The Development of Digital Comics Learning Media Based Ethnomathematics…

Jurnal Pendidikan Matematika (Kudus)

P-ISSN 2615-3939 | E-ISSN 2723-1186
https://journal.iainkudus.ac.id/index.php/jmtk
DOI: http://dx.doi.org/10.21043/jpmk.v5i2.16174
Volume 5, Number 2, December 2022, pp. 147-168

The Development of Digital Comics Learning Media Based

Ethnomathematics of Kretek Dance Integrated with Islamic
Values

Arnetta Thalia Arthamevia1*, Fina Tri Wahyuni1, Achmad Yafik Mursyid2

1Mathematics Education Department, Institut Agama Islam Negeri Kudus, Kudus, Indonesia
2IslamicStudies Department, İstanbul Üniversitesi, Istanbul, Türkiye
* Correspondence: [email protected]

Abstract
The Indonesian education system has come in the era of the industrial revolution 4.0,
so the development of learning media should be carried out according to
technological developments with upholding Indonesian cultural values and religious
character to achieve the noble goals of education. Media development is carried out
to overcome students' difficulties in learning mathematics, one of which is the angle
material that requires visualization. One of the visual media is digital comics. This
study aims to determine the development process and the feasibility of developing
digital comic learning media based on the ethnomathematics of kretek dance that
integrates Islamic values. This study used a Research and Development (R&D) type
with a Four-D (4D) model that used a limited-scale trial. The model consists of four
stages: define, design, develop, and disseminate. The results of this study were
obtained by expert validation sheets and student response questionnaires as users.
The research results from the three experts showed that the criteria were very
feasible, with an average of 88.89% for material experts, 82.78% for media experts,
and 95% for Islamic value integration experts. A limited-scale product trial
conducted on 10 grade VII students of MTs NU Hasyim Asy'ari 03 Kudus obtained a
percentage average of 98% with the criteria very feasible. Thus, the digital comic
learning media developed in this study was very feasible to be used in mathematics
learning. This research can encourage teachers to explore more about learning
media that will be used to help transfer academic knowledge to students.

Keywords: Digital Comics; Ethnomathematics of Kretek Dance; Islamic Value; Learning Media

Abstrak
Sistem pendidikan Indonesia telah memasuki era revolusi industri 4.0 sehingga
pengembangan media pembelajaran hendaknya dilakukan sesuai perkembangan
teknologi dengan tetap menjunjung tinggi nilai budaya Indonesia dan karakter

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religious sebagai usaha untuk mencapai tujuan luhur pendidikan. Pengembangan

media dilakukan untuk mengatasi kesulitan siswa dalam pembelajaran matematika,
salah satunya yakni pada materi sudut yang memerlukan visualisasi. Salah satu
media visual yang dapat digunakan yakni komik digital. Penelitian ini bertujuan
untuk mengetahui proses pengembangan dan kelayakan hasil pengembangan media
pembelajaran komik digital berbasis etnomatematika tari kretek yang terintegrasi
nilai keislaman. Penelitian ini menggunakan jenis penelitian Research and
Development (R&D) dengan model pengembangan Four-D (4D) yang menggunakan
uji coba skala terbatas. Model ini terdiri dari empat tahapan yaitu pendefinisian
(define), perancangan (design), pengembangan (develop), dan penyebaran
(disseminate). Hasil penelitian ini diperoleh dari lembar validasi ahli dan angket
respon peserta didik sebagai pengguna. Adapun hasil penelitian dari ketiga ahli
menunjukkan kriteria sangat layak dengan rata-rata persentase sebesar 88,89% dari
ahli materi, sebesar 82,78% dari ahli media, dan sebesar 95% dari ahli integrasi nilai
keislaman. Dari uji coba produk skala terbatas yang dilakukan kepada 10 siswa kelas
VII MTs NU Hasyim Asy’ari 03 Kudus diperoleh rata-rata persentase sebesar 98%
dengan kriteria sangat layak. Maka media pembelajaran komik digital yang
dikembangkan dalam penelitian ini sangat layak digunakan dalam proses
pembelajaran matematika. Dengan adanya penelitian ini, diharapkan dapat
mendorong para guru untuk lebih mengeksplorasi mengenai media-media
pembelajaran yang mungkin digunakan dalam membantu mentransferkan ilmu
pendidikan kepada siswa.

