Media e-Comic Mathematics Based on Contextual Teaching and

Learning in the Perspective of Educational Philosophy

Christina Khaidir

, Nola Nari

, Jamaris Jamna

and Sufyarma Marsidin

Universitas Negeri Padang, Sumatera Barat, Indonesia

Keywords: Media, CTL, Educational Philosophy.

Abstract: This research is motivated by learning media, a series of learning processes involving educators and students,

and learning resources. Learning resources can be in the form of learning media that are more modern and

follow students' characteristics to support learning and build a new atmosphere in student learning activities,

such as developing media that uses the internet and digital technology as a means of operation. Thus, this

underlies the researcher to study Contextual Teaching and Learning (CTL)-based mathematical e-comic

media from the perspective of educational philosophy. Educational philosophy has a significant role in

shaping the characteristics of mathematics learning media. In the philosophy of education, several aspects and

dimensions form the basis for making mathematics learning media, namely aspects of ideas and facts, as well

as abstract and concrete dimensions both theoretically and practically. Ontological, epistemological, and

axiological educational philosophy approaches in developing mathematics learning media can form practical

values that lead to abilities or learning outcomes. The type of research used is library research. Moreover,

axiology in the development of mathematics learning media can form practical values that lead to abilities or

learning outcomes. The type of research used is library research. Furthermore, axiology in the development

of mathematics learning media can form practical values that lead to abilities or learning outcomes. The type

of research used is library research.

1 INTRODUCTION

Education is a science. Science is the knowledge that

is systematically arranged based on scientific

principles. So, the science of education is a science

that discusses the general problems of education as a

whole and in the abstract. There are characteristics of

knowledge that are said to be science, including The

first feature, namely that science has its object of

study, which can be divided into two kinds, namely

material objects (for example, humans) and formal

objects (for example science that discusses human

behavior).

The second feature is that science has specific

methods/procedures that can be used to study science

itself. And the third feature is that science material

must be presented systematically, meaning that the

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knowledge is arranged coherently so that it is easy to

learn (for example, background to the problem).

Regarding the grouping of knowledge, Sutari

Imam Barnadib and Piet A. Sahertian argued that

according to the system, knowledge (knowledge) is

divided into two groups, namely: Education as pure

science, which can be said to be independent of

experience and stand-alone like mathematics; and

Education as an applied science, which cannot leave

experience for either its existence or its development

(Imam Barnadib, 1994).

Applied science is applying knowledge from one

or more fields: mathematics, physics or

environmental science, chemistry, or biological

sciences for solving practical problems that directly

affect our daily lives. Philosophy is said to be a

science because philosophy contains four scientific

statements: how, why, where, and what.

310

Khaidir, C., Nari, N., Jamna, J. and Marsidin, S.

Media e-Comic Mathematics Based on Contextual Teaching and Learning in the Perspective of Educational Philosophy.

DOI: 10.5220/0012200200003738

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 310-313

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

The answers obtained are descriptive in asking

nature what can be captured or seen by the senses

(Ginting & Situmorang, 2008). The question of why

contains an object's cause (origin), with the answers,

obtained being of quality. Where questions ask about

what happened in the past, whether about a thing's

nature or absolute value, the answer obtained is

knowing things that are very general, universal, and

abstract.

In the world of education, related to learning and

learning philosophy of science is a series of

approaches to ways of thinking that guide the

direction of the development of the world of

education. A series of learning processes involve

educators, students, and learning resources, both

those the school has provided and those that educators

deliberately make. Learning resources in the form of

learning media are made by educators to support

learning and build a new atmosphere in student

learning activities. One of the learning media that can

be developed is e-comic.

Amelia Putri (2022) states that e-comics and

comics are generally almost the same. The difference

is in terms of usage. Comics are printed to look like

books, while e-comics are electronic comics that use

digital technology such as cell phones and computers.

The development of learning media certainly

requires a learning model that will shape the media's

characteristics following the expected practical goals.

