ICOPAMBS 2020 IOP Publishing

Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

The development of online interactive learning media by using

google classroom assisted by geogebra software on the
quadratic function material

L A Monalisa1*, Susanto1, A Fatahillah1, R M Prihandini1, S Hussen1 and E D R Fajri1

1
University of Jember, Jember, Indonesia

E-mail: [email protected]

Abstract. Technological developments are currently entering the industrial revolution 4.0 where
everything is digital based. Learning media are tools used by educators in carrying out learning
activities. One of the learning media that can be applied in learning mathematics is GeoGebra
software. However, the GeoGebra software does not interact between educators and students, so
we need a Google Classroom to improve interactive learning that can be combined with
GeoGebra Online. The process of developing interactive online learning media using Google
Classroom were assisted by GeoGebra software on quadratic function material used the
Thiagarajan development model which consisted of four stages, namely define, design,
development and dissemination. The results of learning media validation fulfilled the validity
criteria with a correlation coefficient based on the validation sheet of 0.92 which is included in
the valid category with a very high interpretation. Practical criteria with a percentage of the
average value of the user response questionnaire based on a user response questionnaire of
91.75% which is included in the practical category with a good percentage. The effectiveness
criteria with the percentage of learning outcomes based on the learning outcomes test was
82.61% which is included in the effective category with a very good percentage. The
development of instructional media tested at SMA Muhammadiyah 3 Jember has fulfilled three
criteria, namely valid, practical and effective.

1. Introduction
Mathematics is one of subjects studied at school for every level formal education [1]. Mathematics is a
basic science that play an important role in human life. In everyday life we would not be separated from
mathematics [2]. Especially in the development of science and technology. The development of science
and technology was growing rapidly in human life, including in education. At this time, technological
developments were entering the fourth industrial revolution known as the 4.0 industrial revolution [3].
The fourth industrial revolution began with the internet revolution in the 90s marked by the emergence
of the internet of things where everything was based digitally. In this fourth industrial revolution,
everything became unlimited with the use unlimited computing and data power. This was due to the
development of the internet and digital technology that was able to influence movement and connectivity
between humans and machines. Today's technology is not only used as limited to operating a computer,
but it is used as a tool in learning that is expected to be a solution in the learning problems experienced
by students and educators.

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

The renewal of teaching method by students is needed so that the learning process will be more
interesting and enjoyable, moreover in the 2013 curriculum educators were required to be able to utilize
technology in classroom learning activities. One way was to use learning media [4]. Learning media
aimed to use by educators in carrying out learning activities. The use of instructional media in the
process of learning mathematics in class could improve student learning outcomes and foster students'
interest and motivation in learning mathematics. There were several impacts of the use of instructional
media, namely learning more interesting, so that it could motivate students to learn, learning material
more clearly, so that students easily reached the learning objectives, educators could combine several
learning method and students were more active in learning activities [5]. One of the learning media that
could be applied in learning mathematics is GeoGebra software.
GeoGebra is a dynamic software that combine geometry, algebra and calculus. The GeoGebra
software was developed to study mathematics and was first taught at school by Markus Hohenwarter
from Florida Atlantic University. GeoGebra software was very useful for educators and students as a
learning medium that provide visual experiences to students in interacting with mathematical concepts
[6]. The GeoGebra software produced a GeoGebra applet in the form of a file with the extension ".ggb"
which could be accessed on computers that have GeoGebra software installed. After the file was
displayed in the geogebra.org account, this learning media could be accessed on all computers connected
by the internet. Besides computers, GeoGebra software could be accessed via smartphones. GeoGebra
software display consisted of algebraic display and geometric or graphic display that make it possible
to make a mathematical object. Mathematical objects could be constructed by entering values into the
input bar or using geometry tools from the tool bar and algebraic or numeric representations and graphics
would be displayed respectively in algebra view and graphic view [7].
The existence of GeoGebra software could help educators to convey abstract mathematical material
to be more easily understood because GeoGebra software could visualize it, besides GeoGebra software
was made to train students' creativity and critical power [8]. However, GeoGebra software accessed
online there was a lack of interactive learning because there was no interaction between educators and
students, so we need an e-learning web to be able to enhance interactive learning that could be combined
with GeoGebra Online [9]. There were several e-learning web that could be used, namely Teacher's
Room, Quipper, Our Class, Schoology, Edmodo, Gooogle Classroom, and others. Of the several e-
learning web available, Google Classroom learning media made it easy for students to interact with
online-based educators.
Google Classroom is one of the educational features provided by Google Apps For Education
(GAFE) which was released on August 12, 2014. Google Classroom was a free application that allows
the creation of classrooms in the real world. Google Classroom functions as a means of distributing
tasks, collecting assignments and assessing collected assignments [10]. Google Classroom could help
to monitor students to learn. Educators could monitor all student activities during learning through
Google Classroom. The interaction between educators and students could be recorded properly. There
were several advantages of the use of Google Classroom which has advantages in the fields of
communication, interaction, usability, ease of use and overall student satisfaction [11]. In addition,
Google Classroom was also easy to use, save time, clound-based, flexible and free. However, Google
Classroom has a weakness that was the absence of external services such as a collection of questions
automatically and a space of personal communication between educators and educators to get positive
feedback [12]. The display of the Google Classroom researcher account could be seen in Figure 1.