Kata Kunci: Etnomatematika Tari Kretek; Komik Digital; Media Pembelajaran; Nilai
Keislaman

Introduction
Mathematics education is fundamental learning for students which can guide
them to think systematically. If the foundation is good, the development of
mathematics will be well organized, so that it can produce quality human resources
for the next generation of the nation and vice versa (Saputra, 2014). However, the
implementation of mathematics learning activities in Indonesia is still not fully
running well. Based on the result of the 2018 Program for International Student
Assessment (PISA) study by the OECD (2019), showed that the average score of
Indonesian students' mathematical ability is 379, even though the OECD (The
Organization for Economic Co-operation and Development) average score in the
field of mathematical ability is 489. From the data, it can be seen that the average
score of Indonesian students' mathematical ability was beneath the OECD average
score with a difference in the average score of 110 mathematics abilities.
The conventional learning method is frequently used in an Indonesian
school. Mathematics learning in Indonesia is mostly carried out using conventional
or lecture methods that only use the material in the handbook without using
learning media that can support student understanding (Nugraheni, 2017). Based
on the observations and interviews conducted by the researcher at MTs NU Hasyim

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Asy'ari 03 Kudus, it was known that the implementation of mathematics learning

was still carried out conventionally; teachers only used conventional methods by
using whiteboard media. Learning done conventionally without the help of
appropriate learning media only takes place in one direction, and students tend to
be passive. It makes students' interest in learning mathematics low. Students'
mathematical abilities cannot develop well with mathematics learning
conventionally (Rahmata, Tuljannah, Chotimah, & Fiangga, 2020).
The observations and interviews were also known that the students found it
difficult to learn mathematics because they only had student worksheets as the
resource for learning mathematics, which contained more letters than the visual
side. The materials are also incomplete. For example, the line and angle material
only had a core material without introducing the angle concept. Angle material had
many concepts in the form of images needed to be visualized with the help of
appropriate learning media to make it easier for students to understand. In the
subject of angles, students were required to be able to connect and apply the concept
of angles. However, students experience many difficulties, including difficulty
understanding and connecting concepts. One of the factors that cause these
difficulties is the non-use of learning media (Juhana Senjaya, Sudirman, &
Supriyatno, 2017). Learning media support the learning process to deliver messages
more clearly so that learning objectives can be adequately achieved (Kustandi &
Darmawan, 2020). Learning media has a remarkable role in fostering student
motivation and interest, the selection of learning media should be adjusted to the
needs such as graphic media. One type of graphic media that can be used to support
mathematics learning activities is comics (Afifah & Dewi, 2022).
A comic is a visual communication system so that the information delivered
can be more easily accepted. Secondary school students are comfortable to use a
comic as learning media. Using the comic media in learning makes comfortable to
the secondary school students. They think that comics can is the fun activity. The
comic also plays a role in visualizing abstract ideas. With visualization, comics can
be used as an effective platform for growing students' motivation to learn
mathematics (Syahwela, 2020). Comics learning media is effectively used in learning
mathematics on line and angle material (Ula, Kristanti, & Mursyidah, 2019).
Today, the Indonesian education system has come in the era of the industrial
revolution 4.0 where technology is an important basis in the implementation of the
learning process. The internet becomes the center of education and a massive source
of knowledge due to the various learning resources and mass media. It can make
most students more vulnerable to forgetting their culture because of the swift flow
of coming foreign cultures, so it is necessary to develop mathematics learning media

