Learning the Concept of Absolute Value with Hawgent Dynamic Mathematics Software

Understanding the concept is one aspect that is needed and must be owned by students in learning mathematics. This research aims to make learning media assisted by hawgent dynamic mathematics software on understanding the absolute value in grade 10 Senior high school to help teachers explain the concepts and assist students in finding and understanding the basic concepts of absolute value topic. The development model used in this research is ADDIE development model. ADDIE is an abridgment of Analyze, Design, Develop and Evaluation. Researchers the learning media Hawgent can help students to understand and find the concept of absolute value. Based on several aspects, clearly and attractively with an average of 78.9% in the excellent category. It is concluded that the development of learning media Hawgent dynamic mathematics software can be used on the subject of understanding the concept of absolute value and with the help of this software it can help teachers explain the concept of absolute value and the students are also very interested in this ICT-based learning media. This conclusion is related to the validation results of media experts and material experts, where the validation results from media experts on the use of learning media are in good categories.

Understanding the concept is one aspect that is needed and must be possessed by students in learning mathematics (Badraeni et al., 2020;Cunhua, Ying, Qunzhuang, & Wijaya, 2019;Hermita, Alpusari, Noviana, Kurniaman, & Islami, 2020). Such as the learning principle recommended by the National Council of Teachers of Mathematics (NTCM) that, "student must learn mathematics with understanding, actively building new knowledge from experience and prior knowledge" (Siagian, 2016;States, 2013) which means learning mathematics students must learn with understanding and actively build on new knowledge from previous experiences and knowledge.
In Bloom taxonomy, students' understanding of the concept is essential and is the main goal of educational institutions in general (Caniglia & Meadows, 2018;Heer, 2018). Therefore, we are required to strive to teach students well so that students understand the concepts of each mathematical topic in general and mathematics material well in particular. Furthermore, Learning mathematics is very difficult to understand, especially abstract material, which requires many methods to understand it (Earnest, Gonzales, & Plant, 2018).
Previous researchers' results have identified several things that cause student errors when they solve mathematical problems. The teacher only teaches students with methods that are often used and repeatedly used without the help of ICT-based learning media (T T Zulnaidi, Oktavika, & Hidayat, 2020), students often got difficulties, because the teacher does not explain the concept of the material on the subject being taught so that it creates difficulties in the process of understanding the concept of the topic (Duval, 2006). Therefore, understanding mathematics concepts is one of the main steps students can prepare to receive and understand the next mathematical topics (T.T. Wijaya, Ying, & Purnama, 2020a). One of the mathematical concepts that is difficult for students to understand is the concept of absolute value. Absolute value is taught in grade 10, Senior high school. Students in understanding absolute value must be able to understand the elements that build absolute value deeply. Absolute value is nothing but the distance of a number to zero on a real number line (Goleman et al., 2019;Moulidiantina, n.d.). This concept is very important because it is the basis for building several concepts in basic calculus on the subject of limits.
For this reason, students must be taught the concept in-depth so that these students have a complete understanding. Learning mathematics at the secondary education level, specifically the material for understanding the concept of absolute value, aims to make students understand the concept. Students can explain the relationship between the elements that build an understanding of the concept of absolute value and so that students can achieve the goals that have been formulated in the mathematics learning implementation plan.
The developments in information and communication technology in this era have brought very important benefits for human life sustainability. On this occasion, we can design mathematics learning media as a learning aid that can be used to encourage students to learn mathematics in understanding mathematics materials. ICT can also help teachers explain abstract mathematics material so that students can easily understand it (Habibi, Yusop, & Razak, 2020;Pellegrino et al., 2014;Voithofer, Nelson, Han, & Caines, 2019).
Hawgent dynamic mathematic software is dynamic mathematical software with facilities to visualize or demonstrate mathematical concepts and construct mathematical concepts (T.T. T.T. Wijaya, Sukma, Purnama, & Tanuwijaya, 2020). Based on the results of previous research, hawgent dynamic mathematics software has been proven to improve students' abilities and assist teachers in explaining the concept of a material (Chotimah, Wijaya, Aprianti, Akbar, & Bernard, 2020;Tan, Zou, Wijaya, Suci, & Dewi, 2020; T.T. Wijaya, Ying, & Purnama, 2020b;Tommy Tanu Wijaya, 2021). Many studies have been conducted using hawgent, but most of these studies have been conducted on geometry and less research has been conducted on the topic of algebra or absolute value using hawgent.
Based on the background of understanding the concept above, the researcher tried to make learning media assisted by hawgent on understanding absolute value in senior high schools to help teachers explain the concepts and assist students in finding and understanding basic concepts material understanding absolute values.

METHOD
The development model used in this research is ADDIE development model. ADDIE is an abridgment of Analyze, Design, Develop and Evaluation (Sari, 2018;Sumardani, Putri, & Sumardani, 2020; T.T. Wijaya, Ying, et al., 2020b). Below can be seen the ADDIE research development framework in Figure 1.

Analyze
The main activities at this stage are several things that are the main points for analysis. First, to analyze students' difficulties in learning the subject of understanding the concept of absolute value (Bernard, Sumarna, Rolina, & Akbar, 2019;T.T. Wijaya, Jianlan, & Aditya, 2020). Second, analyzing the results of the former researchers on the same subject. The two main points of analysis are linked with methods that are often used and analyze the need to design innovative and creative learning methods and models to overcome these difficulties, it can be seen at the following stage.