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

Figure 1. Display of researcher's google classroom account.

The quadratic function is a compulsory high school mathematics subject for class X which discusses
the characteristics of the quadratic function. A quadratic function is a polynomial function of degree 2
which can be written in the general form 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐. Here a, b and c represent real numbers
where 𝑎 ≠ 0. If 𝑎 > 0, then the quadratic function 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, where 𝑎, 𝑏, 𝑐 ∈ 𝑅 and 𝑎 ≠ 0
open up. Meanwhile, if 𝑎 < 0, then the quadratic function 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 with 𝑎, 𝑏, 𝑐 ∈ 𝑅 and
𝑎 ≠ 0 open down.
When a graph of the function 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 intersects the X axis, then, 𝑓(𝑥) = 0, 𝑓(𝑥) = 𝑦
so 𝑦 = 0 ⇔ 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0 ⇔ (𝑥 − 𝑥1 )(𝑥 − 𝑥2 ) = 0
𝑥1 and 𝑥2 are the roots of the quadratic equation. Meanwhile, another way to determine the roots of an
equation using a formula is as follows.
−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥12 =
2𝑎
thus, the coordinates of the intercept are (𝑥1 , 0) dan (𝑥2 , 0). When a graph of the function 𝑓(𝑥) = 𝑎𝑥 2 +
𝑏𝑥 + 𝑐 intersects the Y axis, then, 𝑥 = 0, 𝑓(𝑥) = 𝑦, so 𝑥 = 0 ⇔ 𝑎. 02 + 𝑏. 0 + 𝑐 = 𝑦 ⇔ 𝑐 = 𝑦. Thus,
the coordinates of the intersection are (0, c).
Based on the general form of the quadratic function 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐, with 𝑎, 𝑏, 𝑐 ∈ 𝑅 and 𝑎 ≠
0. If 𝑎 > 0, then extreme y = minimum y. If 𝑎 < 0, then extreme y = maximum y. The extreme point of
the parabola of a quadratic function can be determined using the following formula.
−𝑏 −𝐷
𝑃(𝑛, 𝑚) = 𝑃( , )
2𝑎 4𝑎
where 𝐷 = 𝑏 2 − 4𝑎𝑐. If 𝑎 > 0, then it has a minimum turning point. If 𝑎 < 0, then it has a maximum
turning point.
There are three conditions of discrimination (D) that play a role in the quadratic function, as follows.
If D > 0, then the graph 𝑦 = 𝑓(𝑥) intersects the X axis at two points. If D = 0, then the graph 𝑦 = 𝑓(𝑥)
intersects the X axis at one point. If D < 0, then the graph 𝑦 = 𝑓(𝑥) does not intersect the X axis.

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

Figure 2. Quadratic functions.