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that contain elements of Indonesian culture (Astuti, Yuzianah, & Supriyono, 2019).
In mathematics, there is a cultural integration called ethnomathematics.
Ethnomathematics can be interpreted as a science that studies mathematics and
history (Sa’adah, Haqiqi, & Malasari, 2021). With ethnomathematics, it is possible
for students to study a culture related to mathematical ideas (Rahayu, Bintoro, &
Murti, 2021). The general use of ethnomathematical concepts can be related to
various activities in mathematics, such as grouping, counting, designing,
determining locations, and much more (Narsyah & Rahman, 2020).
The comic learning media packaged digitally with ethnomathematical
approach is effective to be used as learning media in the mathematics learning
(Ayuningsih, Purwoko, & Purwaningsih, 2020). Moreover, based on research that
has been conducted by Fitrianingsih, Suhendri, and Astriani (2019) regarding the
integration of culture with learning media in the form of math comics, it
demonstrated that cultural-based math comics can develop an interest and enhance
student learning outcomes. The comic-based mathematic learning media with a
culture idea (ethnomathematics) also can be a media for learning mathematics that
can connect mathematics, culture, and technology (Nisa, 2019).
Kretek dance is one of the cultures that can be explored in terms of
mathematical concepts. MTs NU Hasyim Asy'ari 03 Kudus, located in Kudus
Regency, so in this study, makes this cultural dance as the part of student activitis in
the school. The kretek dance is inspired by the main occupation of the Kudus society,
which at that time the society majority were cigarette laborers, so the body
movements of the kretek dance described the process of making cigarettes from the
beginning to the end. In the kretek dance movement, an ethnomathematical concept
was found, namely the concept of angular geometry (Sa’adah, Haqiqi, & Malasari,
2021). In addition to having the kretek dance culture, Kudus is also known for its
local wisdom, Gusjigang, which means (bagus) a good attitude, (ngaji) learning
qur’an, and (dagang) trading. Gusjigang's philosophy is the teachings of Sunan
Kudus that adhere to the Kudus society in upholding good character and guided by
the values of Islamic education (Salma, 2022). The learning media developed should
not only stop at developing the potential to create innovative learning, but also it
must also be able to strengthen the religious character of students so that they are
not only able to solve mathematical problems but also have good religious and moral
attitudes (Wahyuni, 2019).
The development of culture-based digital mathematics learning media has
been conducted in research by Nida, Buchori, and Murtianto (2017), Fitrianingsih,
Suhendri, and Astrianim (2019), Ayuningsih, Purwoko, and Purwaningsih, (2020).
In addition to the development of learning media for digital mathematics integrated

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with Islamic values also conducted in research by Basir, Alif Hazira, and
Kusmaryono (2020). Based on the researcher's analysis of previous research, it was
known that no research develops a digital comic learning media with an
ethnomathematical approach to kretek dance which was also integrated with
Islamic values. From the interviews with teachers, it was also known that the
integration of Islamic values in the material and the introduction of
ethnomathematical concepts had never been done and were not available in the
student worksheets used by students.
Based on the researcher's analysis of previous studies, it was known that
there had never been a study that has developed digital comics learning media with
an ethnomathematical approach that was integrated with Islamic values. Besides
that, there has also been no development of the comic-based mathematic learning
media based on the local culture of the Kudus, namely a dance called the kretek
dance. Thus, researcher is interested to develop a comic-based mathematic learning
media which integrated to Islamic value and ethnomathematics of kretek dance. This
study aims to determine the development process and the feasibility of the results
of the development of digital comics learning media. This research is expected to
add to the scientific repertoire in mathematics education and become a reference in
innovating the development of learning media in the form of digital comic with
various other approaches to technological developments and learning needs. The
development results in this study can also be used as an alternative learning media
on the angle material.

Method
In this study, the researcher used Research and Development (RnD) with a
Four-D (4D) development model, which includes four stages: define, design,
develop, and disseminate (Winarni, 2018). Four-D (4D) development model has
systematic stages and can be adapted to the school's needs and student
characteristics, so this model can be used to be good problem-solving in the learning
process (Wardani, Degeng, & Cholid, 2019). There were four stages: (1) Define stage,
the researcher created an initial analysis, which was carried out by conducting
observations and interviews with teachers and students. (2) Design stage, digital
comic media was developed using a webcomic program called Pixton. Then proceed
with selecting the format and the initial design of the product. (3) The Develop stage
was carried out by validating the product to material, media, and Islamic value
integration experts. Then the researchers conducted trial products. (4) Disseminate
stage, digital comics products were disseminated online, which could be accessed
on the web.

