Pedoman Untuk Penulis P-ISSN 2527-5615 E-ISSN 2527-5607 Kalamatika: Jurnal Pendidikan Matematika Volume 7, No. 2, November 2022, pages 143-162 This work is licensed under a Creative Commons Attribution - ShareAlike 4.0 International License. 143 DEVELOPMENT OF ONLINE INTERACTIVE LEARNING MEDIA USING GeoGebra APPLET ON PROBABILITY Melinda Pebrianti1, Isnaini Handayani2 1University of Muhammadiyah Prof. DR. HAMKA, Tanah Merdeka, DKI Jakarta 13830. Indonesia melindapebrianti9525@gmail.com 2University of Muhammadiyah Prof. DR. HAMKA, Tanah Merdeka, DKI Jakarta 13830. Indonesia isniani_handayani@uhamka.ac.id ABSTRACT This research is motivated by the absence of utilization and use of the GeoGebra Applet for probability as an online interactive learning media. The learning media developed for probability are conventional learning media such as manipulative materials, comics, and monopoly. In addition, the use and use of the GeoGebra Applet mostly discusses geometry, such as the area of plane geometry, spatial shapes, geometric transformations, area integrals, derivatives, and quadratic equations. Hence, an online-based interactive learning media is needed for probability, one of which is the GeoGebra Applet. This research aims to produce an online interactive learning media using the GeoGebra Applet on probability. The use of the model in this development research is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research subjects included three mathematics teachers and 29 Year 8 students. The data collection was done by observation in the form of needs analysis and interviews, and questionnaires. The study results were obtained based on the percentage of validation scores by two expert validators, including material experts, with results of 92.5% (highly feasible category), and language aspects, with a percentage of 100% (highly feasible category). The media expert validation result of the display aspect was 75% (feasible category), the interaction aspect was 66.67% (feasible category), the control aspect was 75% (appropriate category), and the form aspect was 75 % (appropriate category). In addition, the questionnaire responses from three mathematics teachers showed a percentage of 92.5% (highly feasible category), and the result from 29 students was 88.04% (highly feasible category). Thus, the GeoGebra Applet can be applied as an online interactive learning medium for probability in Year 8. ARTICLE INFORMATION Keywords Article History GeoGebra Applet Learning media Probability Submitted Jul 23, 2022 Revised Oct 31, 2022 Accepted Nov 17, 2022 Corresponding Author Isnaini Handayani University of Muhammadiyah Prof. DR. HAMKA Tanah Merdeka Street, East Jakarta, DKI Jakarta 13830 Email: isnaini_handayani@uhamka.ac.id How to Cite Pebrianti, M., Handayani, I. (2022). Development of Online Interactive Learning Media Using GeoGebra Applet on Probability. Kalamatika: Jurnal Pendidikan Matematika, 7(2), 143-162. https://doi.org/10.22236/KALAMATIKA.vol7no2.2022pp143-162 http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ http://creativecommons.org/licenses/by-sa/4.0/ 144 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 INTRODUCTION Learning media is a component or tool that can convey notes about learning objectives (Ramdhani, 2017). Learning objectives can be implemented due to the use of learning media as a supporting tool in the learning process (Puspitarini & Hanif, 2019). Learning media are physical and non-physical facilities that cause students to receive learning materials as a whole and generate student interest in learning because teachers can communicate material effectively and efficiently to students (Musfiqon, 2012). So, learning media can be interpreted as a hardware or software tool used by teachers to communicate the material to students in a more effective and efficient learning process following learning objectives. Media is divided into five: (1) human-based media; (2) visual-based media; (3) audio- visual-based media; (4) computer-based media (Leshin et al., 1992). One of the advantages of computer-based media is that it can make students regulate their own, deepening increased and comprehensive learning (Ramdhani, 2017). In addition, Mimbadri et al. (2019) explained that desire, interest, motivation, and information technology-based media could develop interest and motivation to learn. Meanwhile, Handayani & Sulisworo (2021) argued that creatively and interestingly delivering material can make learning more exciting and not boring due to conventional learning. Currently, various media or methods used in the learning process are still considered conventional, such as lecture, discussion, and question-and-answer