Developing Mathematical Learning Media using Javascript-Assisted Geogebra for Critical-Creative Problem Solving Ability

Journal of Xi'an University of Architecture & Technology Issn No : 1006-7930

 Developing Mathematical Learning Media using
 Javascript-Assisted Geogebra for Critical-Creative
 Problem Solving Ability
 Euis Eti Rohaeti, Graduate Program in Mathematics Education «IKIP Siliwangi», Cimahi, Indonesia
 E-mail: e2rht@ikipsiliwangi.ac.id
 Martin Bernard, Undergraduate Program in Mathematics Education «IKIP Siliwangi», Cimahi, Indonesia
 E-mail: martin.bernard@ikipsiliwangi.ac.id
 Bima Gusti Ramadhan, Undergraduate Program in Mathematics Education «IKIP Siliwangi», Cimahi,
 Indonesia
 E-mail: bgramadhan@ikipsiliwangi.ac.id
 *Corresponding author E-mail: e2rht@ikipsiliwangi.ac.id

 Abstract
 Solve the problems in learning mathematics, require the ability to think creatively especially non-routine or open
 mathematical problems. However, it’s still rare to find the mathematical learning media to assist students
 improving their creative problem solving ability. So that, the research aims to develop mathematics learning media
 by using Javascript-assisted Geogebra software for explore the critical and creative problem-solving abilities of
 students, where the later learning can be done directly other than face-to-face and can also be done online. The
 method used is Research and Development (R & D) with the model of ADDIE (Analysis, Design, Development,
 Implementation, and Evaluation). The explanation of the research results devided in to 5 phases, namely analysis
 phase, design phases, media development phase, implementation phase, and evaluation phase. The findings show
 that the development of mathematics learning media by using Javascript-assisted Geogebra software can be
 implemented. From the testing of the implementation of this learning media, it can be said that this media can
 explore students' critical and creative problem solving abilities if given a stimulus to an open ended mathematics
 problem or a non-routine mathematical problem. This learning media can also be used as online learning media
 for students.

 Keywords: Mathematics Learning Media, Javascript-assisted Geogebra, Critical-creative problem solving ability,
 Development Studies

 1. INTRODUCTION
 The advance of knowledge cannot be separated from Information and Communication
 Technology advances in many field of this life. This phenomenon forces us to be able to adapt
 to this kind of advances, so, we can compete and always be up-to-date. Following such advances
 in communication and information technology can be supported by developing critical, logical,
 systematic and creative ways of thinking or attitude. Several ways of thinking can be developed
 in the process of learning mathematics in schools.
 In learning mathematics, solving problems requires the ability to think creatively
 especially non-routine or open mathematical problems. According to Evans (Purwaningrum,
 2016), creative thinking is a mental activity to make continuing connections so that we can find
 the right combination "until people surrender". Creative associations occur through something
 similar or analogical similarities. The association of ideas then forms a new idea. The ability of
 students to think creatively enables them to obtain many ways or alternative solutions to a
 problem. Therefore, creative thinking is very important for a student to have.
 The fact is that some students are still misconducted, not accustomed and unable to solve
 non-routine or high-level problems. These problems are supported by Lestari (2014) and
 Tresnawati, Hidayat, & Rohaeti (2017) that students’ ability of making connections and critical
 thinking and mathematical self-efficacy is not optimal yet. Syahbana (2012) reported that some
 schools have not accustomed students to think critically in learning mathematics. Marliani
 (2015) also concluded that the improvement of students' creative thinking abilities through

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Journal of Xi'an University of Architecture & Technology Issn No : 1006-7930

 Realistic Mathematic Education (RME) approach was also still low. Based on the author's
 experience as a Mathematics teacher in class X SMAN 6 Cimahi, it was found the following
 results presented in the following Table 1.

