Development of 2D Animation Learning Video Media for the TAPPS Learning Model to reduce Mathematics Phobia

: 2D animated video media emerges as a viable remedy aimed at enhancing student learning outcomes and the effective implementation of the Thinking Aloud Pair Problem Solving (TAPPS) pedagogical approach. The approach adopted involves the utilization of the ADDIE methodology to guide the development of meticulously designed media, a design that has undergone comprehensive validation by multiple assessors, encompassing both content and media scrutiny. This assessment has been conducted across various evaluation criteria. The data collection methodology employed encompassed tests and questionnaires to gauge student reactions. As evidenced by the material validation phase, the average percentage achieved was 77.13%, falling within the "Valid" classification. In tandem, the media validation process yielded an average score of 82.5%, positioning it firmly within the "Highly Valid" classification. Supplementary to the validation assessments, additional scrutiny was directed toward student learning outcomes. The results yielded an average score of 84.35, surpassing the established minimum passing grade of 75. This unequivocally substantiates the comprehensive achievement of learning objectives. Furthermore, student responses towards the learning material were appraised, culminating in an impressive 90.46% satisfaction rate, thus attaining the "Very Good" rating. In light of the meticulous analyses conducted, it is indisputable that the development of 2D animated video media tailored for the TAPPS instructional model stands as a viable and potent strategy to alleviate students' apprehensions towards mathematics.


Introduction
The problem that occurs at this time is the use of teaching materials, students have also received textbooks or question sheets as evaluation sheets for each student, however, this still makes students unable to understand lessons, especially mathematics.The problem that is faced next is that many students still think that mathematics is a material that is very scary so that students feel an acute phobia of mathematics (Riski et al., 2023).
Likewise with the comparison between education in the province of Aceh and other provinces, Jannah et al. (2020) currently education in Aceh is also far behind (Novianti, Salpina, et al., 2023).This can be seen from the results of the average UAS score and student interest which is relatively low.Based on the results of observations in the field and through filling in answers on the Google form, almost 65% of students lack interest in learning mathematics and have a phobia of mathematics.Even though currently the National Exam has changed its name to ANBK, for the high school graduation process, they still take the exam.Related to the eyes In the statistics lesson there was a decrease in basic concepts, so that there were some students who did not complete it (Farziyani et al., 2019) Based on the results of surveys and observations conducted at SMA N 3 Bireuen, it was found that student learning outcomes, especially in mathematics lessons, statistics material at the school was classified as low, this can be seen in the Figure 1.Based on some of the opinions Rahayuningsih & Setiawan (2023), innovative learning works are needed both in the form of concrete media and digital-based media.Maulidasari & Novianti (2022), that educators continue to work in creating learning media that can increase student interest and motivation in learning and reduce math phobia.The innovative media that will be applied in this research is 2D animation learning video media.According to Munib & Utomo (2022), 2D animated video media is a very effective medium in assisting the learning process which can be used as a substitute for modules or other teaching materials.Ravilla et al. (2023), Hasanah et al. (2023), learning video media Satira et al. (2023), an audio-visual media, can make students understand the material better and not be boring so that the phobia of mathematics is reduced.
2D animation learning video media is a media that has been integrated with electronic media which is able to combine audio and visual technology together to produce a dynamic and interesting show (Setiawan & Permana, 2021).In overcoming math phobia, students are also trained with innovative learning models that are varied, (Salehha et al., 2021) namely the Thinking Aloud Pair Problem Solving (TAPPS) learning model.The TAPPS learning model is a learning model that has a context of solving problems in pairs verbally.According to Mulyanti (2020), the TAPPS model is a skill in solving problems so that you have the ability to choose and develop the right solution.So with the use of the TAPPS learning model it can solve problems in mathematical material, namely Statistics (Rufiana et al., 2020).So that students better understand the purpose of learning and students are more motivated in following the learning process (Ediyani et al., 2020).
In addition to the application of the 2D animation media used (Chasani et al., 2023), the application of the Thinking Aloud Pairs Problem Solving (TAPPS) (Aulia et al., 2022) learning model is also an alternative in research.The TAPPS model is a cooperative learning model in which pairs solve problems orally (Syafitri et al., 2018;Nusywari et al., 2022).Maghvira et al. (2019) the TAPPS model can improve communication skills in solving problems.The problems that occur are How to design 2D animation learning video media so that it can be used by students in the learning process, the learning process using the Thinking Aloud Pair Problem Solving (TAPPS) learning model and Can efforts to use 2D Animation Media reduce children's math phobia in the learning process (Neelofar et al., 2022).
The objectives of the problems being faced are 1) to be able to design instructional media that are as attractive as possible with 2D animation learning video media; 2) To be able to carry out all the indicators that exist at the stages of the TAPPS learning model process; 3) To be able to reduce math phobia with the media innovations used.2D animation learning video media is designed with audio visuals along with interesting pictures.

Method
The method used in the development of sources and media is the ADDIE method as stated (Lana Rahardian et al., 2022).The ADDIE method consists of five stages, namely Analysis, design, development, implementation and evaluation (Akmal & Festiyed, 2023;Aprilia et al., 2023).(Sugiyono, 2017) The data collection techniques Maulida (2020), that are carried out when applying to schools are: Test (Evaluation) this test is carried out to find out directly the learning outcomes of students related to the learning process that has been carried out, Questionnaires are used to obtain responses from each student in collecting data from several aspects of the assessment, (Novianti, Zaiyar, et al., 2023) Documentation data is made in the form of documents, numbers, writing and pictures that support research that has been carried out according to the research design (Spatioti et al., 2022).