methods without the use of learning aids or tools, thus making students find it difficult to interpret mathematical concepts (Sidabutar & Reflina, 2022). In addition, Aprillia & Zainil (2020) also stated that projectors and power points are still used as supporting media in the learning process. In addition, the use of markers and blackboards, as well as drawing media in the classroom, are also often used by teachers. This causes students to be less active (Andani et al., 2013). A similar finding was also revealed by Fatoni et al. (2017) that in the learning process, the majority of students were not active because they were busy chatting and did not pay attention to the presentation of material by the teacher as a result of too often students only heard and memorized the learning material provided by the teacher. Besides, student learning activities were also neglected because teachers focus more on providing the main subject matter (Proklamanto & Rudhito, 2013). Therefore, creating interesting learning in the process of presenting material is supported by factors, one of which is the media, especially online-based interactive learning media. One of the computer programs that can be used as a medium for Pebrianti & Handayani 145 learning mathematics is the GeoGebra program (Aprillia & Zainil, 2020). GeoGebra is an online interactive learning media based on graphs and geometry that focuses on the problem of mathematical concepts so that it can be implemented in mathematics learning (Nur’aini et al., 2017). GeoGebra is an interactive geometry software aimed at students aged 10 to 18 years which can stimulate students to carry out an experimental approach by proposing algebraic opportunities by inputting equations directly into the software (Hohenwarter & Fuchs, 2005; Nababan, 2020). The development of this learning media requires students to play an active and creative role, so it is used as the reason for choosing GeoGebra as software that helps. Suryawan & Permana (2020), learning activities in the 2013 Curriculum prioritize learning with a scientific approach consisting of (1) observing; (2) asking; (3) collecting information; (4) associating; and (5) communicating, where the GeoGebra software is suitable and relevant to be used and utilized by students (Suryawan, 2019). In the use and utilization of the online interactive learning media, the researchers chose probability materials that were considered difficult for students to understand. This was revealed by Putridayani & Chotimah (2020). She stated that the probability material was difficult because the process of understanding the concept of probability material was lacking, the implementation of formulas in solving problems that were not appropriate, and a lack of curiosity in studying probability material. In addition, Fitri & Abadi (2021) also explained that the difficulty of the probability material was due to students' understanding of the problem and process skills, and drawing conclusions in solving the problem of probability material was difficult. It is in line with Akbar et al.'s (2018) finding that students lack understanding in communicating information or probability problems. So, this proves probability is difficult for students to understand. In addition, the use of the GeoGebra Applet for probability materials is only available in the GeoGebra Classroom by other users who can be accessed the GeoGebra online site. However, there has been no publication regarding using the GeoGebra Applet for probability. This supports the novelty of this research, namely the use of the GeoGebra Applet for probability as an online interactive learning medium. Many studies have been conducted (Deviana, 2018; Hanah et al., 2016; Septy et al., 2015), yet there is no use of GeoGebra Applets for probability as online interactive learning media. The learning media developed for probability materials are conventional learning media, such as learning materials. Manipulative, comic, and monopoly. In addition, there is no 146 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 development of learning media assisted by GeoGebra software for probability material. Most of them discuss geometry, such as the area of flat shapes, space shapes, geometric transformations, area integrals, derivatives, and quadratic equations (Aprilia & Zainal, 2020; Fatoni et al., 2017; Handayani & Sulisworo, 2021; Mimbadri et al., 2019; Proklamanto & Rudhito, 2013; Ramdhani, 2017). Thus, this study developed an online interactive learning media using the GeoGebra Applet for probability. METHOD This research uses Research and Development (R&D). R&D is one type of research aimed at producing a product and