBN: 978-989-758-669-9; ISSN: 2975-9676

instructional design of games.(Plass et al., 2013) and

can help student in phase of abstracting and

concretising in math (Heugl, 2004) .

One of the instructional media that can be

developed in mathematics learning is video games

(McLaren et al., 2017)(Saprudin et al., 2019). The use

of video games among students has great potential.

Nearly 60% of the world's population uses the

internet and 80% of internet users in the productive

age range say they actively play video games (Lete et

al., 2022)(ESA, 2017). Integrating technology in the

classroom is supported by the findings of Ardani,

Salsabila, Handican, &Setyaningrum, where it was

found that 65% of 134 teachers said that they did not

use technology-based learning media in class and

72.65% of 223 students stated that the teacher taught

Mathematics only relies on textbooks so that learning

seems monotonous and conventional(Setyaningrum,

2016). Seeing this data, the need for learning media

in the form of video games to be used in edutainment

is very important (Rusliah et al., 2021).

According to Aksakalthat edutaiment as a

technology-based learning media can facilitate

learning and teaching(Aksakal, 2015)and

edutainment is a program that makes student-centered

activities(Anikina & Yakimenko, 2015) and the

empirical research presented in this paper

demonstrates that a mathematics educational game

can provide superior learning opportunities while also

being more engaging (McLaren et al., 2017).

Therefore, it is important to see how the quality of the

learning media in the form of games is and accurately

measuring media use in children and adolescents is

therefore of great importance (Scherer et al., 2015),

because the advancement of ICT in education has a

positive impact and produces noticeable results(Yeni

et al., 2019).

Concepts understanding is an important aspect to

improve because it is the main goal and function in

mathematics (Heugl, 2004). Several findings reveal

the importance of students' mathematical

understanding abilities. Novita Saristated that the

ability to understand concepts in mathematics is

important because mathematics studies concepts that

are connected and mutually sustainable (Novitasari,

2016) and also stated that understanding

mathematical concepts is an important basis for

thinking in solving mathematical problems and

everyday problems (Mawaddah & Maryanti, 2016).

Some empirical findings show that the use of

instructional media can improve understanding of

mathematical concepts (Novitasari, 2016), (Bahar &

Soegiarto, 2020), (Gusmania & Wulandari, 2018),

(Ariyanto et al., 2019), (Lestari et al., 2019), (Futri

Basya et al., 2019). To realize this goal in the Number

Game video game, this research will discuss the

validation of this instructional media in terms of the

material carried and the overall quality of the media.

2 METHOD

This research is part of research development or

Research and Development (R&D) where the

purpose of this research is to assess the validity of the

Android-based Number Game edutainment media

which was developed to facilitate students' ability to

understand concepts and interest in learning

mathematics. The development mode used is the

ADDIE (Analysis, Design, Development,

Implementation, and Evaluation) model (Sweller,

2021) . Evaluation of the validity of Number Game

instructional edutainment media was carried out in

the third stage, namely “development”. The

instrument used in the validation is a validation

instrument in the form of a validation questionnaire

sheet, both material validation and media quality

validation based on indicators compiled by

researchers.

The validation sheet uses a Likert scale (1 to 5)

in its assessment which then analyzes the results by

converting to the table of instructional validity criteria

for edutainment media as shown in the following

table.

Table 1: Classification of Validity Assessment.

Score Interval Criteria

Very Good

Good

Passable

Deficient

Not Good

Contentquality, alignmentoflearning objectives,

feedbackandadaptation, motivation, presentation

design, interactionusability, accessibility, reusability,

and standardscompliance are all assessed as part of

the instructional media quality assessment.(Leacock

& Nesbit, 2007). As for the assessment of the material

using 2 indicators, namely the quality of the content

and objectives as well as the quality of the

instructional (Handican & Setyaningrum, 2021).

Validity of "Number Game" as Instructional Edutainment Media Based-Android to Improve Conceptual Understanding and Interest

273

3 FINDING AND DISCUSSION

3.1 Display of Number Game

Number Game is a learning media that can be run on

Android-based mobile phones, so it is included in

mobile learning. Number Game, using scientific

methods, can teach students to be active anywhere

and at any time. This is in accordance with the

opinion about the characteristics of good mobile

learning where mobile learning devices are devices

that make it easy for users to access, updated,

interactive, contextually appropriate, flexible to use

in learning, can be used anywhere and anytime, and

ensure more students are involved because mobile

learning is based on modern technology that students

use every day(Qamariah et al., 2017).

Number Game has a 15.4 Mega Bite in size (MB).