2. Research method
The type of research applied was development research (research and development) aimed to produce
learning media that will be tested for validity, practicality and effectiveness. The trial was carried out in
class X of Muhammadiyah 3 Jember High School with 28 students majoring in Mathematics and Natural
Sciences. The learning media development model in this study was the Thiagarajan model. The
Thiagarajan model consisted of four stages: the Define stage, the Design stage, the Development stage
and the Dissemination stage could be seen in Figure 3 [13].

Figure 3. Thiagarajan model diagram.

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

3. Results and discussion

Online interactive learning media developed in this study was Google Classroom assisted by GeoGebra
software on quadratic function material for SMA / MA grade X. The results of this study was through
the process of developing learning media using the Thiagarajan development model which consisted of
four stages, namely the define stage, the design stage, the development stage and dissemination stage.
The steps taken in this study were as follows.

3.1 Define Stage

At this stage, it sets the goal of making online interactive learning media using Google Classroom
assisted by GeoGebra software as a learning aid that can be used both guided and independently by
students or users on quadratic function material. To be able to determine learning objectives, five
activities are carried out, namely Preliminary Final Analysis, Student Analysis, Concept Analysis, Task
Analysis, and Learning Objectives Specifications.
In the preliminary final analysis found the basic problem, namely learning mathematics in the
classroom using power point learning media using an LCD projector. Learning by using power points
in practice is less efficient, students are less focused when educators explain the material because power
point displays the material briefly, so that the power point learning media has no appeal to students and
there is no direct interaction with the media.
In the student analysis, it was found that students of SMA Muhammadiyah 3 Jember had the potential
to use technology-based facilities. This is evidenced by the fact that most have a smartphone and can
access the internet properly. In concept analysis, activities are carried out to analyze the material that
will be displayed in learning media, namely the quadratic function which discusses the characteristics
of the quadratic function, draws the quadratic function by determining the intersection point, the axis of
symmetry, and the turning point.
In the task analysis, activities are carried out to analyze the assignments given to students based on
predetermined concepts so that students can achieve minimum competence. In the specification of the
learning objectives to be achieved, namely creating learning media that can facilitate the learning
process, facilitate interaction between students and educators and create active and fun learning, so that
it can help students understand the concepts more easily during learning.

3.2 Design Stage

At this stage was the process of designing instructional media that was compatible with the results of
the analysis at Muhammadiyah 3 Jember. In this activity was carried out to choose the right media in
presenting learning materials. Researchers chose the Google Classroom media collaborated with
GeoGebra online to be developed into a learning medium. Google Classroom was used as an online
interactive media between students and educators and the quadratic function material was in GeoGebra
online.
Researchers made GeoGebra applets that were done offline using GeoGebra software. In the
GeoGebra applet display, there were steps from the quadratic function in the form of a white "Check
Box" and the formulas and calculation results in graphics 1. There were four discussions in graphics 1,
which were quadratic, discriminant, intersection, and symmetry axis functions and turning point.
Meanwhile, in graphic 2 there was a graphic display of the calculation results. The appearance of the
GeoGebra applet in the quadratic function could be seen in Figure 4.

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

Figure 4. Geogebra applet display on quadratic function.

3.3 Development Stage

At this stage, the developed learning media produced a draft I that will be validated by experts or
validators in order to obtain input and suggestions as well as an assessment of the learning media
produced at the design stage. The validator consisted of two lecturers of the Mathematics Department
Study Program FKIP Jember University and one mathematics teacher from SMA Muhammadiyah 3
Jember. The validation results of the three validators showed that online interactive learning media using
Google Classroom assisted by GeoGebra software on quadratic function material was a learning media
with very good category. Based on the results of data analysis showed that the value of the correlation
coefficient of the development of learning media was 0.92 which was included in the category of
interpretation "Very High". The average value of the results of the learning media validation of each
indicator could be seen in Figure 5.

Average Value of Learning Media Validation

Results for Every Aspect

Format 3,8

Linguistic 3,5

Material and Questions 3,75

0 0,5 1 1,5 2 2,5 3 3,5 4

Average Value of Learning Media Validation Results for Every Aspect

Figure 5. Average value of learning media validation results for every aspect.