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The researchers conducted trial products on a limited scale for applying the
comic media in learning. Limited-scale product trials can be conducted with
questionnaires to research subjects between 6 to 12 (Sugiyono, 2016). Thus, in this
study the researchers conducted a trial product on a limited scale with 10 seventh-
grade students of MTs NU Hasyim Asy'ari 03 Kudus. If the trial product on a limited
scale gets a positive response (interesting), then it is not revised and retested.
The researcher used the data collection techniques which were observation,
interviews, and questionnaires. Researchers used observations and interviews for a
needs analysis related to the conditions of schools and students to determine
learning media products to be developed. This study interviewed mathematics
teachers and seventh-grade students at MTs NU Hasyim Asy'ari 03 Kudus to obtain
information and data based on problems studied about learning conditions and
students' needs. The questionnaires were used to determine the feasibility of the
developed products based on validation results from the experts (material experts,
media experts, Islamic value integration experts and student responses as users
with a 5-point likert scale.
The researcher used quantitative and qualitative descriptive analysis
techniques. The qualitative descriptive analysis technique was used to process the
expert's validation and the results of a limited-scale product trial in the form of
improvement suggestions to improve the product developed. Then the quantitative
descriptive analysis was done by processing data into numbers or percentages to
obtain general conclusions. This study used quantitative descriptive analysis
techniques to process data in the form of scores obtained through a questionnaire.
To calculate the percentage, use the formula:

Total Score
Percentage = { x 100% }
Maximum Score

To know the criteria of percentage calculation result, match the result with
the Table 1 below:
Table 1. Interpretations of Feasibility Scales
Percentage (%) Criteria
0 - 20 Inappropriate
21 - 40 Not Feasible
41 - 60 Less Feasible
61 - 80 Feasible
81 - 100 Very Feasible
(Diani & Hartati, 2018)

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Based on Table 1, the mathematics digital comic learning media based on the
ethnomathematics of kretek dance and integrated with Islam can be feasible if it
reaches a minimum percentage of 61% with appropriate criteria. If the minimum
percentage has not been achieved, the learning media product developed must be
improved according to expert’s validation and student responses as users until it
can reach the minimum feasibility percentage.

Results
This research has successfully developed a learning media in the form of
digital comics based on ethnomathematics of kretek dance integrated with Islamic
values for students of class VII. The procedural steps used in this study were as
follows:

Define
The stage of define was conducted by observing mathematics learning and
interviewing the deputy of curriculum, seventh-grade mathematics teachers, and
seventh-grade students at MTs NU Hasyim Asy'ari 03 Kudus to analyze the main
requirements for development to correspond to the needs. At this stage, it showed
that students' interest in learning mathematics is still low. Students also found it
difficult to learn mathematics because they only have student worksheets as the
resources for learning mathematics that contains more letters than the visual side.
The materials were also incomplete. For example, the line and angle material only
contained a core material without introducing the angle’s concept. In the learning
process, teachers only used conventional methods by using whiteboard media.
Whereas MTs NU Hasyim Asy'ari 03 Kudus had quite complete learning support
facilities that were provided such as wifi, projectors, and so on.

Design
In this stage, the researcher determined the media and scheme that would
be used in product development by the results of the defining stage. The media
determined was a digital comic created using a web-comic named Pixton with a
comic output in the web-comic. In preparing the material and making the script
(storyline), the researcher integrated the Islamic values by giving Islamic concepts
to the characters, and storylines, also integrating the verses of the Qur’an and Hadith
into the material learning. The researcher also added the ethnomathematical
concept of kretek dance to the material learning. The initial design of the digital
comic product could be seen in Figure 1 below:

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Figure 1. Preliminary

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Figure 2. Contents

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Figure 3. Ethnomathematics of Kretek Dance

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Figure 4. Islamic Values Integration

Develop
In this stage, there were two activities, namely expert appraisal and
developmental testing. An expert appraisal is a validation technique or feasibility
assessment by experts in their fields of products developed. While developmental
testing is a trial product for users after the product is validated and improved
according to the advice of experts (Winarni, 2018).

Expert Validation
In this study, there were three validation experts, namely material experts,
media experts, and Islamic values integration experts. Product validation was
carried out until the product was declared suitable by experts without any
suggestions for evaluation.

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Material Expert
Validation by material experts was only carried out in one stage because
there was no suggestion for evaluation by experts and had been declared suitable
for use. The results of the validation by the material expert are in Table 2.