Except for the sections containing students'

homework and uploading the results of student

discussions, this application is designed to be used

offline. Number Game is made with Construct2

software and built with the help of Android Studio as

software to create apk. In addition, the Photoshop

application is also used to design the appearance and

attributes in this learning media, including such as

background, character creation (players, enemies, and

icons), button initiation, menu display, and so on. the

results of making the Number Game display can be

seen in Figure 1 which illustrates the Number Game

display on a smartphone or mobile phone.

Figure 1: Number_Game in Mobile Learning (Smartphone).

The learning materials chosen for this application

are Number for Junior High School. Number Game is

intended to help students understand the concept of

number material, which includes several topics such

as integers, fractions, and number material.

Furthermore, this media is designed to increase

interest in learning mathematics based on data on

student needs derived from the first phase of analysis.

Multimedia learning can increase learning motivation

by using good composition in terms of color, sound,

graphics, game music, character animation, and

proper video explanation(Setyaningrum&Waryanto,

2018), the display of the initial menu (loading) and

the main menu can be seen in Figures 2 and 3

Figure 2: Number-Game’s Loading Bar.

Figure 3: Main Menu of Number_Game.

After the page has finished loading, the main menu

for users will appear, with options such as about the

developer, learning activities at home, KD

formulation, how to use, information, and so on. If

you don't want to open this menu, you can close

it.Figure 3 depicts the Number Game instruction

menu. There are several menus that can be accessed

on the main menu including; 1) about the developer,

2) study at home 3) KD (Basic Competency), and 4)

scientific approach, and 5) including: sound button,

navigation, setting, bibliograpy, and exit button.

The learning process can begin after students

selecting the let's play menu in the main menu which

will then be directed to choose the game levels, each

level must be completed systematically and

sequentially and adapted to the learning material. The

initial material that can be selected by the user is

"knowing integers". The display can be seen in Figure

4 and Figure 5.

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Figure 4: Menu for Selecting Learning Materials.

Figure 5: Choose a Discussion Topic.

The type of game used in this edutainment

instructional media is the type of platform where it is

in accordance with the results of the analysis of

student needs regarding the type of game they like.

The learning process as Figure 6 shows begins by

providing a learning flow, apperception material, and

then learning with a scientific approach, namely:

observing, asking questions, reasoning, associating,

and building networks.

Figure 6: Playing Page of Number_Game.

Figure 7: Scientific Approach on Number_Game.

Activities to develop the ability to understand

concepts are carried out by developing learning

according to a scientific approach, in Figure 9

students are directed to observe a problem about

numbers which are then directed to ask questions

(Figure 9), then solve the problem in Figure 10.

Figure 8: Presentation of Number Problem Material.

Number Game is designed so that users

understand the material being taught before heading

to the real mission. Each level has a mission to answer

questions in order to advance to the next level. The

mission is presented in the form of questions as in

Figure 10 & 11.

Figure 9: Presentation of Number Problem Material.

Validity of "Number Game" as Instructional Edutainment Media Based-Android to Improve Conceptual Understanding and Interest

275

Figure 10: Increasing Understanding of Concepts Through

a Mission.

The material on Number Game can only be

continued when the learning process can be

completed by answering questions correctly. In

addition to test questions for each level, test questions

are also given for independent learning reflection on

the home study menu as shown in Figure 10.

Figure 11: Display of Missions and Tasks on

Number_Game.

Learning to understand students' mathematical

concepts is also carried out at each level by providing

a choice of examples and non-examples in the

material presented which will train students' problem

solving skills (Mawaddah & Maryanti, 2016),

(Ariyanto et al., 2019; Gusmania & Wulandari, 2018;

Lestari et al., 2019).

3.2 The Results of the Number Game

Validation

The validation of Number Game consists of two parts:

materials and media. Table 2 shows the validation

results for the materials aspect.

Table 2: The Results of Number_Game Media Quality

Aspect Validation.

Aspect

Expert

Average

Conten

Qualit

4.16 3.83 4

Learning Goal

Ali

nmen

4 4.25 4.12

Feedback and

adaptation

5 4.5 4.75

Motivation 4.5 5 4.75

Presentationdesi

n 4.56 4.68 4.62

Interaction usabilit

4.5 4.75 4.62

Accessibilit

. 4.6 4.6 4.6

Reusabilit

. 4 4 4

Standardscompliance 5 5 5

Avera

e 4.49

Table 2 shows the validation score of the Number

Game media quality aspect based on the LORI

indicator. LORI indicators are used as indicators in

assessing the quality of media used in learning that

has met the validity and reliability aspects of the

instrument. It means that the Intructional Media

Edutainment, Number Game shows media quality

according LORI Indicators (Leacock & Nesbit, 2007).

