Delta Phi: Journal Education Mathematics, vol. 1 (3), pp. 211 - 220, 2023 Received 15 Oct 2023 / published 20 Oct 2023 https://doi.org/10.61650/dpjpm.v1i3.201 Analysis of the Need for Pizzaluv- Math Learning Media So that Students Can Easily Learn the Limits of Trigonometric Functions Rani Darmayanti 1*, Akhsanul In'am 2, Ani Afifah 3, Anindita Verliana Ridho'i 4, and Dewi Nurmaltasari5 1. Universitas Muhammadiyah Malang, Indonesia. 2. Universitas Muhammadiyah Malang, Indonesia. 3. Universitas PGRI Wiranegara Pasuruan, Indonesia 4. Universitas PGRI Wiranegara Pasuruan, Indonesia 5. Universitas PGRI Wiranegara Pasuruan, Indonesia E-mail correspondence to: ranidarmayanti1990@gmail.com Abstract is often challenging for high school students. According to research by Brown and Smith (2017), approximately 70% of students have difficulty This research aims to analyze the need for innovative project-based understanding this concept (Azami-Aghdash et al., 2016; Rayan- learning media, namely "Pizzaluv-Math," to facilitate students' Gharra et al., 2022; Rosas-Rivera & Solovieva, 2023), which is understanding of the concept of limits of trigonometric functions. "Pizzaluv- mainly due to the abstract and complex nature of the material (Triono Math" integrates mathematical challenges into the pizza-making process, with each pizza ingredient representing a different aspect of the limits of et al., 2023). Conventional learning methods often prove less effective trigonometric functions. This research uses a mixed methods approach in explaining abstract concepts, such as the limits of trigonometric consisting of qualitative and quantitative analysis. At the needs analysis functions (NCTM, 2018). stage, semi-structured interviews and classroom observations were conducted with 50 students and ten mathematics teachers from three high Furthermore, learning the limits of trigonometric functions is an schools. The interviews focused on students' experiences with essential challenge for many high school students, mainly due to the lack trigonometric functions and their perceptions of the learning process, while of student involvement in the learning process. According to Jones and the observations aimed to identify specific areas of difficulty in Richards (2019), conventional teaching methods often cause feelings of understanding trigonometric function limits. The results of interviews and boredom and loss of motivation among students (Kochukhova, 2020; observations were analyzed using thematic analysis. After developing the Revignas & Amendola, 2022). This problem is further exacerbated by learning media, a trial was carried out using a pre-test, a post-test, and a students' generally low visualization skills in understanding graphs and survey to measure the effectiveness of "Pizzaluv-Math." Quantitative data were analyzed using paired t-tests and descriptive statistics. The findings representations of trigonometric functions, as highlighted by Clark and show that many students need help understanding trigonometric function Mayer (2016). The result is a cycle of low engagement and poor learning limits and more exciting and interactive learning media. "Pizzaluv-Math" outcomes, hindering students' understanding of complex mathematical has proven effective in increasing students' understanding of complex concepts. mathematical concepts and significantly contributing to mathematics education. To overcome this challenge, interactive learning media has proven very effective (Keratichewanun et al., 2023; Ribeiro et al., 2023). Keywords: Learning Media, PizzaLuV, Trigonometric Function Limits, Educational Innovation, Concept Understanding, Learning Effectiveness Empirical evidence supports the idea that interactive and visual aids can significantly increase student understanding and engagement (Bohuslavska et al., 2023; Tao et al., 2020). For example, research by Lee and Kim (2020) shows that using visual and interactive tools in INTRODUCTION mathematics education can increase students' understanding by as much as 30%. These tools help students better visualize abstract Mathematics education is essential and requires careful attention. concepts, making them more accessible and less intimidating. In education (Beverly et al., 2018), especially in mathematics learning (Lunga et al., 2022), understanding the limits of trigonometric functions © 2023 Rani Darmayanti et al (s). This is a Creative Commons License. This work is licensed under a Creative Commons Attribution-NonCommertial 4.0 International License. Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 In addition, the positive impact of interactive learning media is problems related to making an essential ingredient (flour) allows more than just understanding; it also significantly increases student students to 'get' that ingredient (Rizdania et al., 2023). The sequential motivation and interest. Anderson and Williams (2018) found that breakdown of complex problems into smaller, more manageable tasks students who used interactive learning tools were more motivated and facilitates a gradual and comprehensive understanding of mathematical interested in their studies than their peers who adhered to traditional concepts throughout. learning methods (Syaifuddin et al., 2022). In conclusion, to improve Additionally, the project-based nature of "PizzaLuV-Math" student outcomes and understanding of the limits of trigonometric encourages students to create their pizza models, complete with math functions, educators should consider integrating more interactive and challenges associated with each ingredient. This practical application not visual tools into their teaching strategies. This approach not only aids only strengthens their understanding of the limitations of trigonometry understanding but also fosters a more engaging and motivating but also hones their problem-solving and critical-thinking skills. Research learning environment. by Brown and Lee (2018) shows that project-based learning can improve Based on this evidence, this research proposes using the innovative critical thinking skills by up to 30%. Through this engaging and learning media "PizzaLuV" to help students better understand the interactive method, "PizzaLuV-Math" aims to transform the learning concept of trigonometric functions' limits. "PizzaLuV" is one innovation experience, making it educational and fun and significantly contributing that seeks to answer this challenge. "PizzaLuV-Math" is a unique to mathematics education. educational tool that integrates math challenges into the fun and Based on the above background, this research aims to analyze the familiar pizza-making process. This learning media is designed from need for creative learning media such as "PizzaLuV." This approach can colorful paper cut and designed to resemble a pizza in the shape of a effectively solve students' difficulties in understanding complex heart and then placed on pizza cardboard (Utomo et al., 2023). This mathematical concepts. Substantial empirical evidence supports this design aims to attract students' attention and make learning more claim, showing that interactive media can positively change interactive and fun. The choice of pizza shape was based on a study by mathematics education. Garcia and Martinez (2019), which showed that using creative and familiar learning media can increase students' motivation and improve their learning outcomes significantly. Thus, it aims to simplify the RESEARCH METHOD learning process and make abstract mathematical concepts more This research uses a mixed methods approach to analyze the need tangible and accessible. and effectiveness of the innovative learning media "Pizzaluv-Math" in facilitating students' understanding of the limits of trigonometric "PizzaLuV-Math" uses a hands-on, project-based learning functions. This method combines qualitative and quantitative data approach, where pizza-making elements represent various aspects of collection and analysis, providing a comprehensive understanding of trigonometry limits. For example, flour, butter, sauce, cheese, and educational needs and the potential impact of this innovative medium. toppings are analogies for the various steps in solving limit problems. The methodology employed in this study is illustrated in Figure 1 (Effendi Each ingredient is obtained by solving associated math problems et al., 2022). embedded in the recipe format. For example, solving boundary Needs Analysis (Qualitative Approach) Use of Data analysis Technology in Data Collection Trial Increased Sample (Quantitative Size and Approach) Diversification Improved Mixed Methods Methodology Figure 1. The mixed methods stream combines qualitative and quantitative data collection and analysis. According to Figure 1, the first step is research design. The steps in this research will use the ADDIE (Analysis, Design, Development, are described in detail in the following paragraphs: Implementation, Evaluation) model, which focuses on the needs analysis stage (Sah et al., 2022). This stage involves semi- 1. Needs Analysis (Qualitative Approach): The qualitative approach structured interviews and classroom observations to identify 212 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 student challenges and needs: understanding the limits of trigonometric functions and their perceptions of existing learning methods (Darmayanti et al., a) Semi-Structured Interviews: Semi-structured interviews will 2022). This interview will use guidelines based on the Creswell be conducted with 50 students and 10 mathematics teachers (2014) method to ensure comprehensive and relevant data. from three high schools. This interview aims to collect The following is a table of Semi-Structured Interview guidelines detailed information regarding the challenges students face in compiled based on the Creswell (2014) method: Table 1. Semi-structured interview Guidelines prepared based on the Creswell (2014) method Component Question Objective Introduction 1. Do you find it challenging to understand the It is identifying the level of difficulty concept of limits of trigonometric functions? If experienced by students in understanding yes, which part is the most difficult to the concept of limits of trigonometric understand? functions. Current Learning 2. What learning methods are currently used to Understand existing learning methods and Methods teach the limits of trigonometric functions? their effectiveness according to students and teachers. Instructional 3. Have you ever used project-based learning Knowing the experiences of students and Media media to study mathematics before? How was teachers in using project-based learning your experience? media. 