On Friday, May 23, 2025, a team of Master of Mathematics Education students from the Indonesian Education University (UPI) carried out a Community Service (PKM) activity at SMP Negeri 15 Bandung City. This activity raised the theme “Strengthening the Concept of Data Presentation Through Scratch Media for Grade VII Students”, which aims to improve students’ understanding of the concept of data presentation (tables, bar charts, line charts, and pie charts) in a more fun, interactive, and easy-to-understand way.
Data presentation is one of the basic competencies in the junior high school mathematics curriculum that is often difficult for students to understand visually and conceptually. Therefore, UPI Master’s students utilize Scratch media, a visual programming platform that can be modified into a game-based learning media. With Scratch, students not only learn from text and numbers, but can also see directly how data is visualized, and even interact directly with its content. The classroom atmosphere also becomes more lively, because this
media presents material in the form of interactive educational games that make students curious and enthusiastic about completing it.
In addition to using Scratch media, learning is carried out by implementing the Problem-Based Learning (PBL) learning model. This model encourages students to actively think critically, collaborate, and solve context-based problems that are relevant to real life. In this activity, students are invited to understand problems related to data presentation, then find solutions through group discussions, idea exploration, and utilize Scratch to visualize data into interactive graphs, tables, and diagrams.
This activity was attended by 27 grade VII students who were divided into seven small groups, each consisting of 3 to 4 students. Each group was facilitated by one student from the implementation team, namely: Silmi Ghaida, Hayati Ramadhani Putri, Azmi Muzakki, Sanie Rachma Setia Gunawan, Efraim Jesse, Hafizah Aqilah, Rachmawati Khareun Nisa, and Aisyah Muthia Ghefira. This activity was also accompanied by a supervising lecturer, Mrs. Dr. Eyus Sudihartinih, M.Pd. and in collaboration with a mathematics teacher at SMPN 15 Bandung, Mrs. Surtiah, S.Pd.
Before the implementation in the field, the student team had prepared teaching materials such as PBL teaching modules, PowerPoint slides, LKPD, pre-test and post-test questions, and evaluation questionnaires. All preparations were carried out for two weeks with guidance and direction from the supervising lecturer. The student team and supervising lecturer also jointly determined the Scratch that was in accordance with the learning material. To maximize the time available at school, the committee also prepared a systematic rundown of activities. Classroom activities began with an opening and introduction session, then continued with a pre-test to determine students’ initial understanding. Then, an apperception activity was carried out to attract students’ interest in the material to be studied. After that, students were given trigger questions and contextual problems. In the core session, students tried the Scratch media in groups, students were also invited to work on the LKPD that had been given. Students were asked to read the data, group it, and then present it in various visual forms. The learning process took place in an active and fun atmosphere. The Scratch media, which was accompanied by mini games and interactive animations, made students more interested and brave in trying to complete the challenges given. They were seen very active in discussing and asking each other questions when trying Scratch or working on LKPD. After completing the LKPD, several groups presented their work results, followed by a session to conclude what had been learned, reflection, post-test, and prize distribution for participants who actively participated.
From the results of observations and data collected, this activity had a positive impact on student understanding. The post-test results showed a significant increase in scores compared to the pre-test results, which showed that the Scratch media was effective in helping students understand the concept of data presentation. In addition, the LKPD results showed that students were able to apply concepts in the context of real problems provided in the media.
As part of the activity evaluation, students were asked to fill out a questionnaire about the learning media used. The results showed that 100% of students were in the agree and strongly agree categories for the statement that the media display was clear, the language was easy to understand, and Scratch was able to increase interest and motivation to learn. However, 32% of students stated that the background sound in the media was not clearly audible. After an interview, it was discovered that the background sound was not audible because the class conditions were quite crowded, not because of technical errors in the media itself. However, the activity still ran smoothly because the facilitator helped explain the material display in the media.
In general, students showed high enthusiasm in participating in learning. Students looked very enthusiastic in participating in learning. Many of them directly recorded important information from the Scratch media to the LKPD, and almost all groups wanted to convey the results of their discussions in front of the class. The delivery was done in a language that they themselves understood, showing that students not only understood the material, but were also able to explain it again in their own way.
This activity not only enriched the students’ learning experience, but also provided an opportunity for S2 students to apply mathematics learning theory directly in the classroom. This PKM activity proves that the use of digital media such as Scratch can make mathematics learning more alive, contextual, and meaningful. With a collaborative spirit between students, lecturers, and teachers, this activity is expected to be an inspiration for the development of innovative mathematics learning in other schools.