 Table 1. Daily Test scores for Class X Students of SMAN 6
 Mastery
 Classes Learning Mean
 Criteria
 X MIA 1 70 69
 X MIA 2 70 68
 X MIA 3 70 65
 X MIA 4 70 69.5
 X MIA 5 70 65.7

 Based on the Table 1, we need a learning process that can optimize critical and creative
 problem solving skills for secondary school students. An alternative solution that the authors
 propose is to use interactive multimedia-assisted indirect learning. This is a learning process
 whose success depends on the desires of students, so they are responsible for the learning
 process and communication is created in conveying ideas openly between students and teachers.
 In this study, the indirect learning uses Javascript-Assisted Problem Based Learning (PBL).
 According to Wilcox (Persada, 2016), in inquiry learning, the students are encouraged to
 learn mostly through their own active involvement with concepts or principles, and conduct
 experiments that enable them to find their own principles. This approach will give them the
 freedom to investigate and draw conclusions from the things they are dealing with the teacher
 as a facilitator inviting them to make a guess, intuition, trial & error. The teacher also guides
 them in using ideas, concepts, and skills that they have to find new knowledge.
 Problem-Based Learning (PBL) is a method of learning where the students are exposed
 to high-level mathematical or non-routine problems. They are directed to solve mathematical
 problems with a variety of concepts, knowledge, and abilities that they have. The problem
 presentation stage is given at the beginning of learning on a worksheet which is intended to
 encourage them to think harder than usual. Based on Yusmanto & Herman (2016), PBL,
 compared to conventional learning method, is significantly better at improving students' high-
 level mathematical thinking skills.
 The author used learning media as a support for learning by using interactive multimedia.
 (Hidayati, Sulistyani, Jamzuri, & Rahardjo, 2013) stated that learning media can help teachers
 and students in understanding learning materials. The learning media in this study is web-based
 geogebra software. This is one of the results of the development of information and
 communication technology in the form of computer applications that can be used in learning
 mathematics. In line with Ibrahim (2017) and Syafitri; Mujib, Anwar, Netriwati, & Wawan
 (2018) stated that Geogebra is a tool in learning mathematics, especially geometry. Through
 this software, geometry drawings are constructed well so that the abstract imagination in the
 minds of the students can be visualized properly and they can better understand and interpret
 mathematics not just memorizing formulas.
 The main advantages of multimedia are expected to include: (1) The students’ actively
 involvement in the learning process, especially the process of thinking that is more active than
 usual; (2) Their being accustomed to facing and solving various high-level mathematical
 problems with pleasure; (3) more intensive interaction between them, discussion activities, the
 ability to link between material and material concepts that are understood are more developed
 than before. So that it can create a more meaningful learning atmosphere.

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 Based on the description above, this study aims to develop mathematics learning media
 by using Javascript-assisted Geogebra software so that it can explore the critical and creative
 problem-solving abilities of students where the later learning can be done directly other than
 face-to-face and can also be done online.

 2. MATERIALS AND METHODS
 The method used is Research and Development (R & D) with the model of ADDIE
 (Analysis, Design, Development, Implementation, and Evaluation) (Rohaeti, 2019). To develop
 mathematics learning media especially absolute equation and inequality, the following steps are
 conducted: a) Analysis of observing students' difficulties encountered, interviews, and test
 questions about material equation and absolute in-equation to students and then the results of
 observations, interviews, and the results of tests done by students are analyzed to get a picture
 of how to overcome student difficulties; b) Design, that is, the researcher makes a design in the
 form of a flowchart of media development strategies through Javascript-assisted Geogebra
 based on the analysis of the results of observations, interviews, and tests of student work; c)
 Development is the stage of making learning media based on design, and the results of the
 media are validated by media experts and material experts. Media experts are lecturers who are
 in charge of Innovative Mathematics ICT Application courses and lecturers who teach
 Innovative Math Media, while material experts are lecturers who teach Kapita Selekta Middle
 School Mathematics courses. The formula for determining the results of media assessment is
 as follows (Bernard, Sumarna, Rolina, & Akbar, 2019).
 ∑ 
 = × 100%; =
 
 Where:
 P: Percentage for each variable
 S: Score for each variable
 N: Total of Questionnaire items
 ∑ : Total score
 NA : Final Score

 For the measurement criteria, the appropriateness level of equation and in-equation media
 uses an assessment according to Arikunto (2010). Following are the evaluation criteria from
 media experts and material experts in Table 2.