testing its effectiveness of the product (Sugiyono, 2015). The resulting product is an online interactive learning media using the GeoGebra Applet on probability material. The ADDIE (Analysis, Design, Development, Implementation, Evaluation) model by Robert Maribe Branch is used in this development research. Meanwhile, the approach used is a qualitative approach to examine the media obtained based on criticism and suggestions during the development process, as well as a quantitative approach to test the feasibility of the product. The following is an explanation of the ADDIE model research procedures carried out by researchers, including: Analysis The initial stage is the analysis stage analyzing the needs for developing teaching materials and product feasibility as a product development effort by researchers. At this stage, the researchers made observations in schools and interviews. Observations made were analyzing the needs of mathematics teachers and students and interviews with mathematics teachers to determine the characteristics or profiles of students and learning needs to achieve learning objectives. Design The second stage is the researchers designing the media to be developed by analyzing the identification points, which then finds the solution to be addressed by starting to design interactive online learning media using the GeoGebra Applet for the probability material to be developed. Development The third stage is the researchers conducting a validity test on two experts, material experts, and media experts, intended to assess online interactive learning media using the Pebrianti & Handayani 147 GeoGebra Applet, developed before being implemented for mathematics teachers and students. Implementation The fourth stage is a trial of online interactive learning media using the GeoGebra Applet, developed for three mathematics teachers and 29 students. Evaluation The last stage is an evaluation by assessing mathematics teachers and students on the use of online interactive learning media using the GeoGebra Applet, developed through response questionnaires. Next, the results of the responses of the mathematics teacher and students were analyzed to describe research results. The explanation of the ADDIE model procedure can be described in Figure 1. Figure 1. Addie Model Procedure by Researcher The subjects of this study consisted of two expert validators, one material expert validator and one media expert validator, as well as mathematics teachers and students. The 148 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 target users of the product were three mathematics teachers and 29 Year 8 students. The data collection involved (1) observation in the form of initial data collection, namely conducting a needs analysis for mathematics teachers and students on the use of learning media, especially online interactive learning media using the GeoGebra Applet that will be developed; (2) interviews, conducted with mathematics teachers to obtain information related to the implementation of learning, especially learning media; and (3) a questionnaire, in the form of a material expert and media expert validation sheet as well as a response questionnaire for mathematics teachers and students. Validation sheets by material expert validators and media experts, as well as a response questionnaire for mathematics teachers and students, were intended to test the feasibility of using interactive online learning media using the developed GeoGebra Applet. The instrument used a Likert scale structure with a scale of 1–4. To calculate the sum of the average for each assessment, the following is as follows shows (1) (Mashuri & Budiyono, 2020). 𝑃(%) = 𝑠𝑐𝑜𝑟𝑒 𝑜𝑏𝑡𝑎𝑖𝑛𝑒𝑑 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 (1) The interpretation of the results of the Likert scale score after obtaining the percentage of eligibility (Purnama & Pramudiani, 2021) is as follows: Table 1. Likert Scale Score Results Assessment Category 81.0 – 100.0 Highly Feasible 61.0 – 80.9 Feasible 41.0 – 60.9 Less feasible 21.0 – 40.9 Not feasible RESULT AND DISCUSSION The results of the development research are online interactive learning media using the GeoGebra Applet for probability can be applied as online interactive learning media for Year 8. This GeoGebra Applet contains probability, sample questions, and practice questions. Moreover, the systematic arrangement and clear instructions for use. This GeoGebra applet is a learning media that can be operated online via the web without downloading an application and does not require large storage space. In addition, online interactive learning media using the GeoGebra Applet can be used as a tool for teachers and students