Design
At design stage the researcher design ICT-based learning media based on the problems analyzed initially, designing the Hawgent Dynamic Mathematics Software learning media on the material of understanding the concept of absolute value. And in the next stage, compile the media validation instrument and material validation instrument by the media and material experts. The learning media can be seen in the Picture 2.

Develop
At the development stage, learning media on the topic of absolute value were validated by validator. In this study there are 3 professors from Guangxi Normal University and 4 experts from Indonesia. The results of validation can determine whether the learning media can be implemented or still requires revision. Learning media can be used after the researcher makes perfect revisions to the learning media.

Implemetation
In the implementation stage, the researcher implemented the design and methods that would be developed in real situations, namely in the classroom and observed the interactions between students and asked for feedback on the initial evaluation process from the students and teachers. In this study, the implementation was carried out in Indonesia by taking a SMA Putra Juang sample, Cianjur.

Evaluation
The evaluation stage is done at each stage to produce a perfect learning media product. This is the stage where the Hawgent Dynamic Mathematics Softwate learning media is being thoroughly tested through formative evaluation.

Analyze
The evaluation stage is done at each stage to produce a perfect learning media product. This is the stage where the Hawgent Dynamic Mathematics Softwate learning media is being thoroughly tested through formative evaluation.At this analyze stage, there are two stages of analysis described by the researcher.
a. Statement of the teacher's difficulty when explaining the absolute value topic The statement of the difficulties of teachers are, (1) the teacher lacks knowledge of ICTbased learning media so that they always use conventional methods that often neglect students in teaching and learning activities when teaching absolute value topic; (2) the teacher has very shortcomings in understanding the concept of absolute topic so it is difficult to find and explain the concept of absolute topic to students; (3), the teacher has never attended training on new learning media so that there is no ICT-based mathematics learning media used by the teacher to explain the concept of a material.
b. Statement of the teacher's difficulty when explaining the absolute value topic There are several difficulties the students have are: 1) students find it difficult to find and understand the concept of absolute value; 2) students often experience errors when working on questions about absolute value; 3) students feel very deficient in understanding the concept of the subject of understanding the concept of absolute value.
From some of the teachers 'and students' statements above, it can be concluded that many difficulties are often caused by a lack of knowledge about innovative learning media so that they often use conventional methods eventually result in student understanding of the conceptual understanding of a subject. Therefore, designing instructional media can help students and teachers in the teaching and learning process in the next stage.

Design
At this stage researchers design ICT-based learning media with Hawgent dynamic mathematics software as well as media creation steps with learning media story board that can be seen in Table 1.

Media expert validation data
Learning media is validated by 3 professors from Guangxi Normal university and 4 experts from SMA Negeri 2 Karawang. The results of learning media and material validation can be seen in Table 2. The advice of media and material experts assessment on learning media is to change Hawgent dynamic mathematics software's language to English. So that everyone can use it. From the validation results, it can be concluded that learning media can be implemented. The evaluation stage is done at each stage to produce a perfect learning media product. This is the stage where the Hawgent Dynamic Mathematics Softwate learning media is being thoroughly tested through formative evaluation.

Implemetation
The following are some statements of students and teachers who are considered to be the result of implementing Hawgent Dynamic Mathematics Software learning media. So it can be more clearly seen in Table 3

Aspect Conclusion Design
Agree that the learning materials easy to use and interesting Language Agree that the language used is easy to understand Contents Agree that leaning materials can be motivating in learning absolute Text Agree that text of learning is clearly to understand Animation Agree that animation of learning media is very attractive and interesting Concept Agree that the language used is easy and simple to understand Curriculum Agree that the according curriculum based learning is easy clearly In table 3, it can be seen clearly that students and teachers consider the learning media of Hawgent as a learning media that can help student to understand and find the concept of absolute value based on the above aspects.
Based on the results of teachers and students' statements regarding the operation or use of the media, it is seen at the implementation stage. Where, students' statements in observing the explanation of the discovery and understanding of the concept of absolute value are very satisfying and very helpful for students while there are several statements from the teacher that learning media is very helpful for the teacher, therefore, it is concluded that the use of technology-based learning media is very practical which can use both teachers and students (Mushipe & Ogbonnaya, 2019;Suan, Ying, & Wijaya, 2020;Zhang, Zhou, & Wijaya, 2020).
The results of this study compared to the results of previous study research on the same topic as using conventional methods, so the use of media learning is more than conventional methods because media learning has designs and animations that are interesting and very helpful to students understand the concept of a subject and also help teachers in explaining concepts to students, especially math lessons.

Evaluation
After the implementation stage of the Hawgent dynamic mathematics software learning media, there are some things that need to be evaluated like the stage of media learning design on the absolute value only use 2D system so it needs to be designed 3D system to be more interesting, and also has to make the video learning so that easy to access by students and teachers.

CONCLUSION
From several stages of using the method with the results and discussion, it can be concluded that the development of learning media Hawgent dynamic mathematics software can be used on the subject of understanding the concept of absolute value and with the help of this software it can help teachers explain the concept of absolute value and the students are also very interested in learning media based on this ICT. This conclusion is related to the validation results from media experts and material experts, where the validation results from media experts on the use of this learning media are in a sufficient category but need to be slightly revised and the validation results from material experts are also in a sufficient category and need a little revision as well so that in the future more feasible in its use. Based on the above conclusions, researchers recommended that each ICT-based media researcher be able to use this media in schools because this research is limited to creating or creating learning media.