 Table 2. Assessment Criteria of Media and Material Experts
 Percentage Validity Level Status
 76 – 100 Valid Appropriate/No need
 revising
 50 – 76 Valid Enough Appropriate enough/revision
 on some part
 26 – 50 Less Valid Less Appropriate/ revision
 on some part
 < 26 Not Valid Not Appropriate/total
 revision

 And the appraisal of the feasibility of media equationand inequationby users was done by
 mathematics subject teachers at SMAN 6 Cimahi, before being implemented to class X high
 school students is explained in Table 3.

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 Table 3. User’s Assessment Criteria
 Percentage Validity Level Status
 76 – 100 Valid Appropriate/ No need
 revising
 50 – 76 Valid Enough Appropriate enough/revision
 on some part
 26 – 50 Less Valid Less Appropriate/ revision
 on some part
 < 26 Not Valid Not Appropriate/total
 revision

 In addition to the feasibility assessment, there is also an input sheet in the form of
 suggestions and criticisms from media experts, material experts, and users to state the level of
 satisfaction with when the media will be tested to the students (Rachmatsyah & Pradana, 2017);
 d). Implementation, this is a stage of media testing conducted by students that previously the
 researcher explained and demonstrated the media, with several problems relating to absolute
 equation and inequality. At this stage a total of 4 meetings were held with the material to be
 conveyed, namely the understanding of absolute values, simple absolute equations, further
 absolute equations, and absolute inequalities and the media used were adapted to each material;
 e) Evaluation, this stage is the final stage after learning and teaching is finished where students
 are given written tests, questionnaires for mastery of the material using the media, accompanied
 by criticism and suggestion input sheets with class representatives namely students who have
 high, medium and low abilities as evaluation materials media of absolute equation and
 inequality.

 3. RESULTS AND DISCUSSION
 The results of this research consist of 5 phases, namely analysis phase, design phases,
 media development phase, implementation phase, and evaluation phase. All phases will be
 discused in the following.
 1. Analysis Phase
 At this stage, the authors observe the difficulties encountered by the students through
 interviews and test giving. From the test results before and after the use of problem-based
 learning, it was obtained the average and standard deviations as follows in Figure 1.

 Students' Test Results
 80
 67.45
 70
 60
 47.70
 50
 Nilai

 40
 30
 20 10.16
 10 5.22
 0
 Rata-rata Standar deviasi
 Data Deskripsi

 Prestest Postest

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 Figure 1. Students’ Test Results

 Figure 1 is the result before learning using Geogebra Javascript-Assissted media with the
 Problem Based Learning approach with an average grade of 47.70 and a standard deviation of
 10.16. After learning using the media and approach, the results of the average post-test score
 were 67.45 and the standard deviation was 5.22. This shows an increase in the average grade
 value and the values in the posttest class more evenly compared to the previous average value
 based on the standard deviation of the class.
 To see whether or not there are significantly better differences at the pretest and posttest,
 with the normality test with sig values. Kolmogorov-Smirnov is 0.115 for the pretest and 0.119
 for the posttest, meaning that both significant less than 0.05 indicate the rejection of H_0 is
 rejected and H_1 is accepted. After that to see whether there is a correlation or a significant
 relationship, and based on the results of the correlation analysis the significance value of the
 correlation is 0.001, meaning that there is a relationship between previous and subsequent
 learning, that is, that has used Geogebra Javascript media with the PBL approach. The
 magnitude of the correlation of 0.534 includes moderate criteria. Then test the difference in the
 average pretest and posttest data using paired t-test to see the effect of an increase in the average
 class before and after using the Javanese Javascript help media learning with PBL approach and
 the results obtained by the Sig. of 0,000 which gives the conclusion that there are differences
 in learning the use of geogebraic javascript aided media with the PBL approach better than
 before.
 Based on the analysis of the mastery of the material being tested, namely the absolute
 value equation material, the following material mastery description is obtained in Table 4.