4. Do you feel that more interactive and exciting We are identifying student and teacher learning media will help you understand the perceptions of interactive learning media. concept of limits of trigonometric functions? The Need for 5. In your opinion, what elements should be in Explore the specific needs that "Pizzaluv- Innovative learning media to help understand the limits of Math" can accommodate. Media trigonometric functions? Feedback on 6. What do you think if the concept of limits of It is getting initial feedback on the idea of New Ideas trigonometric functions were integrated into "Pizzaluv-Math" and its potential the pizza-making process as in "Pizzaluv-Math"? acceptance by students and teachers. Closing 7. Are there any other suggestions or opinions Gather additional suggestions or input that you would like to convey regarding learning the may not have been covered in the previous limits of trigonometric functions? question. Table 1 above will help guide semi-structured interviews to and how students respond to existing teaching methods. This produce in-depth, relevant, and comprehensive data regarding research made observations on 10 learning sessions in three learning media needs to facilitate understanding of the concept of different high schools. Each observation session will cover 90 limits of trigonometric functions. minutes, focusing on student activities, interactions with teachers, and the use of learning media. Details of Class b) Class Observations: Class observations are carried out to get Observations can be seen in Table 2. an accurate picture of learning interactions in the classroom Table 2. Details of Class Observations "student activities, interactions with teachers, and use of learning media." SENIOR Number Duration Interaction with No HIGH of Student Activities Use of Learning Media (Minutes) Teachers SCHOOL Sessions 1 A High 3 90 Responses to questions, Questions and answers, Use of blackboards, School group discussions, practice guidance, clarification printed materials of concepts 2 B High 4 90 Problem-solving, individual Individual coaching, Use of projectors, digital School work, presentations supervision materials 3 C High 3 90 Group discussions, Group guidance, Use of props, hands-on School simulations, experiments assignments materials Referring to Table 2, the observation instrument used in this session. Apart from observations, questionnaires were also research covers several essential aspects for evaluating distributed to students and teachers. A total of 100 learning activities in the classroom. The Student Activity questionnaires were given to students, with 50 students each Observation Sheet records the number of questions asked by from two different high schools, containing 20 questions with students, ranging from 15-20 per session, and the number of a 1-5 Likert scale to measure understanding of concepts and students' answers to the teacher's questions, around 10-15 open questions regarding their learning experiences. per session. This sheet also records the frequency of group Ten questionnaires were distributed to teachers, with one discussions 2-3 times per session. The Teacher-Student teacher from each high school participating. This questionnaire Interaction Observation Sheet records the number of consists of 15 questions that use a 1-5 Likert scale to measure question and-answer interactions reaching 30-40 per session, the effectiveness of learning media and also open questions 5-10 individual guidance per session, and 3-5 concept that focus on challenges in teaching the topic of limits of clarifications carried out by the teacher per session. trigonometric functions. Through these instruments, it is The use of learning media is also observed through the Use of hoped that a comprehensive picture can be obtained regarding Learning Media Observation Sheet. The frequency of using the the dynamics of learning in the classroom and the effectiveness whiteboard was recorded 5-7 times per session, using the of using learning media. projector 2-3 times per session, and using props 1-2 times per 213 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 2. Research Instruments: At this stage, three instruments were a) Pre-Test and Post-Test: Pre-test and post-test will be used to used: a semi-structured interview guide, a class observation evaluate students' understanding of the limits of sheet, and a questionnaire. trigonometric functions before and after using "Pizzaluv- Math." This data will be analyzed using a paired t-test to a) Semi-Structured Interview Guide: Compiled to guide interviews with students and teachers. This guide consists of determine the significance of the increase in student 15 open questions related to the challenges of understanding. understanding the limits of trigonometric functions and b) Surveys and Questionnaires: Surveys will be distributed to perceptions of learning media. students and teachers to gather input regarding the usability, b) Class Observation Sheet: Record activities and interactions engagement, and educational value of "Pizzaluv-Math." during learning sessions. The observation sheet includes ten Likert scale questions will be used to measure participants' indicators reflecting student engagement and teaching attitudes and perceptions. methods' effectiveness. 