Table 2. The Validation Results by Material Expert

Material Expert I Material Expert II Average of
Aspect Criteria
Score % Score % Percentage
Contented Very
16 80% 20 100% 90%
Eligibility Feasible
Very
Language 12 80% 15 100% 90%
Feasible
Very
Presentation 12 80% 14 93.33% 86.67%
Feasible
Very
Total Average 88.89%
Feasible
Table 2 shows that the validation by the material Expert has three aspects of
the assessment, namely the aspects of the eligibility of content, language, and
presentation, getting a percentage average of all aspects of 88.89% so that it is
included in the very feasible criteria.

Media Expert
Media expert validation gets suggestions for evaluation from experts so that
it is carried out in two stages of validation. The assessment results of the media
expert validation process in both stages are listed in Table 3 and Table 4 below.

Table 3. The Validation Results by Media Expert in Stage 1

Media Expert I Media Expert II Average of
Aspect Criteria
Score % Score % Percentage
Cover Design 12 80% 11 73.33% 76.67% Feasible
Content
20 80% 16 64% 72% Feasible
Suitability
Overview 8 80% 8 80% 80% Feasible
Total Average 76.22% Feasible

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Table 4. The Validation Results by Media Expert in Stage 2

Media Expert I Media Expert II Average of
Aspect Criteria
Score % Score % Percentage
Very
Cover Design 12 80% 13 86.67% 83.33%
Feasible
Content
20 80% 20 80% 80% Feasible
Suitability
Very
Overview 8 80% 9 90% 85%
Feasible
Very
Total Average 82.78%
Feasible
Based on Table 3 and Table 4, the validation could be carried out by three
aspects of the assessment, namely the cover design aspect, the content suitability
aspect, and the overview aspect. In stage 1, the assessment of the digital comic
learning media that the researcher developed obtained a percentage average of
76.22% with the feasible criteria and obtained a percentage average of 82.78% with
the very feasible criteria in stage 2. The comparison of validation results by Media
Experts stage 1 and stage 2 in each aspect is shown in Figure 5.

Media Expert Validation

Average of Percentage (%)

90,00 83,33 85
80 80
80,00 76,67
72
70,00
60,00
Cover Design Content Suitability Overview

Aspect

Stage 1 Stage 2

Figure 5. The Comparison of Validation Results by Media Experts

Based on Figure 5 above, the data showed that the results of the Media Expert
validation from stage 1 and stage 2 have increased in each aspect. First, in the cover
design aspect, which obtained a percentage average of 76.67% in stage 1 with the
feasible criteria, it increased to 83.33% with the very feasible criteria in stage 2.
Second, in the aspect of the suitability of the contents of stage 1, obtained a
percentage average of 72% with the feasible criteria and an increase in stage 2 with
a percentage average of 80% with the very feasible criteria. Third, in the overview
aspect, which initially obtained a percentage average of 80% with the feasible

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criteria in stage 1, it became 85% with the very feasible criteria at the second
validation stage.

Islamic Values Integration Expert

In the validation of the expert of integration of Islamic values, the expert
provided suggestions for the evaluation of digital comic products so that validation
was carried out in two stages. In the expert's assessment of the integration of Islamic
Values, there is only one aspect, namely the aspect of Islamic integration. The results
of the validation of the two stages can be seen in Table 5 and Table 6 below.
Table 5. The Validation Results by Islamic Values Integration Expert in Stage 1
Islamic Values Islamic Values
Aspect Integration Expert I Integration Expert II Average of Criteria
Percentage
Score % Score %
Integration of Very
28 93.33% 28 93.33% 93.33%
Islam Feasible
Very
Total Average 93.33%
Feasible

Table 6. The Validation Results by Islamic Values Integration Expert in Stage 2

Islamic Values Islamic Values
Aspect Integration Expert I Integration Expert II Average of Criteria
Percentage
Score % Score %
Integration of Very
28 93.33% 29 96.67% 95%
Islam Feasible
Very
Total Average 95%
Feasible
Based on Table 5 and Table 6, there are differences in the validation results
from stage 1 and stage 2. In stage 1, the percentage average was 93.33% and
increased in stage 2 with a percentage average of 95%. From the two stages of
validation, they obtained the very feasible criteria. The comparison of the validation
results from stage 1 and stage 2 can be seen in more detail in Figure 6.

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Validation of Islamic Value Integration

Average of Percentage (%)

96 95

94 93,33

92
Intregation of Islam

Aspect
Stage 1 Stage 2

Figure 6. The Comparison of Validation Results by Islamic Expert

Based on Figure 6, the data showed that there was an increase in the
assessment by the Islamic values integration expert at stages 1 and 2. In stage 1 the
average percentage was 93.33% and in stage 2 it increased to 95% with the criteria
very feasible for both validation stages.