 Table 4. Description of Students’ Mastery of Materials during Pretest
 No Indicators Mastering Percentage
 Item 1: Definition of Absolute Number
 1 Understanding EquationConcept 18 54,54%
 2 Explaining Reasons 17 51,51%
 Item 2: Explaining Statement of Absolute Number
 1 Understanding Absolute EquationConcept 12 36,36%
 2 Process of Understanding and Observing 10 30,30%
 3 Way to Solve the problem 13 39,40%
 Item 3: Explaining way of absolute equationin variables
 1 Giving the Reasons of absolute equation 14 42,42%
 2 Predicting answers 9 27,27%
 3 Process of Working Steps 12 36,36%
 Item 4: Students’ Opinion in Concluding Absolute Equality
 1 Identifying Open-ended items 15 45,46%
 2 Predicting answers 11 33,33%
 3 Giving descriptive examples 10 30,30%

 The students’ Prerequisite mastery related to Absolute Number Equations Based on oral
 tests and interviews are as follows in Table 5.

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 Table 5. Description of the students’ Prerequisite Mastery
 No Materi Sudah Persentase
 1 Knowing integer number 30 90,90%
 2 Knowing functions 19 57,58%
 3 Knowing Definition of Variabel Equality 27 81,82%
 Understanding the characteristics of Calculating
 4 Operations 5 15,15%
 5 Introducing Absolute Number 22 66,67%
 6 Able to give examples of absolute number 10 30,30%
 7 Making charts with absolute functions 9 27,27%

 After the treatment in the form of problem-based learning, the students’ test results can
 be described as follows in Table 6.

 Table 6. Description of Students’ Mastery of Materials during Posttest
 No Indicators Mastering Percentage
 Item 1: Definition of Absolute Number
 1 Understanding equationconcept 21 63,63%
 2 Explaining the reasons 23 69,70%
 Item 2: Explaining Statement of absolute equation
 1 Understanding the concept of absolute equation 25 75,75%
 2 Process of understanding in observation 26 78,79%
 3 Way to solve problems 21 63,64%
 Item 3: Explaining the way of absolute equation in variables
 Explaining the reasons of absolute equation
 1 concept 24 72,73%
 2 Predicting answers 26 78,79%
 3 Process of working steps 23 69,70%
 Item 4: the Students’ Opinion in Concluding absolute equation
 1 Identifying statement question 20 60,61%
 2 Predicting answers 24 72,73%
 3 Giving descriptive examples 24 72,73%

 From the test results of the posttest, it was found the followings in Table 7.

 Table 7. New Findings of Posttest Item Results
 Number of
 No Findings in the Class Percentage
 Students
 Emerging Students’ Creative Ideas (Making their
 1 5 15,15%
 own steps)
 2 Criticizing each steps (Explaining items validity) 12 36,36%
 3 Describing and Relating Mathematical functions 11 33,33%

 Before making mathematics learning media assisted with Javascript geogebra, it is
 necessary to illustrate the difficulties of students when working on the problem of absolute
 number equations. Questions given about basic knowledge about absolute numbers, as
 knowledge that should be mastered by students, the first concerning about the understanding of

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 absolute numbers.

 Figure 2. The Students’ Answer on number 1

 Figure 2 explains that, in general, the students know about absolute numbers that are
 defined as numbers that are always positive, but there are some findings of weaknesses in
 defining absolute namely a) Students have not been able to explain the definition of absolute
 values; b) Students try to explain by linking the operation in question is directed to a function
 that explains that absolute -a is a, but it is unclear to identify who describes a itself; c) Students
 are trying to explain absolute numbers, writing formulas and conditions are approaching true,
 but linking formula equations with terms does not describe the situation well. This is in line
 with Hendriana, Prahmana & Hidayat (2018) which explains that mathematical material
 regarding absolute values is still difficult for students to understand.
 This results in students’ works on the second question in Figure 3.