when learning probability material, especially in the section on throwing dice and coins and taking marbles. The results of student work or trials carried out by the teacher can be seen directly through the GeoGebra classroom as a lesson without any other supporting applications. Figure 2 displays the online Pebrianti & Handayani 149 interactive learning media using the GeoGebra Applet for probability. Figure 2. GeoGebra Applet Display In the initial data collection, observations were made in the form of an analysis of the needs of mathematics teachers and students and interviews with mathematics teachers. The instrument used is a needs analysis sheet that aims to determine learning needs, especially in the use of online interactive learning media using the GeoGebra Applet to be developed. Table 2 presents data from the analysis of the needs of mathematics teachers, adapted from Sukmanasa et al. (2020). Table 2. Results of Mathematics Teacher Needs Analysis Statement Response (%) Response Description The use of learning methods in the learning process 100 Conventional 150 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 Statement Response (%) Response Description in the classroom 0 Interactive (discussion and using ICT media) The use of media in the learning process in the classroom 0 Book 0 Student worksheet 0 Whiteboard 66.67 Student worksheet, book, and whiteboard 33.33 Powerpoint, book, and whiteboard Teachers have used ICT media in the learning process 100 Ever 0 Never ICT media used in the learning process 100 Powerpoint 0 Videos The use of interactive multimedia in the learning process 100 Ever 0 Never The need for the use of interactive multimedia in the learning process 100 Need 0 No need How teachers get interactive multimedia 0 Make your own 100 Downloading from internet 0 Provided by school 0 No facilities The teacher has received training in making interactive multimedia 66.67 Ever 33.33 Never Learning media using GeoGebra is an interesting media 100 Interesting 0 No Interesting The need for the use of learning media using GeoGebra in explaining mathematical material 100 Need 0 No need The use of GeoGebra-based learning media to explain mathematics material is approved by the teacher 100 Agree 0 Don’t Agree The distribution of a teacher needs analysis questionnaire for online interactive learning media using the GeoGebra Applet to be developed and carried out to three mathematics teachers at Junior High School. Table 2 shows that the GeoGebra Applet learning media is interesting (100%). In addition, 100% of teachers agreed with the use of GeoGebra-based learning media to explain probability. This way, online interactive learning media using the GeoGebra Applet can be developed based on a mathematics teacher needs analysis questionnaire. Furthermore, the data from the analysis of student needs, adapted from (Dadi et al., 2019), are presented in Table 3. Table 3. Results of Student Needs Analysis Statement Response (%) Response Description Students love math 69.2 Yes 30.8 No The use of learning methods by teachers in the learning process in the classroom 7.7 Conventional 92.3 Interactive (discussion and using ICT media) The use of media by teachers in the learning process in the classroom 65.4 Book and whiteboard 3.8 Student worksheet 7.7 Whiteboard 23.1 Laptop 0 LCD Students have been taught to use ICT media in the 96.2 Ever Pebrianti & Handayani 151 Statement Response (%) Response Description learning process 3.8 Never The means used to display ICT media in the learning process 73.1 Powerpoint 19.2 Videos 3.8 LCD 3.8 No facilities Students have been taught to use interactive multimedia in the learning process 96.2 Ever 3.8 Never The use of interactive multimedia helps students in learning the concept of the material 92.3 Yes 7.7 No The need for the use of interactive multimedia in the learning process 92.3 Need 7.7 No need Students have been taught to use GeoGebra-based learning media 96.2 Ever 3.8 Never Learning media using GeoGebra is an interesting media 100 Interesting 0 No Interesting The need for the use of learning media using GeoGebra in explaining mathematical material 73.1 Need 26.9 No need Parental permission to use laptop/smartphone for study 100 Allow 0 Doesn’t Allow Analysis of student needs for online interactive learning media using the GeoGebra Applet to be developed was carried out by administering questionnaires to 29 Year 8 students. Based on Table 3, 92.3% of students stated the need for using interactive multimedia in the learning process. In addition, 100% of students stated that the learning media using the GeoGebra Applet was interesting. Thus, online interactive learning media using