The learning model in educational philosophy is a

significant factor in directing the orientation of

making learning media, such as in learning

mathematics which tends to use media to help

illustrate abstract concepts so that they are easily

understood.

2 METHOD

The method used in writing this article is the library

research method. A literature study is a technique that

is carried out by conducting studies by collecting

references from books, articles, magazines,

newspapers, and online media.

The references that have been collected are then

sorted according to the topics to be discussed. In the

literature study, a synthesis is also carried out, namely

re-describing in their language the opinions or

theories of experts contained in reference sources.

The preparation of this article uses references

obtained through online media, such as website

pages, blogs, articles, modules, and electronic books.

3 RESULTS AND DISCUSSION

3.1 Definition of Philosophy and

Mathematics

Several figures expressed different opinions about the

meaning of philosophy, and these figures were: (1)

Plato, who stated that philosophy is the science of

obtaining pure truth; (2) Aristotle stated that

philosophy is a science of studying reality.

Furthermore, (3) Rene Descartes stated that

philosophy is a set with a base of investigation about

God, nature, and humans. From the definition stated

above, it can be concluded that philosophy is a

science that seeks the truth value of the essence of a

problem.

The word mathematics comes from the Latin

word mathematic, initially taken from the Greek word

mathematics, which means study (Rahma, 2013).

This word originates from mathematics, which means

knowledge or science (knowledge, science).

Mathematics is also related to words almost the same,

namely machine or mathenein, which means learning

(thinking). So, based on the word's origin,

mathematics means knowledge obtained by thinking

(reasoning). Mathematics is a primary science

benchmark for developing and progressing science,

technology, and philosophy (Ulfa, 2019).

Philosophy and mathematics do not doubt that

from the past until now, these two fields of

knowledge are very closely related. Philosophy of

mathematics is a branch of philosophy that examines

mathematics's philosophical assumptions,

foundations, and effects. The philosophy of

mathematics aims to provide a record of the nature

and methodology of mathematics and to understand

the place of mathematics in human life. The field of

knowledge called the philosophy of mathematics

results from philosophical thought whose goal is

mathematics.

Slamet (2008) explains the details of the field of

philosophy of mathematics that can be put forward

and are expected to be more systematic, including

several sections, namely: (1) Mathematical

epistemology, namely the theory of knowledge

whose study target is mathematical knowledge; (2)

Mathematical ontology, recently ontology is seen as

a theory of what exists; (c) Mathematical axiology,

consisting of ethics which discusses aspects of truth,

responsibility and the role of mathematics in life, and

aesthetics which discusses the beauty of mathematics

and its implications for life which can affect other

aspects, especially art, and culture in life.

Media e-Comic Mathematics Based on Contextual Teaching and Learning in the Perspective of Educational Philosophy

311

3.2 Relationship Between Mathematics

and Philosophy of Education

Mathematics and philosophy are two terms that

cannot be separated. Philosophy and mathematics

have a close relationship. Wahyudi (2011) argues that

the relationship between mathematics and philosophy

is the earliest intellectual attempt to understand the

world around us, and both were born in Ancient

Greece and underwent necessary transformations

there. Mathematics is a crucial case study for

philosophers. The contemporary philosophical

agenda has very clear formulations focused on

mathematics, which include epistemology and

Ontology.

3.3 CTL-Based Mathematical e-Comic

Media Development Foundation

Learning mathematics learning media is used to help

smooth communication and interaction between

teachers and students so that learning activities and

achievements in mathematics are more optimal.

Mathematics learning media can be created using

written, audio, visual, or combination.

Philosophy of science and education has a

significant role in shaping the characteristics of

mathematics learning media (Komariah, 2019). The

development of mathematics learning media requires

a philosophy of science and education approach

consisting of ontological, epistemological, and

axiological approaches. Ontologically, the

development of mathematics learning media is based

on reality following the conditions or circumstances

that occur in the classroom. In contrast to the

ontological approach, the development of

mathematics learning media which is carried out

epistemologically, emphasizes the scientific method,

which consists of (1) the existence of a systematic,

logical, and consistent framework of thinking; (2)

requires a hypothesis based on a framework; (3)

requires verification of the hypothesis made. From an

axiological point of view,

Based on ontological, epistemological, and

axiological approaches, mathematics learning media

has practical goals for learning mathematics.