 Figure 3. The Students’ Answer on Number 2

 Figure 3 explains the question how do you think about | x-1 | = -3 and the findings of
 students work, that is a) The students are not able to answer the questions, this answer becomes
 2 possibilities whether or not they have done but did not succeed in determining the value of x
 or they cannot do it because they do not understand about absolute number equations; b) They
 have answered, there is no answer for the value of x, students answer the value of x with some
 examples of values equivalent to -3 and provide contradictory information, in addition, students
 try to provide input if the result is -3 then it absolutely must be multiplied by negative, in fact
 if students understand about the definition in general that absolute is always positive then the
 student will explain that absolute results cannot possibly produce negative numbers; c) Students

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 try to get answers but students do not re-test the truth of the results of x into the initial equation,
 this means students know the formula and the conditions but cannot understand it, this can be
 seen from Figure 3, they cannot describe the formula equation with the terms well because of
 memorization only.

 Figure 4. The Students’ Answer on Item 3

 Figure 4 explains the students' knowledge to explore deeper about the knowledge of
 equation | 2x-1 | = x, and tells how to determine the value of x, the findings: a) the Students
 make steps like the way the equation of a variable usually thinks this is the same as absolute
 equations one variable too. Students ignore the rules of absolute understanding based on the
 findings in Figure 1 that students explain absolute numbers are always positive but there is no
 linking requirement in working on absolute equations, because, it seems that in working
 students do not use proofs of truth after finding the value of x; b) They have guessed that the
 value of x = 1, but there is something unclear is the relationship that becomes a question that is
 why x = | 4x-3 |? So that a case-like answer is forced right without an unclear argument; c) They
 are trying to use the formula and terms of problem 1 like picture 1, which is applied to problem
 3. There are 2 students' answers to get the value of x namely x = 1 is the correct answer and x
 = -1 / 3 with the wrong answer, the student error factor is step the distribution and not perform
 the truth test x on the initial equation.

 Figure 5. The Students’ Answer on Item 4

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 Figure 5 explains the answers in the form of students' opinions of the statement | 2x + 3 |
 = , the results found in the students' answers are as follows a) They have not been able to
 determine the value of x if a is not known, their expectations that a is a number is not a variable
 form. Here, they only need a calculation process that does not require mathematical thinking
 processes; b) Initially, they provide three possible answers to condition a, namely the first
 possibility that the absolute equation has no answer, the second possibility, has one answer, the
 third possibility, has two answers. After that, students do two work processes namely the
 calculation process to get x = (a-3) / 2, and the process of generalization by mapping functions
 where x as an independent variable by entering integers, a as a bound number or the result if
 there are changes in numbers integers in x, but the work does not answer the conclusions made;
 c) Students try to give 3 possibilities for the value of a, the first, a is equal to infinite, the second
 possibility, a has a predetermined value leads to the conclusion that the absolute equation has
 an answer, and the third possibility, students try to make a statement of contradiction with the
 second possibility that is trying to make a statement a value is not determined but given an
 example of 1a or one a while not yet giving an explanation of 1a, after that, students conclude
 that first, a there is no answer meaning if a is equal to infinite and unknown . Second, there is
 no answer, if a is already known or determined.

 2. Design Phases
 This stage is done after the analysis phase found students' difficulties. Next, the process
 of making Geogebra Javascript-assisted learning media design is conducted by making
 diagrams in the form of difficulty stages of solving students' problems in class until media
 creation takes place, which can be described as follows in Figure 6.

 Figure 6. Chart of Creating Media

 Figure 6 explains that, at the initial stage, the researcher collects student test data on the
 ability of basic knowledge about absolute equality and interviewing the prerequisite abilities
 related to the material; In the analysis phase, the researcher analyzes the data findings of the
 students’ difficulties which are problems as a reference for designing media making; The third
 stage, is the process of making media by preparing drawing designs and making Geogebra

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 Javascript algorithms according to indicators of difficulty analysis; The fourth stage, a medium
 for learning absolute equality; The fifth stage, before the media is implemented or tested in the
 classroom, the media is tested for eligibility and input from media experts, those who master
 ICT related to mathematics, namely Adi Purnama, M.Sc, material experts namely lecturers who
 master mathematics and ICT education, namely Wahyu Setiawan, M.Pd, and user experts
 namely subject teachers in SMA Negeri 6 namely Bima Gusti Ramadan, M.Pd, if there is still
 improvement, the researchers remodel and redesign the media in accordance with expert input;
 The sixth stage, the media is feasible to be implemented for 10th grade students to practice,
 while looking at the effectiveness of the media conveyed to students and their activities in the
 classroom; The seventh stage, the researchers conducted an evaluation of the students’
 questionnaires and their input for further analysis.