Based on table 2 it can also be seen that 1) the quality

of the content in Number_game meets the criteria of

Good (4/5), 2) Learning goal alignment has the

criteria of Good (4.12/5), 3) Feedback and adaptation

has the criteria of Very Good (4.75/5) , 4) Motivation

meets the criteria of Very Good (4.75/5), 5)

Presentation design has the criteria of Very Good

(4.62/5), 6) Interaction usability has the criteria of

Very Good (4.62/5), 7) Accessibility is Very Good

(4.6/ 5), 8) Reusability is Good (4/5), and 9)

Standards compliance meets the Very Good criteria

(5/5).

As we can see from the results of the validation of

the learning media experts above, the total average

score is 4.49. So, the results of the assessment are

included in the category, then the edutainment game

Number_Game is included in the category "Very

Good Validity".

Assessment of the material used in the media was

carried out by 2 experts by analyzing the media based

on the aspects determined and given in the form of a

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material validation questionnaire. The following are

the results of the material assessment by material

experts in Table 3.

Table 3: The Results Number_Game Materials Aspect

Validation.

Aspect Expert 1 Expert 2 Average

Content Quality

and Purpose

4.18 4.37 4.28

Instructional

Qualit

4 4.14 4.07

Overall Avera

e 4.17

Criteria Goo

Based on Table 5, the results of the validation of

learning material experts for the feasibility of learning

materials in the edutainment game Number-Game

obtained a total score of 4.17. so, the results of the

assessment are included in the "valid" category in

terms of the material used. The validity of product

development shows that instructional media are

developed on the basis of theories that are used as

guidelines in formulating and compiling learning

media. In this case the guideline used to see the

validity of the media is the LORI (Learning Object

Review Instrument) indicator (Leacock & Nesbit,

2007).

The main objective of LORI is to balance the

validity of the assessment with the efficiency of the

product evaluation process. Based on the data

obtained from the media and material validation

questionnaire, it can be concluded that the product

developed is valid and feasible to use because it is in

accordance with the indicators evaluating the validity

of a media. This is in accordance with the research

results of Ariyanto, et.al (Ariyanto et al., 2019),

Lestari, et.al (Lestari et al., 2019), Futri, et.al (Futri

Basya et al., 2019) where instructional media such as

mobile games can be considered valid if the expert

conducts an assessment with a valid category and it

corresponds to the opinion expressed by Charksy

where a product is said to be valid if the product

developed is based on strong theoretical rationale and

there is internal consistency between the components

of the product being developed (Charsky, 2010). This

matter according to the opinion of Djamas et al.

(Djamas et al., 2018) and Nieveen(Nieveen, 1999)

who say if material experts and media experts assess

the product in minimal good category, then the

product has validity quality.

Number Game has the potential to be used as a

learning media in junior high schools, especially in

Sungai Penuh City, Jambi. According to preliminary

research results from distributing questionnaires in

several schools, 92.31% of students have

smartphones, with 84.38% of these smartphones

being Android. This large percentage makes the

optimization of the use of this media very large. The

data was taken from the high school category. 81.10%

of students in the middle school category own

smartphones, with Android accounting for 88.81% of

all smartphones. According to data from low-income

schools, 50.69% of students own smartphones, with

92.35% using Android. This means that Number

Game can be used in junior high schools in Sungai

Penuh City. This application is expected to actively

involve students in learning mathematical concepts,

thus allowing all students' abilities to be

maximized(Qamariah et al., 2017). This is in

accordance with the belief that good learning is

learning that gives students freedom and choice in

constructing their knowledge and can involve the role

of students collaboratively in learning groups, able to

solve problems individually that produce a project in

meeting individual needs (Mehdipour&Zerehkafi,

2013).

4 CONCLUSIONS

Number Game is an android-based instructional

edutainment media in learning Mathematics. Number

Game is used in this study to aid in the understanding

of mathematical concepts and interests. The

validation of material and media aspects yielded very

good and good results. It is concluded that Number

Game is a "valid" instructional edutainment media

that can be used in junior high schools.

ACKNOWLEDGEMENTS

The author would like to thank the Universitas Negeri

Padang postgraduate program, co-authors, and all

respondents who have assisted in the research

conducted until the publication of this article. The

authors also thank Ministry of Religion of the

Republic of Indonesia for their assistance in the

Litapdimas 2022 program.

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