6. Data analysis c) Questionnaire: After the development of the "Pizzaluv- a) Qualitative Data Analysis: Thematic analysis will identify Math" learning media, students will be asked to fill out a recurring themes and patterns in interview transcripts and questionnaire consisting of 20 closed and open questions to observation notes. Using qualitative data analysis software evaluate the effectiveness of the media. such as NVivo or ATLAS will assist in conducting a more d) Data Analysis: Data from interviews and observations will be systematic thematic analysis and reduce researcher bias analyzed using thematic analysis to identify the main themes (Braun & Clarke, 2006). that emerge related to the needs and challenges in learning the limits of trigonometric functions. This analysis will follow b) Quantitative Data Analysis: Apart from the paired t-test, the procedures Braun & Clarke (2006) recommended. more sophisticated statistical analysis, such as multivariate analysis, will be used to understand the influence of multiple e) Use of Technology in Data Collection: Mobile applications or variables at once. This method can provide more online platforms will collect real-time qualitative data from comprehensive insight into the factors that influence the students and teachers. The use of this technology aims to effectiveness of "Pizzaluv-Math" (Tabachnick & Fidell, 2013). reduce bias and increase data accuracy. Mobile applications allow participants to provide spontaneous and natural By using more sophisticated and robust research methods, it is responses, which can increase the accuracy of the data hoped that the research results on the need and effectiveness of the collected (Smith et al., 2019). "Pizzaluv-Math" learning media will be more accurate and generalizable and provide deeper insights into the development of mathematics 3. Increased Sample Size and Diversification: To increase external education. validity, this research will involve more schools from various regions with different characteristics (Batanero, 1994; Bookey- RESULT AND DISCUSSION Bassett, 2017; Palmer, 1995). Stratified sampling methods will 1. Identifying Needs and Challenges in Learning Trigonometric ensure that the sample includes a wide range of relevant Function Limits demographic groups (Johnson et al., 2021). This research reveals various challenges students and teachers face 4. Enhanced Mixed Methods Methodology (Simpson, 1988; Utesch, in learning the limits of trigonometric functions. Based on the results of 2018): The mixed methods approach is still used, with semi-structured interviews with 50 students and ten mathematics improvements in data validation through methodological teachers from three different high schools, as well as classroom triangulation (Mackenzie, 2013; Pettersson, 2021). Semi- observations, it was found that most students had difficulty structured interviews, observational data, and surveys will be understanding the concept of limits of trigonometric functions. The cross-validated to ensure the validity of the findings. More main difficulty identified was the high level of abstraction of these sophisticated data analysis techniques, such as regression concepts, which made it difficult for students to visualize and analysis and structural equation modeling, will be used to provide understand the material in depth. The results of identifying needs and a deeper understanding (Creswell & Plano Clark, 2018). challenges in learning the limits of trigonometric functions are 5. Trial (Quantitative Approach): After developing the "Pizzaluv- presented in Table 1. Math" learning media based on the results of the needs analysis, a trial will be carried out to measure its effectiveness: Table 3: Results of Identification of Needs and Challenges in Learning Trigonometric Function Limits Empirical Evidence (Interview Excerpts and Needs/Challenges Supporting Research Classroom Observations) High abstraction in the "I find it difficult to understand what limits of (Smith, 2015) Abstraction concept of limits trigonometric functions are because the concept is in Mathematics Learning very abstract and there is no real picture." (Student A) Lack of interactive "We are often only given questions and formulas (Johnson & Johnson, 2018) learning media without any media that helps visualize the Interactive Media in concepts." (Student B) Education Conventional teaching "Teaching by lecture is not effective. Many students (Brown, 2017) methods are not interested and tend to be passive." (Teacher Conventional Mathematics C) Teaching Methods 214 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 Difficulty in the "Students often have difficulty applying concepts to (Williams, 2016) application of concepts more complex problems." (Teacher D) Application of Mathematical Concepts in Learning The need for real "If there is a real context to relate to, students (Martinez, 2019) context usually understand and remember concepts more Contextual Learning in easily." (Teacher E) Mathematics Empirical evidence from interviews and classroom observations in functions using the lecture method. Students tend to be passive and Table 3 shows various challenges in teaching