Product Trial
After the comic-based mathematic learning media which developed by
researcher was evaluated based on expert recommendation then has been declared
suitable by the experts, then the product trial was conducted on a limited scale to 10
seventh grade students of MTs NU Hasyim Asy'ari 03 Kudus. After trialing the
product, the students filled out a questionnaire to find out the student's responses
to the learning media that the researcher developed after using it. The results of the
student response questionnaire can be seen in Table 7.

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Table 7. The Results of the Student Response Questionnaire

Question Students
Number 1 2 3 4 5 6 7 8 9 10
Question 1 5 5 5 5 5 5 5 5 5 5
Question 2 5 5 5 5 5 5 5 5 5 5
Question 3 4 5 5 5 4 5 5 5 5 5
Question 4 5 5 5 5 5 5 5 5 5 5
Question 5 5 5 5 5 5 5 5 5 5 5
Question 6 5 5 5 5 5 4 5 5 5 5
Question 7 5 5 5 5 5 5 5 5 5 5
Question 8 5 4 4 5 5 5 5 5 4 5
Question 9 5 5 5 5 5 4 4 5 5 5
Question 10 5 5 5 4 5 4 5 5 5 4
Question 11 4 5 5 5 5 5 4 4 5 5
Question 12 5 5 5 5 5 5 5 5 5 4
Question 13 5 5 5 5 5 5 5 5 5 5
Question 14 5 5 5 5 5 5 5 5 5 5
Question 15 5 5 5 5 5 5 5 5 5 5
Total Score 73 74 74 74 74 72 73 74 74 73
Average 73.5
Percentage 98%
Criteria Very Feasible
Based on Table 7, it was known that the digital comic learning media product
that had been developed gets a positive response from students as users with a
percentage average of 98% and was included in the very feasible criteria.

Disseminate
The comic-based mathematic learning media was disseminated online through
a website (Arthamevia, 2022). Moreover, the digital comic product was also
disseminated by teachers through the whatsApp group of class VII students of MTs
NU Hasyim Asy'ari 03 Kudus in PDF form. This stage was conducted therefore, the
digital comic products could be used in the implementation of mathematics learning
on a wider scale.

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Discussion
The researcher used a Four-D (4D) model consisting of define, design,
develop, and disseminate for developing digital comics based on the
ethnomathematics of kretek dance integrated with Islamic values. Based on the
results of the analysis in stage define, the researcher determined digital comic media
that was created by using a webcomic named Pixton. The determination of this
media is by the economic factors, because of minimizing the costs for making
learning media but with maximum results (Mashuri, 2019). Then the output of the
digital comic based on the ethnomathematics of the kretek dance which is integrated
with Islam is a webcomic. The digital comics form can be timeless, it does not have
a period limit. In addition, digital comic also facilitate the dissemination process so
that it can be more effective and efficient (Yasni, 2018).
The digital comic that the researcher developed is integrated with Islamic
values so that students are not only able to solve math problems but also have good
morals and religious attitudes (Wahyuni, 2019). Based on the definition of education
the Republic of Indonesia Law No. 20 of 2003 Article 1, known that the purpose of
education is not only to make students have potential in science but also to make
students become human beings with faith and noble character. The integration of
mathematics with Islamic values can also help in realizing the goals of education and
improving the quality of education to balance between the intellectual aspect and
spiritual aspects (Mutijah, 2019).
Correlating a culture in mathematics learning makes mathematics material
can be more easily understood and have benefits for life extensively and optimally
(Dominikus, 2021). Kretek dance is one of the cultures that can be explored in terms
of ethnomathematical concepts. The movement in the kretek dance contains
ethnomathematical concepts such as angular geometry, two-dimensional geometry,
counting activities, and transformation geometry (Sa’adah, Haqiqi, & Malasari,
2021). In this study, researchers took the concept of angular geometry to be
included in the digital comic product because comics are effective as a learning
medium for lines and angle material (Ula, Kristanti, & Mursyidah, 2019).
Digital math comics based on ethnomathematics integrated with Islamic
values are feasible because they have met the feasibility of experts and responses by
students in product trials. Based on the research that has been carried out by Nida,
Buchori, and Murtianto (2017) it is known that the feasibility of a learning media
can be obtained from the validation of experts in the field and analysis of the
assessed aspects. Then do the calculations with the formula to produce a percentage
of feasibility. After obtaining a percentage of the feasibility of the product developed,