the GeoGebra Applet can be developed based on a student needs analysis questionnaire. The following are the results of interviews conducted with mathematics teachers. R : What learning methods do you usually use in learning mathematics? T : It's varied. Sometimes conventional, project-based learning, and others adjust to the material only. R : Do you use learning media when learning takes place in class? T : Love to use it, especially in this digital age. R : What forms and types of media are often used, Mr/Mrs? T : Have you ever used quizizz, Kahoot, or word wall? R : How is the learning situation in the classroom when you use learning media? T : I'm enthusiastic, so students no longer use doodles when they answer or solve problems, let alone math problems. R : Then, what is your response to computer-based media? T : Agree; in today's era, full of digital technology and supported by conditions that are still not normal, it's good when there are computer-based media. Plus, today, many children use gadgets, and they are their own. R : Have you ever used a learning media called GeoGebra, especially in the GeoGebra Applet section? T : Yes, I have. Usually used the GeoGebra application for material related to Cartesian diagrams, namely looking for x and y points, for example, line equations. However, the Applet does not yet know what it looks like. 152 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 R : How would you respond if GeoGebra, namely the GeoGebra Applet, is used in mathematics learning as an online-based interactive learning medium? T : Good. So students no longer need to doodle or interpret problems in notebooks because they have been helped by GeoGebra, especially for the linear equation material. R : In your opinion, what are the criteria for good computer learning media? Especially online-based interactive learning media using GeoGebra? T : First, it is easy to operate by students, of course, and effective. Then, the supporters can choose an attractive color for the important parts. Finally, it is easy for students to understand so that they are responsive and can interact with each other, which is important when the learning process uses GeoGebra. So it creates a sense of enthusiasm for students and stimulates learning to emerge. R : In your opinion, what things should be displayed in the GeoGebra Applet? T : Of course, there is material. For material, if possible, don't display too much writing or reading because students will be lazy to read. Better to give examples and practice questions. Then the explanation of the concept is also clear. R : How are students prepared for digital technology-based learning like this, Mr/Mrs? T : They are ready. Students are also used to learning to use digital media based on this digital technology. R : How is the readiness of digital technology-based learning facilities and infrastructure in schools? T : They are ready. Each student has been given a Chromebook that can be used immediately. The school also has a computer lab. The number of computers here is also sufficient. The results of interviews with mathematics teachers concluded that teachers used digital technology-based learning media to support the learning process. In addition, the teacher also briefly knows about the GeoGebra application and its use. It is also supported by enthusiastic student responses when the teacher uses GeoGebra in certain materials, such as line equations. This is in line with Khasanah & Nugraheni (2022), revealing that 68.04% of students were interested in using the GeoGebra application. In addition, the facilities obtained by students from the school were also adequate, such as giving Chromebooks to each student. Thus, the results of the interview support researchers being able to produce a product in the form of a GeoGebra Applet on probability material as an online interactive learning medium. The results of the assessment of online interactive learning media using the GeoGebra Applet by validators of material experts and media experts. For material experts, the instrument given is a validation sheet consisting of two aspects, material and language, using a 1–4 Likert scale structure. Figure 2 displays data obtained in terms of the assessment results of the material expert validator, adapted from Kurniawati & Koeswanti (2021). Pebrianti & Handayani 153 Figure 2. Material Expert Valuation Bar Chart Based on Figure 2, the material expert validator's assessment results are viewed from two aspects, namely the material aspect, with 37 scores obtained from 40 maximum scores. While in the aspect of language, 16 scores were obtained from the maximum of 16 scores. The results of the material expert validator's assessment can be written in Table 4. Table 4. Recapitulation of Material Expert Validator Assessment Results Aspect Total Statements Score Obtained Max Score Percentage Category Material 10 37 40 37 40 × 100% = 92,5% Highly feasible Language 4 16 16 16 16 × 100% = 100% Highly feasible Figure 3. Bar Chart Recapitulation of Assessment Results of Material Expert Validators Figure 3 shows the percentage of the assessment results of the material aspect assessment of 92.5% (highly feasible) and the language aspect of 100% (highly feasible). 