Result and Discussion
Related to the results of research on statistics subjects for data concentration material for Class XII SMA N 3 Bireuen, which was developed using 2D Animation Learning Video learning media by applying the TAPPS learning model to reduce Mathematics phobia.This study uses the ADDIE model (Branch, 2010), namely analysis, design, development, implementation and evaluation (Novianti, Zaiyar et al., 2023).
At the Analysis stage, what was carried out was that the research team carried out an analysis related to analyzing the problems mathematic phobias faced by students in studying mathematics.Therefore, related to this needs analysis, a 2D animation video media development was carried out which would be implemented for class XII students of SMA N 3 Bireuen.The following are the results of the research documentation  (Nababan, 2020).At the development stage, what is carried out is an analysis and design that has been collected into a component where the media is ready to be used.The following is the development of 2D animation video learning media in table 1.
From the media example it is ready to be designed, (Salas-Rueda et al., 2020) validation will be carried out by two validators, both from material expert validation and media expert validation to see the feasibility of the media that has been prepared.The validation test was carried out by 2 validators for each validation instrument by directly assessing the 2D animation video media to be assessed according to the instruments provided.Based on the results of the suggestions and input from the validator team, several things were obtained that had to be corrected, which can be seen in the table 2.  2022), the media that has been designed, then quantitatively, the results of the validation for material and media.3, the criteria for the content section obtained an average percentage value of 87.7% where the content section includes the completeness of the material, accuracy of concepts and definitions, accuracy of examples in everyday life and encourages curiosity thereby reducing math phobia.also with the presentation criteria, a percentage value of 62.2% was obtained where the indicators assessed were concept coherence, sample questions, exercises, introductory words and the linkages between learning activities.As well as for linguistic criteria, it is assessed from indicators of the accuracy of sentence structure, understanding of information, ability to motivate, suitability of student development, and accuracy in grammar.After validation by material experts, then validation is carried out by media experts consisting of several criteria, namely 2D Animation media presentation, eligibility (cover and content), Video Display Quality, images and videos, and Video usage and operation (Oktaviani & Arini, 2021).The results of media experts can be seen in Table 4. From Table 4, it is obtained that 87.5% of the presentation of 2D animation media is in the Very Valid category.For the eligibility aspect of the cover and content, it is obtained 62.5% with Valid, then for the quality of images and videos it is included in the percentage of 87.5% with a very valid category 100% is obtained for the aspect of video display quality, and the last is the use and operation of the video with a percentage of 75% with Valid criteria.Kuatbekov et al. (2023), in the Implementation and evaluation stages, what was carried out was to conduct trials directly on class XII IPA 1 students at SMA N 3 Bireuen by applying the TAPPS learning model.Learning is carried out by applying the TAPPS learning model and using 2D Animation learning media.From the results of the final ability test conducted, it can be seen in the analysis table of student learning outcomes, which totaled 17 students.
Based on the Table 5, the results of student scores at the pretest obtained an average of 51.47.This means that at the time of the pretest assessment, almost all students did not understand the data centering material.However, after the treatment by developing 2D animation video media, an average value of 84.35 was obtained, where the average value was above the Minimum Completeness Criterion (KKM) > 75.

Student Learning Response Results
The results of student responses to the application of the TAPPS learning model using 2D animation learning videos consist of several aspects of assessment which can be seen in the Table 6.6, it was found that the average percentage score for student responses was 90.46 with a very good category.This proved that with the use of 2D animation media students were more motivated and reduced self-phobia.There are several relevant research results, namely where (Halomoan Lumbantoruan, 2022) states that the development of mathematics modules by applying the Cooperative learning model can improve learning outcomes.Development of electronic teaching materials using international flip pdf is more effective by not using other learning media (Sriwahyuni et al., 2019).

Conclusion
Media Quality 2D Animation learning video from the results of the material expert validator obtained an average percentage score of 77.13% in the Valid category while for the media expert validator the average value percentage was 82.5% with a very Valid category.Student learning outcomes can be concluded that there are differences in student learning outcomes before and after using 2D animation learning media

Figure 1 .
Figure 1.Graph of survey results (Source: G-Form results of SMA N 3 Bireuen students)

Figure 3 .
Figure 3. Carrying out research activities in classIn the Design Stage, the research team designed a product in the form of 2D learning video media, especially in statistical material (Data Concentration)(Nababan, 2020).At the development stage, what is carried out is an analysis and design that has been collected into a component where the media is ready to be used.The following is the development of 2D animation video learning media in table 1.From the media example it is ready to be designed, (Salas-Rueda et al., 2020) validation will be carried out by two validators, both from material expert validation and media expert validation to see the feasibility of the media that has been prepared.The validation test was carried out by 2 validators for each validation instrument by directly assessing the 2D animation video media to be assessed according to the instruments provided.Based on the results of the suggestions and input from the validator team, several things were obtained that had to be corrected, which can be seen in the table 2.

Table 1 .
Examples of 2D Animation Media

Table 2 .
Results of criticism and suggestions from the validator team

Table 3 .
Material Expert Validation

Table 4 .
Media Expert Validation

Table 5 .
Results of Students' Pretest and Posttest Scores

Table 6 .
Student Response Results