INTRODUCTION

of education in Indonesia from elementary school (SD) to high school (SMA). In

learning mathematics, understanding the concept is one of the most important aspects.

This is because mathematical material is structured and interconnected between one

material and another. Students are required to be able to understand the relationship

between mathematical concepts. In other words, incomplete understanding of the

prerequisite concepts will cause difficulties for students in learning further concepts

which will have an impact on student learning outcomes.

ability to understand concepts is one of the fundamental goals in learning mathematics.

In this case, Nasution stated that if students understand a concept, then he will be able

to generalize it in various other situations (Nasution, 2000). According to (Mas’ud Zein

& Darto, 2017), understanding is the ability to capture the meaning of subject matter

which can be in the form of words, numbers, explaining cause and effect. According to

(Muhlisrarini, 2014), the concept is an abstract idea that allows people to classify

objects or events and determine whether the object or event is an example or not an

example of the abstract idea.

quoted from (Hendriana, Rohaeti, & Sumarmo, 2017), are: a) Restate the concepts that

necessary and or not sufficient conditions for a concept.

Nurul Huda Karadenan, most students cannot give good results in their learning, this

can be seen from the enthusiasm during learning in the classroom and from the

number of students who have not been able to find out what is the problem. In a

question, some students cannot solve a problem if the question is different from the

example given, some students just copy the answers of their friends without

understanding the questions that have been given, and some students have not been

able to re-explain the concept of the learning material they have learned. The low

ability of understanding concepts in class VII students of SMP Islam Nurul Huda

Karadenan can also be seen from the data on the results of students' daily test scores.

Of the several questions that contain questions about understanding concepts with the

number of students in one class, only a handful of students are able to get scores

above the KKM.

prepare and manage strategies for delivering mathematics material to students. The

choosing a learning model that is in accordance with the objectives and learning

materials. The application of the guided discovery learning model in the mathematics

learning process is an alternative to selecting a model that can increase the ability to

understand concepts and can get a good response from students, because according to

several previous studies, such as the research conducted by Syaifudin (2008), it was

shown that learning based on Discovery learning can reduce students' geometric

misconceptions about similarity and congruence as indicated by an increase in

conceptual mastery and a decrease in students' error rates in working on problems

related to the concepts of congruence and congruence, as well as the results of their

research (Karim & Maulida, 2014) which concluded that learning by applying the guided

teacher as a facilitator, where students find their own knowledge that they do not know

by being guided by the teacher's questions, modules, worksheets, and worksheets. New

knowledge will stick longer if students are directly involved in the process of

understanding and constructing the concepts and knowledge themselves. The guided

discovery learning model ends with the process of students finding the concept of the

material being studied and concluding their own findings based on their own

understanding ability.

an effect on increasing understanding of mathematical concepts. According to Henick et

al, (in Suherman, E. et al. 2003:237) in his book, Instructional Media and Technology

for Learning, suggest that the whole history, media and technology have influenced

education. In this case the media that will be used is kvisoft flipbook maker, kvisoft

flipbook maker is a software that has a function to open each page into a book, and can

also add several alternative explanations of material such as inserting animated videos,

images, and audio. So it can be concluded that with this software when we read an

module based on the discovery learning model assisted by the kvisoft flipbook maker

media is expected to maximize students' potential, especially in the ability to

understand concepts.

conclusions from general principles of practical experience. The discovery learning

system developed by Jerome Bruner uses the premise of a teaching and learning

approach. The results of learning in this way are easier to memorize and remember,

easy to transfer to solve problems. The knowledge and skills of the students concerned

can further foster intrinsic motivation, because students feel satisfied or use them

also be used as a provision to later become a professional mathematics teacher who is

innovative and creative and can motivate students to increase enthusiasm and

understanding of mathematics subjects.

METHOD

is Research and Development (RnD). The research and development method is a

research method which is a research method used to produce a particular product and

test the effectiveness of the product (Sugiyono, 2012). In RnD research methods are

the steps used or taken to carry out research in achieving the objectives of the

research. The product resulting from this research is an e-module of mathematics

learning based on discovery learning on flat-shaped material.

RESULT AND DISCUSSION

documentation, interviews, and observations. The results of the documentation show

that the learning media used in schools are modules or textbooks.

at SMP Islam Nurul Huda who is considered capable of providing the data needed in

this study. The informant revealed that:

students take notes and continue with the explanation of the material using the lecture

method, because many learning media or textbooks that are commonly used are

damaged, borrowed are not returned, so the number of books available not in

accordance with the number of students, as well as media-based teaching materials are

facilitate students to learn to be enthusiastic, active, and able to understand the

concepts of the material being taught. Complete interview results can be seen in

appendix C.

process, including the teacher using conventional methods in the learning process, the

teacher only assigned students to work on the practice questions in the textbook, some

students looking silent and even some students looked sleepy, students confusion in

doing the questions, and the lack of interactive students with the teacher. From the

results of these observations get an overview of the preparation of learning media,

including the media developed must be able to attract students' interest to learn it, and

facilitate interactive learning activities. The complete observation results can be seen in

the appendix.

shown in the table below:

curriculum (K-13). Curriculum analysis is carried out by examining the KI, KD and the

indicators set at the school. The results of the study found KI, KD and indicators in the

flat material that requires learning media, in the form of electronic books, along with KI,

KD and their indicators.

as shown in the following table:

Karim, Karim, & Maulida, Tiya. (2014). Pengaruh model penemuan terbimbing terhadap

Nasution, Syaiful. (2000).

Putra, Komang Wisnu Baskara, Wirawan, I. Made Agus, & Pradnyana, Gede Aditra.

Sugiyono. (2012). Metode Penelitian Kuantitatif, Kualitatif dan R & D.Bandung:Alfabeta.