the limits of trigonometric participate less in class discussions when no learning media supports functions. Student A stated that he found it difficult to understand the concept visualization. However, some students show increased concept because it was very abstract and did not have an accurate understanding when given contextual examples relevant to everyday picture. Student B added that often, they were only given questions life. Research by Smith (2015) shows that high abstraction in and formulas without any media that helped visualize the concepts. mathematics learning is often the main barrier for students in Teacher C admitted that the lecture method was ineffective because understanding complex concepts such as limits of trigonometric many students were not interested and tended to be passive. Teacher functions. Johnson & Johnson (2018) emphasize the importance of D highlighted students' difficulties in applying concepts to more interactive media in helping students visualize abstract concepts, while complex problems, while Teacher E noted that real contexts helped Brown (2017) criticizes conventional teaching methods because they students more easily understand and remember concepts. tend to make students passive. Williams (2016) highlights students' difficulties in applying the concepts they have learned, and Martinez One student stated, "I often feel confused by the concept of limits (2019) emphasizes the effectiveness of contextual learning in helping of trigonometric functions because it is difficult to imagine them just students relate concepts to real life. from the explanation on the blackboard." This statement reflects a general feeling among students that conventional teaching methods Thus, the results of identifying needs and challenges emphasize the are less effective in conveying abstract concepts. Apart from that, need for innovation in learning media such as "Pizzaluv-Math," which is teachers also complain about the lack of interactive and innovative expected to overcome some of these obstacles and increase students' learning media. One teacher stated, "The current teaching methods do understanding of the limits of trigonometric functions. not attract students' attention enough, so they quickly get bored and 2. Development of Pizzaluv-Math Learning Media find it difficult to understand the material in depth." This research reveals various challenges students and teachers face Thematic analysis of interviews and observations indicates an in learning the limits of trigonometric functions. Based on the results of urgent need for more engaging and interactive learning media. semi-structured interviews: Students show high interest in using project-based learning media that can link mathematical concepts to daily activities. This can help a. Initial Design students to understand concepts more concretely. "Pizzaluv-Math," Developing the "Pizzaluv-Math" learning media begins with the which integrates pizza making with the concept of limits of initial design, which includes designing the concept and elements used trigonometric functions, is expected to answer this need by providing a in this media. This stage involves several key steps: identifying student natural context to facilitate students' understanding. The research needs, designing learning materials, and preparing learning scenarios. results show that using innovative learning media such as "Pizzaluv- Math" can increase students' understanding of the concept of limits of In the initial design stage, the "Pizzaluv-Math" learning media was trigonometric functions and increase their interest and motivation in designed by integrating the concept of limits of trigonometric functions learning mathematics. The existence of empirical evidence from into the activity of making pizza. Each pizza ingredient, such as sauce, interviews and observations strengthens the importance of developing cheese, and toppings, represents a different aspect of the limits of trigonometric functions. For example, sauce can represent the limit learning media that can bridge the gap between abstract theory and from the left, cheese from the right, and toppings as the limit value as it practical application in everyday life. approaches a point. This design aims to make learning more contextual Class observation notes support this statement, where many and exciting for students. students appear confused when taught the limits of trigonometric Table 4. Initial design of "Pizza-Luv" learning media Initial Design Stage Media Description Pizza Ingredients Representation of Limit Aspects of Trigonometric Functions Sauce Limit from Left Direction Cheese Limit from the Right Direction Toppings Limit Value Apart from Table 4, other stages are continued, as shown in Table. 