After being declared valid, the learning media was tested on the school where the research was held
on that was for students of Class X MIPA 2, Muhammadiyah 3 Jember. The results of the
implementation of this trial were a test of learning outcomes and user responses to the learning media
using Google Classroom assisted by GeoGebra software. Learning outcomes tests were given to
measure students' ability to understand the material that has been taught by educators. The learning
achievement test was carried out online where there were 10 questions consisted of 4 multiple choice

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

questions, 3 correct or wrong choice questions and 3 short answer questions with 60 minutes of work
time and were tested at the end of learning for all students after used the learning media.
Student learning outcomes test scores that scored achieved 75 were 19 out of 23 students. If it was
presented with a percentage of students who get a greater or equal value with minimum standard was
82.61%. The percentage results showed that the learning media using Google Classroom assisted by
GeoGebra software was effective because ≥80% of students got a greater value or equal to minimum
standard. Students who use teaching materials by using GeoGebra software have increased
understanding of concepts compared to the students before using teaching materials [14]. Thus,the
student learning outcomes with the adoptation of Google Classroom were higher than student learning
outcomes without using Google Classroom [15]. The value of student learning outcomes could be seen
in Figure 6.

The Value of Student Learning Outcomes

4%
9% 22%
0%
4%

5%

56%

100 90 80 70 60 50 40

Figure 6. Value of student learning outcomes.

The results of analysis on the questionnaire user responses showed that online interactive learning
media using Google Classroom assisted by GeoGebra software on quadratic function material was a
good learning media with a percentage of the average value of the user's response questionnaire to
learning media by 91.75% which was included in the percentage category "Well". Opinions of students
in discussion forums conducted online using Google Classroom could be seen in Figure 7.

Figure 7. Opinion of students in discussion forums.

Learning media could be said to be practical if the percentage of the average value of user responses
in the user response questionnaire showed good or very good categories [16]. Therefore, online

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ICOPAMBS 2020 IOP Publishing
Journal of Physics: Conference Series 1832 (2021) 012059 doi:10.1088/1742-6596/1832/1/012059

interactive learning media using Google Classroom assisted by GeoGebra software on quadratic
function material could be said to be practical.

3.4 Dissemination stage

The dissemination stage was the last stage of development research that produce learning media that
were valid, practical and effective through the validation and trial stages. The distribution stage was
carried out at Muhammadiyah 3 Jember and social media. Dissemination of instructional media in pilot
schools in the form of GeoGebra software learning media design on quadratic function material and
guidebooks. In addition, the researchers also provided softcopy of instructional media to mathematics
subjects in class X MIPA 2 at Muhammadiyah 3 Jember to be used as teaching material. Distribution of
learning media through social media, namely Blogs that can be accessed by users online by visiting the
page https://eliesfajri27.blogspot.com/2019/07/pengembangan-media-pembelajaran.html.
Thus, this learning media development research produced online interactive learning media using
Google Classroom assisted by GeoGebra software on quadratic function material that meet all three
criteria, namely valid, practical and effective. So, this learning media was suitable to be used as learning
media.

4. Conclusion
The development of online interactive learning media using Google Classroom assisted by GeoGebra
software on quadratic function material has gone through four stages in accordance with the Thiagarajan
development model, namely the define stage, the design stage, the development stage and the
dissemination stage. The results of the development of online interactive learning media using Google
Classroom assisted by GeoGebra software on quadratic function material have fulfilled three criteria,
namely valid, practical and effective. Fulfilled the validity criteria with the value of the correlation
coefficient on the learning media based on the validation sheet of 0.92 which was included in the
category of valid with very high interpretation. Fulfilled the practicality criteria by the percentage of the
average value of the user's response questionnaire on instructional media based on a user response
questionnaire of 91.75% which was included in the practical category with a good percentage and
fulfilled the effectiveness criteria with the percentage of learning outcomes in learning media based on
the learning outcomes test of 82, 61% which included in the effective category with a very good
percentage.

Acknowledgment
We gratefully acknowledge the support from Mathematics Education Department from Faculty of
Teacher Training and Education-University of Jember.

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