Developing Flash-Based Digital Learning Media to Enhance Junior High School Students’ Understanding of Geometry: An ADDIE Model Approach
DOI:
https://doi.org/10.64780/jole.v1i1.27Keywords:
ADDIE Model, Digital Learning Media, Flash-Based Instruction, Geometry Learning, Junior High School EducationAbstract
Background: The rapid expansion of digital learning environments has encouraged the integration of interactive media to improve student engagement and conceptual understanding, particularly in mathematics, where abstract content often becomes a barrier to learning. Geometry is one of the topics that frequently presents difficulties for junior high school students due to its reliance on spatial reasoning and visual interpretation.
Aims: This study aims to develop and validate Flash-based digital learning media designed to enhance students’ understanding of geometry concepts and to provide a practical and pedagogically aligned instructional tool for classroom use.
Method: The research employed a development approach using the ADDIE model—Analyze, Design, Develop, Implement, and Evaluate. The media was validated by content and design experts, followed by a small-scale implementation involving 23 eighth-grade students at SMP SATAP 3 Soa. Data were collected through expert evaluation sheets, student response questionnaires, and teacher feedback. Quantitative data were analyzed using Likert-scale conversion, while qualitative inputs were used to refine the product.
Result: The developed Flash-based media obtained an overall validity score of 3.71, categorized as “very good,” indicating strong content accuracy, design quality, and usability. Student and teacher responses also demonstrated a high level of practicality, suggesting that the media supports effective learning and engagement in geometry instruction.
Conclusion: The findings indicate that Flash-based digital learning media can serve as a valuable instructional resource in junior high school mathematics. Its interactive structure helps reduce learning barriers, promotes active student participation, and aligns with current digital learning demands within the educational context. Although the present study focuses on small-scale implementation, the results highlight the potential of integrating structured digital media into broader classroom practice and encourage further research on its long-term effectiveness and impact on students’ mathematical achievement.
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