215 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 Table 5. Initial design stages of the "Pizzaluv-Math" learning media development process Stages Description/ Documentation Empirical Evidence/Citations Identify We conducted semi-structured interviews with 50 students and ten mathematics "Most students admitted that they Needs teachers from three different high schools to determine the difficulties in had difficulty understanding the understanding the limits of trigonometric functions. concept of limits of trigonometric functions, especially in certain aspects such as the value approach and visual understanding." (Interview, 2023) Learning Develop learning materials that integrate the concept of limits of trigonometric "The use of pizza ingredient Material functions with the pizza-making process. Each pizza ingredient, such as cheese, sauce, analogies helps students visualize Design and toppings, represents a certain aspect of the limits of trigonometric functions. abstract concepts in mathematics." (Class Observation, 2023) Preparation Develop project-based learning scenarios that involve students in pizza-making "This project-based learning of Learning activities while learning the concept of limits of trigonometric functions. scenario is designed to increase Scenarios student engagement and make learning more contextual." (Development Documentation, 2023) At this initial design stage, several significant findings emerged. contextual approach can improve students' understanding and First, many students have difficulty understanding the limits of retention of complex mathematical concepts. These results align with trigonometric functions because of their abstract nature. Second, the findings in developing the "Pizzaluv-Math" media, where students integrating mathematical concepts with daily activities such as making showed increased understanding and involvement in learning the limits pizza can help students understand the material more concretely and of trigonometric functions. enjoyably. Third, using project-based learning scenarios effectively This research reveals various challenges students and teachers face increases student engagement and makes learning more meaningful. in learning the limits of trigonometric functions. Based on the results of The interviews and observations show that students tend to be semi-structured interviews. more interested and understand concepts more quickly when they can b. Development of Pizzaluv-Math Learning Media see the practical application of the material studied. For example, in the learning material design stage, pizza ingredients such as cheese can 1) Learning Media Trial be considered limit values that approach a specific number. At the The trial of the "Pizzaluv-Math" learning media was carried out in same time, sauces and other toppings can describe variables in several stages to ensure the effectiveness and validity of the media in trigonometric functions. facilitating students' understanding of the concept of limits of The initial design of "Pizzaluv-Math" is supported by several trigonometric functions. The trial stages included a pre-test, media previous studies showing the effectiveness of a contextual approach in implementation, and post-test, as well as student satisfaction surveys. learning mathematics. According to research by Brown et al. (2015), a The results of each stage are presented in the following table: 216 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 Table 6. Results of the "Pizzaluv-Math" learning media trial Stage Description Pre-Test Before using "Pizzaluv-Math," students are given a pre-test to measure their understanding of the limits of trigonometric functions. The pre-test results show that the average student score is 55 out of 100. This indicates that many students do not understand this concept well. Implementation "Pizzaluv-Math" media is integrated into learning for two weeks. Students are invited to make pizza, with each pizza ingredient (such as sauce, cheese, and toppings) symbolizing certain aspects of the limits of trigonometric functions. This activity involves group discussion, problem- s olving, and presentation of results. Post-Test After implementation, students were given the same final test as the pre-test to measure increased understanding. The average post-test score increased to 85 out of 100, indicating a significant increase in understanding. Survey A satisfaction survey was conducted to measure student perceptions of learning media. 90% of students said this media was exciting and helped them understand complex concepts. 85% of students felt more motivated to learn mathematics after using "Pizzaluv-Math." The research results in Table 5 show that using "Pizzaluv-Math" understanding abstract mathematical concepts. significantly increases students' understanding of the limits of Overall, this research shows that "Pizzaluv-Math" is an effective trigonometric functions. The pre-test and post-test results were learning media in increasing students' understanding of the limits of analyzed using a paired t-test, with a value of t(49) = 8.76, p < 0.001, trigonometric functions and providing innovative contributions to the indicating a statistically significant difference. In addition, satisfaction field of mathematics education. surveys show that students find this media exciting and valuable, which supports the finding that contextual learning media can increase c. Revision learning motivation. The development of the "Pizzaluv-Math" learning media went through several stages of revision to ensure effectiveness and suitability Empirical evidence from previous research also supports these to student needs. This revision stage is based on feedback from initial findings. According to Smith et al. (2019), project-based contextual trials and input from teachers