 3. Media Development Phase
 The initial phase for media development is the students’ understanding about absolute
 numbers, its definitions and equations.

 Figure 7. Understanding Absolute Number

 Figure 7 explains that students are given many examples related to the numbers 0,
 positive, and negative. In this design, students are given a problem first and provide answers in
 the form of guesses before providing proof of truth. After several student experiments, give
 conclusions about absolute numbers and observe the conditions of the definition of absolute
 numbers.

 Figure 8. Understanding an Absolute Variable

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 Figure 8 explains the development of definitions of absolute numbers into one absolute
 variable, with the same concept, the goal of students being able to master any form of variables
 if students already understand basic absolute numbers without memorizing formulas.

 Figure 9. Understanding an Absolute Variable Equation

 Figure 9 explains the media equation of one absolute variable that is designed to give
 students an understanding of how the process of making it to the conclusion of answers based
 on the rules whether they meet or not meet.
 Before the media is implemented, it is previously validated by two media experts and one
 material expert (Bernard et al., 2019; Rohaeti, Bernard, & Primandhika, 2019; Rohaeti,
 Nurjaman, Sari, Bernard, & Hidayat, 2019). In addition there are inputs in the form of criticism
 from the media expert and the material expert reported in Table 7.

 Table 7. Validation and Critics from the Media Experts
 The first media expert: Application of ICT in Innovative Mathematics Learning
 No Media Elements Assessment Criteria
 1 Flowchart Design 78% Valid
 Relating the displayed pictures and
 2 86% Valid
 Javascript Geogebra
 3 Process of Explaining by Using Media 85% Valid
 4 Error Level 79% Valid
 Suggestions from the first media expert: It is necessary to simplify the program languages
 so that there are not many errors or errors when running the application.
 The second media expert: Innovative Media
 No Media Elements Assessment Criteria
 1 Interactive pictures 80% Valid
 2 Steps of Thinking Process 91% Valid
 3 Explaining the criteria of learning media 90% Valid
 Enabling the students in exploring
 4 86% Valid
 problem solving
 Suggestions from the second media expert: It will be better if the pictures have completely
 mathematical meaning, do not need a lot of pictures that are not related.

 Table 7 explains that the assessment from media experts are all valid and feasible to be
 implemented for grade X students in high school, but there are some considerations according
 to criticism from media experts to improve the use of program language that does not have to
 be typed in too much javascript like making loop using the for function and the condition
 changes the if language with the switch. Furthermore, minimize too many images by removing
 the buttons that are not too important so that the display does not display too many stacks of
 images.

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 Table 8. Validation and Critics from Material Expert
 No Media Elements Assessment Criteria
 1 Way to solve problems 76% Valid
 2 Accuracy of explaining formula 93% Valid
 Enabling the students’ thinking
 3 90% Valid
 process
 Characteristics of mathematical
 4 85% Valid
 operation and concepts
 Suggestions from the first media expert: Relationship between Problem Solving needs deeper
 understanding

 Table 8 explains the assessment of the material experts is valid, and the need for
 improvement is to add pictures that show the area accepted or rejected so students determine
 the point as a result of the conclusion whether or not the answer meets the requirements.

 4. Implementation Phase
 Before being tested on students, the researchers discussed with the mathematics teachers
 about the subject of the equation of absolute numbers, and the media was delivered and showed
 media assisted by Geogebra Javascript to provide input.

 Table 9. Suggestions from the Mathematics Teacher about Media
 No Materials Suggestions
 1 Definition of absolute value Appropriate and feasible to be implemented
 2 Simple absolute value equation Appropriate and feasible to be implemented
 3 Advanced absolute value equation Appropriate and feasible to be implemented
 Suggestion from the mathematics teachers: it needs to develop the absolute value inequation.

 Table 9 explains that there are three materials that will be delivered to high school students
 in grade X by using the media in absolute equation material in three meetings and one meeting
 for absolute inequality material.

