ANALISIS MAKNA MULTIMODAL SISWA MELALUI KOMIK DIGITAL MATEMATIKA BERBANTUAN GENERATIVE AI PADA LITERASI GEOMETRI
DOI:
https://doi.org/10.58432/relevan.v5i6.1689Kata Kunci:
Multiliterasi, Multimodalitas, Generative AI, Pembuatan Makna Matematis, Komik Digital, GeometriAbstrak
Kurikulum Merdeka menekankan pengembangan literasi multimodal, namun penerapannya dalam pembelajaran matematika masih terbatas. Penelitian ini bertujuan menganalisis pembuatan makna multimodal siswa kelas IX SMP melalui komik digital matematika berbantuan Generative AI pada materi geometri bangun ruang. Penelitian menggunakan pendekatan kualitatif studi kasus dengan enam siswa yang dipilih secara purposif berdasarkan kemampuan spasial (tinggi, sedang, dan rendah). Data dikumpulkan melalui rekaman layar, think aloud, komik digital, dan wawancara semiterstruktur. Analisis data dilakukan menggunakan analisis wacana multimodal dan analisis tematik. Hasil penelitian menunjukkan tiga pola pembuatan makna, yaitu visual-pertama, mediasi-teks, dan iteratif antarmoda. Kesadaran semiotik siswa berkembang dari tingkat rendah ke tingkat mahir, dengan siswa berkemampuan spasial tinggi menunjukkan transisi representasi yang lebih konsisten antara konsep abstrak dan konkret. Generative AI berperan sebagai scaffolding multimodal yang mendukung pengembangan literasi geometri dan komunikasi matematis siswa.
ABSTARCT The Merdeka Curriculum emphasizes the development of multimodal literacy, but its application in mathematics learning is still limited. This study aims to analyze the multimodal meaning-making of ninth-grade junior high school students through Generative AI-assisted digital mathematics comics on spatial geometry material. The research used a qualitative case study approach with six students selected purposively based on their spatial abilities (high, medium, and low). Data were collected through screen recordings, think aloud, digital comics, and semi-structured interviews. Data analysis was conducted using multimodal discourse analysis and thematic analysis. The results of the study show three patterns of meaning-making, namely visual-first, text-mediated, and intermodal iterative. Students' semiotic awareness developed from a low level to a proficient level, with students with high spatial abilities showing a more consistent transition of representation between abstract and concrete concepts. Generative AI acts as multimodal scaffolding that supports the development of students' geometric literacy and mathematical communication.
Unduhan
Referensi
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