An Analysis of Students Motivation in Online Learning Based on Realistic Mathematical Comic Videos

Mathematics is one of the main subjects in the field of school education. In addition, mathematics is a science that is also needed is solving problems of everyday life. Mathematics cannot be separated from problems (Ulya, H., Kartono, and A. Retnoningsih, 2014: 577). By mastering mathematics at least helps in solving problems. Mathematics is related to thinking skills. Mathematics is a systematic way of thinking that creates solutions to real-world problems by modeling (Özdemira, Emine and Devrim Üzela, 2012: 1207). Freudenthal considered mathematics as a human activity. Therefore, according to him, mathematics should not be studied as a closed system but as an activity of mathematical reality and, if possible, even dememize mathematics (Panhuizen, Marja Van den Heuvel and Paul Drijvers. 2014: 522). The Freudenthal Institute in the Netherlands develops teaching and learning theory in mathematics education, namely realistic mathematics education (RME). In the RME concept, mathematics is a human activity and must be connected with reality (Laras Lestaria and Edy Surya, 2017: 92). Education is one way to produce quality Human Resources (HR) with experience changes in knowledge, skills and attitudes. These changes can be a capital to improve selfcompetence in facing the era of globalization that always undergo the change (Sitorus et al, 2019). Education that is carried out from time to time is always changing in accordance with the times. Therefore, teachers as learning managers are required to be more creative and innovative in order to make learning outcomes more optimal. This is in accordance with Abstract

the Law of the Republic of Indonesia Number 20 of 2003, Article 1 paragraph 19, concerning the National Education System (Sisdiknas) that education is a conscious and planned effort to realize a learning atmosphere and learning process so that students actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state (Simorangkir and Sembiring, 2018).
When viewed from the results of learning mathematics, it still shows concerning results. This can be concluded based on the 2018 PISA data. Indonesian children's math abilities score 379, which is ranked 72 out of 78 countries. In fact, it has decreased compared to the previous PISA results. This is certainly not a proud achievement but it is a cause for concern. One of the causes of low student learning outcomes is because many students consider mathematics to be difficult to learn and the characteristics of mathematic are abstract, making mathematics a frightening specter for students (Nopriani Lubis, Jumaita, et al., 2017: 131).
Going through the revolutionary era 4.0 required changes in the field of education in particular. The current mediated reality and development of user generated online content have introduced various measures for publishing and accessing instructional resources. Educators are encouraged to take advantage of these contemporary modalities to engage today's digital learners (Buzzetto-More, Nicole. 2015: 55). Teachers must strive to improve the ability to apply ICT in learning. This can bring an increase in student motivation. According to Azhar (2018) motivation is a condition that is contained in someone who encourages to do a certain activity in order to achieve a goal. Therefore, teachers must strive to be able to carry out online learning in addition to offline learning.
One of the tools that can be used in online learning is video learning. Video-based learning is a powerful resource in online teaching (Ahmed Mohamed Fahmy Yousef, Mohamed Amine Chatti, Ulrik Schroeder, 2014: 122). The term video-based learning refers to electronic technology that takes and distributes educational images that display moving scenes (Beheshti, Mobina., Et. Al. 2018: 62). Videos can be used in a number of ways to successfully support various teaching strategies (Michael Carmichael,7). The use of videos can facilitate students in more interesting learning activities because students get different learning experiences, but if implemented by the teacher effectively (Hadijah, Sitti. 2016: 307). Material-based videos increase creativity and collaboration (Gia Lenn L. Mendoza, et al., 2015: 81). Comic videos can be designed to be videos based on learning materials. Comic stories are interesting topics that are familiar to children which can increase motivation and make students learn easier (Georgaka, Angeliki Deligianni and Ourania Pouroutidi, 2016: 234). Comics allow students to learn not only with text but also with pictures (Dwi Arinii, Fitri, Abdul Salim Choiri, and Sunardi, 2017: 73). Comics are considered effective and efficient in improving the quality and effectiveness of learning (Lestari, Witri and Yhohan Ady Chandra, 2018: 55).
Based on the explanation above, the authors conducted a qualitative study to analyze student learning motivation. In this case, students who were taught with realistic mathematics comic videos in online learning were analyzed their learning motivation.