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a trial is carried out to students. In another study, it was stated that after obtaining
appropriate criteria from experts, a limited trial was carried out to see how students
responded to the developed media products (Rahmatullah, Suryani, Fatmawati,
Merdekawati, & Yahya, 2020).
Based on the stages of development and related research that has been
carried out by Nida, Buchori, and Murtianto (2017), Febriani, Ratu, and Rahman
(2020), and Rahmatullah, Suryani, Fatmawati, Merdekawati, and Yahya (2020)
digital comic learning media based on the ethnomathematics of kretek dance that is
integrated Islam developed in this study can be claimed as suitable media in learning
mathematics because it gets the feasibility assessment from the experts and the
responses of students as users in a limited-scale trial. The results of this study are
commensurate with the results of research conducted by Nida, Buchori, and
Murtianto (2017) which states that learning using comic math with an
ethnomathematical approach is more effective than conventional learning.
However, the difference is that the products produced in this study have not been
integrated with Islamic values. In addition, research stated that the development of
comic math on quadratic function material was in the valid, effective, and practical
categories (Adeliyanti, Suharto, & Hobri, 2018). Meanwhile, the results of another
study in 2019 by Fitrianingsih, Suhendri, and Astriani (2019) also stated that the
mathematical comic learning media developed with the ASSURE floating research
model was in the appropriate category and could increase the learning interest of
junior high school students.
Based on the researcher's analysis of previous studies, it is known that there
has never been a study that has developed digital comic learning media with an
ethnomathematical approach that is integrated with Islamic values. Besides that,
there has also been no development of a mathematical comics based on the local
culture of the Kudus district, namely a dance called the kretek dance. Therefore, the
results of this study can add to the scientific repertoire of adding theories in the
world of mathematics education in the form of digital comic learning media based
on the ethnomathematics of Islamically integrated kretek dance. The researcher
hopes that future studies can integrate mathematics material with other regional
local cultures with the integration of other sciences, such as science, social,
technology.

Conclusion
Learning media for a digital comic based on the ethnomathematics of kretek
dance integrated with Islamic values is developed using a 4D development model.
At the define stage, the researcher does an initial analysis by conducting

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 The Development of Digital Comics Learning Media Based Ethnomathematics…

observations and interviews with teachers and students. The results showed that
there was a lack of student activity, learning media was limited, and the methods
used were conventional. Then at the design stage, digital comic media developed
using a webcomic program called Pixton. After that, proceed with selecting the
format and the initial design of the product. At the develop stage, it was carried out
by validating the product to material, media, and Islamic values integration experts,
and also conducted trial products. The results of the assessment of experts in the
validation of material experts, media experts, and integration experts of Islamic
values show that digital comic learning media based on the ethnomathematics of
kretek dance and integrated Islamic values get the very feasible criteria with a
percentage average of 88,89%, 82,78%, and 95%. The results of the limited-scale
product trial on students as users also received a positive response with a
percentage average of 98% so the digital comic learning media developed in this
study is very feasible to be used in the mathematics learning process. At the last
stage, namely disseminate stage, digital comic products are disseminated online. In
this study, product trials were only conducted on a limited scale due to the
limitations of researchers and infrastructure. The assessment carried out only
determines the feasibility of the product. Based on some of these shortcomings, the
researchers suggest improvements to further studies by conducting large-scale
trials and assessing the effectiveness and practicality of the products that have been
developed. From this research, it is hoped that the part of education can see more
broadly the problems that occur in education and know the steps to solve them. It
can also be seen that the realization of two-way learning that actively involves
students can be done by connecting three essential elements, namely technology,
culture, and Islamic values, in the form of mathematical digital comics. Mathematics
learning activities can run better by developing appropriate learning media
according to student needs. This research also can encourage teachers to explore
more about learning media that can integrate mathematics material with other
regional and local cultures with the integration of other sciences, such as science,
social, and technology, to help transfer academic knowledge to students.

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