0 0,5 1 1,5 2 2,5 3 3,5 4 4,5 Geogebra applet according to learning… Description of the material in accordance… Learning materials are in accordance with… Learning materials are in accordance with… Clear material concept Completeness of material presentation The selection of the image with the image… The preparation of sub-chapters of… The learning materials presented are able… The learning materials presented are able… It complies with PUEBI The language is clear and easy to… The sentences in the Geogebra Applet… The language used is in accordance with… M a te ri a l L a n g u a g e 92,50% 100% 88,00% 90,00% 92,00% 94,00% 96,00% 98,00% 100,00% 102,00% Material Language Percentage A sp e c t Recapitulation of Material Expert Validator Assessment Results 154 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 Furthermore, to the media expert, the instrument given was in the form of a validation sheet consisting of four aspects, namely display, interaction, control, and form, using a Likert scale structure 1–4. Figure 4 illustrates the data obtained based on the results of the media expert validator's assessment, adapted from Kurniawati & Koeswanti (2021): Figure 4. Media Expert Valuation Bar Chart Based on Figure 4, the media expert validator's assessment results are reviewed from four aspects. The first aspect is the display, with 15 out of 20 maximum scores; the second is the interaction with the score obtained by 8 out of 12 maximum scores; the third is control, with a score of 9 out of 12 maximum scores; and the fourth is the form with a score of 6 out of 8 maximum scores. The results of the media expert validator's assessment can be written in Table 5. Table 5. Recapitulation of Media Expert Validator Assessment Results Aspect Total Statements Score Obtained Max Score Percentage Category Display 5 15 20 15 20 × 100% = 75% Feasible Interaction 3 8 12 8 12 × 100% = 66,67% Feasible Control 3 9 12 9 12 × 100% = 75% Feasible Form 2 6 8 6 8 × 100% = 75% Feasible 0 0,5 1 1,5 2 2,5 3 3,5 The content in the Geogebra Applet is… The colors used in the Geogebra Applet… The images presented are relevant to the… Learning media using the Geogebra… Learning media using the Geogebra… Learning materials according to the… Geogebra applet according to student… Learning media using the Geogebra… The Geogebra applet is easy to use or operate Easy access navigation/command buttons Media capabilities in relation to time… Easy virtual classroom Can be applied as a learning resource D is p la y In te ra c ti o n C o n tr o l F o rm Pebrianti & Handayani 155 Figure 5. Bar Chart Recapitulation of Assessment Results of Media Expert Validators Figure 5 shows the results of the display aspect assessment with a percentage of 75% (feasible) from a total of 5 statements, interaction aspects with a percentage of 66.67% (feasible) from a total of 3 statements, control aspects with a percentage of 75% (feasible) from a total of 3 statements, and form aspect with a percentage of 75% (feasible) from a total of 2 statements. From the results of the expert validator's assessment, the following comments were obtained, as displayed in Table 6. Table 6. Comments of Expert Validators Comment Description Material Expert 1. In the "toss" section, the results are always "Pictures." 2. The image of the coin is not clear/clear. 3. The dice section is inconsistent in the mention of the terms "singing," "throwing," "shaking," and "rolling." 4. Fiersa Bestari's quote is irrelevant to the content of the material. 1. The coin toss applet has been revised so that the results are not always "Image." 2. The coin image has been fixed. 3. The mention is consistent. 4. Quotes are deleted because they are not appropriate and support the learning material. Media Expert 1. Applet is appropriate but still too few in giving examples. 2. For the narration, a picture of the figure who discovered opportunities and material benefits can be added. 1. Sample questions have been added that match the material. 