 Figure 10. The First Meeting

 Figure 10 explains the meeting 1 about the definition of absolute numbers, the researching

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 lecturer gave an explanation using Geogebra Javascript-assisted media, and the students tried
 the media and gave conclusions about absolute numbers which all results are positive numbers.
 All students generally think that absolute numbers are numbers that positive their own numbers
 meaning that if a positive number then the result remains positive while negative numbers will
 turn into positive numbers. When given a question | x-1 | = -3 determine the value of x, students
 answer 4, and students answer do not know, after being given an understanding using the media,
 new students can explain that absolute numbers cannot be negative, so it is concluded there is
 no answer.

 Figure 11. The Second Meeting

 Figure 11 explains that the researching lecturer provides an explanation of the simple
 absolute equation material by linking the understanding of absolute numbers at the first
 meeting. Students try the media in the form of mathematical thinking processes so that students
 are able to associate mathematical formulas by solving problems of absolute equations, then
 students explain how to solve problems from absolute equations. This shows that students more
 easily understand mathematical concepts through meaningful learning (Hendriana, 2017;
 Hendriana, Prahmana & Hidayat, 2019; Hendriana, Putra & Hidayat, 2019; Hendriana &
 Rohaeti, 2017).

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 Figure 12. The Third Meeting

 Figure 12 explains that the researching lecturer is providing a more challenging item
 about the material of the advanced absolute equality, and each group discussed to solve the
 problem from the given problem. At the third meeting, all students in each group actively asked,
 explained, and expressed their opinions when trying to use the media. Afterwards they
 explained using Geogebra Javascript-assisted media.
 From the first meeting to the third meeting, the researching lecturer chose 3 students,
 namely students who have high, medium and low ability to be interviewed about their opinions
 when studying mathematics using Geogebra Javascript-assisted media documented in Table 10.

 Table 10. Students’ Interview Results based on Ability to Use Media
 No Level of Students’ Ability Suggestions
 1 High 1. Very excited to learn mathematics by using
 media Geogebra.
 2. The media can be made more interestingly if it
 can be shared to the students for them to learn
 independently.
 2 Medium 1. Being able to understand more when using the
 media.
 2. Wanting to continuously try the media when
 given test items.
 3. There are exercises on Geogebra.
 3 Low 1. It will be better if the teacher explains by using
 Geogebra
 2. If possible, there are working steps on it.

 5. Evaluation Phase
 In the evaluation phase, the researchers made improvements based on input from both

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 teachers and students after they used Geogebra Javascript-assisted media. Making media that
 will be developed a) media is used in all functions either in the form of equations or inequality;
 b) the media can be shared with students through a computer or android while opening Web-
 Page during online, students can also download the geogebra application; c) Media created will
 display steps where each step will involve students to solve problems; d) Making exercises to
 learn independently.

 Figure 13. Making Media based on Evaluation Results

 Figure 13 explains the results of developing the media from these four elements, where
 the first media serves to explain the steps and involve students to come to conclusions both
 when questions of equality and absolute inequality. The second media, used to help students
 provide answers whether or not the exact work of students manually and the results of answers
 from geogebra through WebPage. This shows that learning mathematics through interactive
 learning media can have a positive influence on student learning outcomes (Arda, Saehana, &
 Darsikin, 2015; Aludin, Mardiyana, & Samet, 2015).

 Figure 14. Running Test using the Geogebra Web Page

 Figure 14 and Figure 15 show the activities of the students trying to work on questions
 about equation and absolute in-equation by using media through the internet on Webpage
 Geogebra.

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 Figure 15. The Students Used Web Page Geogebra in Learning Process

 5. CONCLUSION
 The development of mathematics learning media by using Javascript-assisted Geogebra
 software can be implemented through the stages of ADDIE (Analysis, Design, Development,
 Implementation, and Evaluation). From the testing of the implementation of this learning
 media, it can be said that this media can explore students' critical and creative problem solving
 abilities if given a stimulus to an open ended mathematics problem or a non-routine
 mathematical problem. This learning media can also be used as online learning media for
 students.

 REFERENCES
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