One of the media that educators can develop is e-

comic media. In general, e-comics and comics are

almost the same, and usage is different. Comics are

printed to look like books, while e-comics are

electronic comics that use digital technology such as

cell phones and computers.

Comics have advantages and disadvantages when

applied as a medium of learning (Sutrisno, 2018). The

following are the advantages of comic media,

including (1)comic media can increase students'

motivation and interest in learning; (2) create fun

learning; (3) students will never forget the

experiences they experience and make a memorable

impression on them; (4) the material explained in

comics is more interesting because it contains story

pictures and illustrations that make it easier for

students to understand the subject matter. Meanwhile,

the disadvantages of comic media are (1) not all

students can learn in a visual style; (2) most students

tend only to want to see and are curious about the

attractiveness of the picture.

According to MS Gumelar, quoted by Nuriza S

(2018: 33), there are several design elements in

comics which include: (1) Space is space in comics

such as paper, space on the canvas, space in digital

media such as computers or laptops; (2) Image is an

image, photo, illustration, logo, symbol, and icon that

forms a comic; (3) Text is a symbol of sound in the

comic; (4) Color is the color in comics (S., 2018).

According to Annisa Aura (2021), the

completeness of comic elements consists of three

parts, including (1) the front, which consists of a

cover accompanied by a comic title and credits or a

description of the comic's author; (2) the content

section, consisting of panels, reading or word

balloons, narration, gutter or separation between

panels, and sound effects; (3) the end, contains a

summary of the story or conclusion.

The e-comic media used should use a learning

model that allows students to know theoretical

knowledge and more on contextual knowledge so that

students can more easily construct their own

knowledge, such as the contextual teaching and

learning (CTL) learning model. According to

Nurdyansyah (2016), CTL is a learning concept that

helps students relate the material being taught to real-

world situations of students and makes connections

between the knowledge they have and its application

in everyday life, such as in the family, school, and

community environment.

The Directorate General of Elementary and Basic

Education in Kokom Komalasai (2013) explains the

seven components of CTL, namely: (1)

constructivism, which builds knowledge that is

owned and then expanded; (2) inquiry, namely the

knowledge and skills of students obtained from the

results of self-discovery; (3) asking questions,

namely obtaining the knowledge that students have

starting from asking questions; (4) learning

community, namely learning outcomes obtained from

the cooperation between one student and another

student; (5) modeling, namely presenting examples of

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

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situations in learning; (6) reflection, namely thinking

backward about what has been learned before; (7) the

actual assessment, namely the assessment of the

results of the learning process.

Ontological, epistemological, and axiological

approaches to the philosophy of science and

education in developing e-comic mathematics

learning media, if summarized following their

practical purposes, can form practical values that lead

to abilities or learning outcomes. These practical

values can be in the form of (1) abstract concepts that

can be understood concretely; (2) complex object

messages can be shown to be similar to their original

conditions; (3) students can interact actively; (4)

students' perceptions become uniform; (5) students'

learning motivation increases; and (6) the consistency

of delivering information is more effective and

repeatable. These practical values will be achieved if

the selection of mathematics learning media is carried

out correctly, so it is necessary to consider the

conditions of students, learning objectives, and the

characteristics of the media used. It will be

outstanding in helping the learning process be

effective, efficient, and productive.

4 CONCLUSIONS

Education as a science is classified into 2: Education

as a pure science and Education as an applied science.

Philosophy of science is the basis for the development

of mathematics learning media, especially for

choosing media development according to the

ontological, epistemological, and axiological

approaches. This approach is oriented to the practical

goals of media development, which is oriented to the

practical values obtained after the mathematics

learning media is applied.

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