2. The narration in the GeoGebra Classroom has also been added to the image of the inventor and the benefits of the probability material. The comments of expert validators indicate that online interactive learning media using the GeoGebra Applet for probability was adequate but required some revisions. Then, the assessment of online interactive learning media using the GeoGebra Applet was also obtained from mathematics teachers and students. The use of instruments in the form of a response questionnaire adapted from Sukmanasa et al. (2020). Tables 7 and 8 present the 75% 66,67% 75% 75% 62% 64% 66% 68% 70% 72% 74% 76% Display Interction Control Form Percentage A sp e c t Recapitulation of Material Expert Validator Assessment Results 156 KALAMATIKA, Volume 7, No. 2, November 2022, pages 143-162 data from the questionnaire responses of mathematics teachers and students. Table 7. Results of Mathematics Teachers Response Questionnaire Statement Score Total Indicators according to the level of development of students 12 The selected indicators are in accordance with the Basic Competence 12 The delivery of learning materials is interactive so that it motivates students to study independently 10 Learning materials presented using the GeoGebra Applet can increase students' learning motivation 11 The arrangement of activities in the GeoGebra Applet directs students to think coherently based on the five stages (observing, asking, gathering information, associating, and communicating) 11 The material presented is easy to understand 10 GeoGebra applets make it easier for students to learn 10 The suitability of the practice questions with the indicator formula 12 The suitability of the practice questions with the material presented 12 The sentence structure of the practice questions is easy to understand 12 Increase students' knowledge of the material presented 11 GeoGebra applets can increase student effectiveness in learning 10 In general, the GeoGebra Applet has good visual quality (display) 11 The contents of the GeoGebra Applet consist of materials for students and teachers (guide for teachers and student books) 12 Font selection accuracy 12 Ease of operation of the GeoGebra Applet feature 10 The words, terms, and sentences used are consistent 11 Facilitate the learning process 11 Make it easier for teachers to deliver material 11 Learning media using the GeoGebra Applet is safe for students to use 11 Total 222 Percentage 92.5% Category Highly feasible Table 8. Results of the Student Response Questionnaire Statement Score Total The images presented look very clear and follow the material 108 Presentation of the layout of the material is appropriate 102 The choice of colors presented is appropriate and attractive 106 The use of type and size of letters is clear and easy to read 108 The use of language is not difficult to understand 96 The content delivered is in accordance with the learning material 104 The content delivered is useful for learning probability materials 110 The applet used is in accordance with the current student learning conditions (flexible) 100 Students can use Applets without having to install apps 106 Students can operate in each of the steps presented easily 97 The suitability of the GeoGebra Applet used with my wants and needs 96 Penggunaan Applet GeoGebra memberikan pengalaman belajar yang positif 111 Learning media using this GeoGebra Applet can encourage students to be more active and independent in completing assignments 98 For students who rarely use this media, students like to use learning media using the GeoGebra Applet 97 Through this GeoGebra Applet, students have an idea about handling student assignments 97 After students use and operate this GeoGebra Applet, students are sure that they can complete the task well 98 Total 1634 Percentage 88.04% Category Highly feasible Table 9. Recapitulation of Test Results for Mathematics Teachers and Students Subject Total Statements Score Obtained Max Score P (%) Category Math Teacher 20 222 240 92.50 Highly feasible Pebrianti & Handayani 157 Subject Total Statements Score Obtained Max Score P (%) Category Students 16 1634 1856 88.04 Highly feasible Table 7 shows the results of the trial of three mathematics teachers and obtained a percentage of 92.5% (highly feasible). Furthermore, the results of the trial of 29 students showed a percentage of 88.04% (highly feasible). CONCLUSION It is concluded that this research produces the GeoGebra Applet as an online interactive learning media for probability. The use of the ADDIE model in this study consisted of Analysis, Design, Development, Implementation, and Evaluation. The data collection techniques were carried out through three stages: observation in the form of needs analysis and interviews and questionnaires. 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