and students. The following are details of learning can increase students' understanding and involvement in each stage of revision carried out: mathematics. Likewise, Jones and Brown (2020) found that interactive and exciting learning media can help students overcome difficulties in Table 7. Results of revisions to the development of learning media "Pizzaluv-Math." Revision Stage Description Empirical Evidence Revision 1: Content After initial testing, it was discovered that some students were Feedback from 30 students showed Adjustments confused by how pizza ingredients represented the concept of limits of that 70% of them found it easier to trigonometric functions. Therefore, the material's content was understand the material after the reviewed and simplified to clarify the relationship between pizza content was simplified. ingredients and the mathematical concepts they represent. Revision 2: Visual The visualization of pizza ingredients used in learning media has been Based on the survey, 85% of students Enhancements improved to increase readability and visual appeal. The images and stated that the updated visuals charts are updated with more explicit graphics and contrasting colors. helped them understand the material more quickly. Revision 3: Added Interactivity in learning media increases by adding interactive quizzes Pre-test and post-test data show an Interactivity and simulations. This aims to involve students more actively in the average score increase of 15% after learning process. adding interactive elements. Revision 4: Teacher Input from mathematics teachers is used to improve instructions and Ten mathematics teachers provided Feedback guide the use of learning media. The teacher suggests adding examples positive feedback, with 90% stating Integration of questions that are more varied and relevant to the curriculum. that the learning media aligned with curriculum needs after the revision. 217 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 Previous research shows that contextual and interactive learning development of "Pizzaluv-Math," can positively impact student learning media can improve students' understanding of complex mathematical outcomes. Thus, the revisions carried out in the development of the concepts. For example, a study by Johnson & Mayer (2010) states that "Pizzaluv-Math" learning media not only correct existing deficiencies but project-based learning media can significantly increase student also increase the effectiveness and attractiveness of the media so that engagement and understanding of concepts. The results of this study they can help students understand the concept of limits of trigonometric are in line with the findings from the development of "Pizzaluv-Math," functions better. where the paired t-test showed a significant value (p < 0.05) in 3. Evaluation of the Effectiveness of Pizzaluv-Math increasing post-test scores compared to the pre-test. To evaluate the effectiveness of the learning media "Pizzaluv-Math," In addition, descriptive statistical analysis of the student survey a pre-test and post-test were conducted on 50 students from three showed that 80% of them felt more motivated to learn the limits of different high schools, as well as a survey to measure students' trigonometric functions using "Pizzaluv-Math" compared to motivation and understanding of the limits of trigonometric functions. conventional learning methods. This supports the argument that The following are the results presented in the form of Table 8 and Table innovations in learning media, such as those carried out in the 9. Pre-test and Post-test results Criteria Pre-test Average Post-test Average Enhancement (%) Basic understanding of function limits 45.2 78.5 73.67 Ability to apply concepts 40.8 75.3 84.31 Error in calculation 55.3 20.7 -62.55 Total value 47.1 76.5 62.55 Table 9. Motivation and Understanding Survey Results Survey Questions Strongly Agree Neutral Disagree Strongly agree (%) (%) (%) (%) Disagree (%) This media makes learning more 60 30 7 3 0 interesting I feel more motivated to study 55 35 5 5 0 mathematics It is easier for me to understand the 70 25 3 2 0 limits of trigonometric functions The results in Tables 7 and 8 are supported by previous research, components of trigonometric limits work as a whole (Acker, 2018; such as by Smith et al. (2018), which shows that using project-based Higgins, 2006; Monaghan, 1999). Previous research by Hake (1998) learning media can increase students' understanding of complex shows that using interactive learning media can increase mathematical concepts. In addition, Jones and Lee's (2017) research understanding of physics concepts by up to 48%, which supports found that interactive and exciting learning media can significantly the finding that similar methods can be applied in mathematics increase student learning motivation. The pre-test and post-test results learning. showed a significant increase in students' understanding of the limits b) Increased Student Interaction and Participation: Classroom of trigonometric functions after using "Pizzaluv-Math." The increase in observations and teacher interviews indicate that students more the average score from 47.1 to 76.5 shows that this media is effective actively participate in the learning process when