II. Reseach Methods
This research is a qualitative research with a descriptive method with a quantitative approach. The purpose of this study is to analyze the learning motivation of students who are taught using realistic mathematics comic videos in online learning. The subjects of this study were 32 grade VII students of SMP HKBP Lubuk Pakam for the 2020/2021 academic year. While the object of this study is to analyze student learning motivation. This research procedure includes: (1). Determine the research topic; (2). Determine the focus of the research question; (3) Determine the subject and object of research; (4) Develop a research plan; (5) Collecting data; (6) Data Interpretation; and (7) Report preparation.
This study used a learning motivation questionnaire as a data collection instrument. The questionnaire is arranged based on six indicators of learning motivation which include (1) responsibility; (2) trying to excel; (3) likes challenges; (4) independence; (5) fortitude; and (6) tenacity. The learning motivation questionnaire lattice used in this study can be seen in the following As an interpretation of the percentage of the results of the student motivation questionnaire according to Suhasimi Arikunto (in Muladi, S., 2015: 6) can be seen in the following table: The average percentage per indicator of learning motivation using the formula:

III. Results and Discussion
In the odd semester of the 2020/2021 academic year, online mathematics learning was carried out at SMP HKBP Lubuk Pakam. Learning is carried out using the WhatsApp application and applying learning with a realistic mathematical approach. Before the learning was carried out, students were divided into several study discussion groups. During the learning process, the teacher distributed a realistic mathematics comic video for discussion and then continued giving Student Activity Sheets to discuss while the learning took place, then a video summary of the material explanation was distributed. After the implementation of learning was carried out several meetings, qualitative research was carried out with the aim of analyzing learning motivation. In the implementation of the research, data was collected using a learning motivation questionnaire. The percentage data of each item of learning motivation on the responsibility indicator can be seen in the following table: Based on the table above, it is known that the average student who stated strongly agree was 23.82%, students who agreed to 32.04%, students who disagreed 12.52%, students who disagreed 17.18% and There were 14.44% students who strongly disagreed.The percentage of student learning motivation on the responsibility indicator can be seen in the following table: In the table above, it is known that the average percentage of learning motivation on responsible indicators is 83.75%. The percentage of each item of learning motivation on the indicators of trying to excel can be seen in the following table: Based on the table above, it is known that on average there were 35.64% of students who stated strongly agree, 37.50% of students who agreed, 13.76% of students who disagreed, 11.18% and 11.18% of students who disagreed There were 1.24% students who strongly disagreed. The percentage of student learning motivation on the indicators of trying to excel can be seen in the following table: In the table above, it is known that the average percentage of learning motivation on the indicators of trying to excel is 72.63%. The percentage of each learning motivation item on the like a challenge indicator can be seen in the following table: Based on the table above, it is known that the average student who stated strongly agree was 14.29%, students who agreed 37.04%, students who disagreed 22.76%, students who disagreed 17.83% and students who strongly disagreed were 8.01%. The percentage of student learning motivation on indicators of liking challenges can be seen in the following table: In the table above, it is known that the average percentage of learning motivation on the indicators of trying to excel is 71.07%. The percentage of each item of learning motivation on the independence indicator can be seen in the following table: Based on the table above, it is known that the average student who strongly agreed was 21.08%, students who agreed to 50%, students who disagreed 12.50%, students who disagreed 9.40% and students who disagreed Strongly disagree there is 7.02%. The percentage of student learning motivation on the independence indicator can be seen in the following table: In the table above, it is known that the average percentage of learning motivation on the indicators of trying to excel is 71.07%. The percentage of each item of learning motivation on the grit indicators can be seen in the following table: Based on the table above, it is known that the average student who stated strongly agree was 12.50%, students who agreed to 18.76%, students who disagreed 21.12%, students who disagreed 30.45% and students who strongly disagreed were 17.17%. The percentage of student learning motivation on the grit indicators can be seen in the following table: In the table above, it is known that the average percentage of learning motivation on the indicators of trying to excel is 71.07%. The percentage of each item of learning motivation on the resilience indicator can be seen in the following table: Based on the table above, it is known that the average student who strongly agreed was 51.60%, students who agreed to 39.05%, students who disagreed with 7.80%, students who disagreed 0% and students who disagreed strongly disagree there is 1.55%. The percentage of student learning motivation on the tenacity indicator can be seen in the following table: In the table above, it is known that the average percentage of learning motivation on the tenacity indicator is 87.81%. The percentage of each item of learning motivation on the resilience indicator can be seen in the following table: In addition, a recapitulation of the comparison of the percentage of student motivation in online learning based on realistic mathematics comic videos is also presented. The recapitulation results can be seen in the following table:

IV. Conclusion
Based on the results and discussion, it can be concluded that student motivation is high in online learning based on realistic mathematics comic videos. Therefore, it is hoped that teachers can design interesting learning videos, especially in online learning that can help increase student motivation. With the increase in learning motivation, it is hoped that student learning outcomes will also increase.