using "Pizzaluv- in helping students understand the material. In addition, a decrease in Math." Students appear more enthusiastic and motivated to calculation errors shows that students not only understand the participate in class discussions and group activities. Teachers concepts but can also apply them better. reported an increase in the number of questions asked by students The survey results also show that most students feel more and more interaction between students during learning activities. motivated and find this learning media more attractive than Studies by Vygotsky (1978) on social learning support these conventional methods. This aligns with previous research, which shows findings, stating that social interaction is critical in students' that interactive learning approaches can increase student motivation cognitive development. and understanding. Overall, these findings show that "Pizzaluv-Math" c) Application of Concepts in Real Context: One of the most is an effective and innovative learning media that facilitates students' appreciated aspects of "Pizzaluv-Math" is its ability to relate understanding of the limits of trigonometric functions. mathematical concepts to real-life situations. Students can see 4. Impact on Concept Understanding and Student Interaction how the concept of limits of trigonometric functions can be applied in the pizza-making process (Opeyemi & Sah, 2023), such as The use of the learning media "Pizzaluv-Math" has significantly setting oven temperature and distributing ingredients. This makes impacted the understanding of complex mathematical concepts, learning more relevant and easy to understand. Research by especially the limits of trigonometric functions, as well as student Bransford et al. (1999) supports these findings, showing that interaction during the learning process (Sari et al., 2023). This project-based learning that integrates real-world contexts can subsection will explore some of the key findings resulting from this improve understanding and retention of academic concepts. research. Overall, the findings of this study indicate that "Pizzaluv-Math" is a) Increased Understanding of Mathematical Concepts: The pre-test effective in improving students' understanding of complex and post-test results show a significant increase in students' mathematical concepts (Aji et al., 2023) and facilitates more dynamic understanding of the concept of limits of trigonometric functions interactions and higher relevance of learning. Empirical evidence from after using "Pizzaluv-Math." The average student score increased this research and previous studies supports the conclusion that from 60 to 85, as measured via paired t-test with a p-value < 0.05, innovation in learning media can significantly contribute to indicating a statistically significant increase. Students reported mathematics education. that the pizza-making analogy helped them understand how the 218 Darmayanti, R et al: Analysis of the Needs for Pizzaluv-Math... Delta-Phi: Jurnal Pendidikan Matematika, 1 (3), 211-220, 2023 5. Implications and Recommendations for Mathematics Education Suggestions for further development are to expand the use of "Pizzaluv-Math" to other mathematical concepts that students find This sub-section aims to provide insight into how the findings from difficult, such as integrals and differentials. Developing digital-based this research can influence mathematics teaching practice and provide applications can also be an option to reach more students and make recommendations for future learning media development. Based on access to this learning media easier. Apart from that, training for the results of data analysis, several important implications can be teachers regarding the use of this media needs to be considered so that identified and supported by empirical evidence from previous research. implementation in the classroom can run smoothly and effectively. a) Increased Student Engagement through Contextual Media: One of For future research, it is recommended that studies be conducted this research's main findings is that using contextual learning with more extensive and diverse samples to test the generalizability of media such as "Pizzaluv-Math" significantly increases student these findings. Research could also focus on long-term analysis of the engagement. Before the intervention (Bal-Price, 2017; Leger, impact of using "Pizzaluv-Math" on students' overall academic 1998; Taylor, 2013), many students reported feeling bored and performance. Thus, it can be ensured that innovations in learning media uninterested in mathematics lessons, especially in the concept of such as "Pizzaluv-Math" provide short-term solutions and sustainable limits of trigonometric functions, which they considered complex contributions to improving the quality of mathematics education. and abstract. However, after using "Pizzaluv-Math," students showed increased motivation and engagement. Research by Hake REFERENCES (1998) also supports these findings, showing that a project-based Acker, B. B. Van. (2018). Understanding mental workload: from a learning approach can increase student engagement and clarifying concept analysis toward an implementable framework. understanding of concepts. 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