Developing Interactive Multimedia on Kindom Plantae

for Senior High School

Triana Septiyani

1,b

, Adeng Slamet

and Fakhili Gulo

1,a

Department of Educational Technology, Universitas Sriwijaya, Indonesia

Keywords: Interactive multimedia, drills and practice, kingdom plantae, development research

Abstract: This research aims to produce an interactive multimedia which is valid, practice and to know the effectiveness

of interactive multimedia in the topic of the kingdom plantae for Senior High School .The interactive

multimedia used in this study is the Drills and Practice model. The method being used is development research

with the development model of Alessi and Trollip which consists of three stages, such as: planning, designing,

and developing. Data analysis techniques for product trials using descriptive statistics. The results show that:

(1) viewed from the aspect of media rated "very valid" with score 4.76 by media experts, (2) viewed from the

material aspect rated "Valid" with score 3,04 by material expert; (3) viewed from the design aspect rated

"Very Valid" with score 4.77 by design expert; (4) viewed from the aspect of the use rated "Very Practical"

with a score of 4.26 by learners; (5) the increasing of student learning outcomes by interactive multimedia.

1 INTRODUCTION

Biology as a natural science that is born and developed

based on observation and experimentation, demands

innovative creative ways of presentation, emphasizing

the provision of experience directly oriented to the

process of discovering scientific concepts. Brown et

al. (2009) suggested that biology is the study of life.

Biology is studied not just theory, but direct

experience of the results of observations from

research. Observation of objects in research allows

biology to be studied by direct observation.

In this regard, to improve the learning process that

is expected to improve learning outcomes, an

interesting media is needed to foster enthusiasm,

interest, and also students in the process of teaching

and learning activities in the classroom. One way to

discuss problems related to this learning process is to

use interactive multimedia. Khan et al. (2013)

suggested that Biology is an eternal knowledge of life.

Learning biology imposes great demands on students

and lecturers, whereby instructors often have to use

analogies, concept maps, mathematical formula,

biological symbols and scientific measurement

simultaneous to illustrate the non-visible scenario in

Biology. Biology is not a theory but a direct

experience of the results of research. Observation of

objects in the study allows Biology to be issued by

direct observation. Biology is more directed to

extracts using words that are not interspersed with

practicum or teaching aids, but there is also the need

to communicate with the description of the image.

Biology is more concrete because the reason for

explaining biology lessons to students requires proof

of events. Biology put learning aids (media) to explain

lessons that are abstract to students. The way to

discuss abstract is to use interactive multimedia.

The existence of interactive multimedia using

flash is very important in the teaching and learning

process because in this activity the unclear material

delivered can be helped by presenting interactive

multimedia as an intermediary. In modern times,

providing a concrete example of plant matter is very

difficult. Examples of plants such as: ferns and moss,

sometimes difficult to obtain. For the life cycle of

moss and ferns, students are just fixated on the picture

in the book. Por and Fang (2011) suggested that using

interactive multimedia, educators can be facilitated in

delivering material. Educators can overcome the

learning difficulties of these students through the use

of interactive media that can function as learning

resources for students.

Research on interactive multimedia development

was conducted by Yuliadi (2014) producing

interactive multimedia that is valid, practical and has

potential effects on student learning outcomes.

The effects of interactive multimedia on English

language pronunciation performance of pupils in the

Septiyani, T., Slamet, A. and Gulo, F.

Developing Interactive Multimedia on Kindom Plantae for Senior High School.

DOI: 10.5220/0009995800002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 209-214

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

209

Nigerian primary schools has a potential effect on

student learning outcomes (Oyeyemi, 2016).

Likewise, from the results of the study (Lee & Osman,

2012; Bahadorfar et al., 2014; Amine et al., 2013;

Sabu, 2018)

After using interactive multimedia, motivation and

learning achievement of students experienced a

significant increase. Research equations that will be

developed with previous research are: 1) Having

similarities in the use of computer media, 2) Research

development produces interactive multimedia that is

valid, practical and has potential effects on student

learning outcomes, and 3) This learning media is

designed to improve quality and learning outcomes of

students. As for what distinguishes this research with

previous research, this research will develop an

interactive multimedia learning Biology that

prioritizes the delivery of material especially the

subject matter of the kingdom plantae.

Based on observations in one of the high schools

in Palembang, the results of the identification of

students' characteristics and learning materials are as

follows: (a) Students are generally able to use

computers and laptops, (b) Students are familiar with

information technology, (c) Students are very

interested in the lessons when use computers or

laptops, (d) students consider that biology lessons are

an abstract and difficult to understand because of

indirect observation.

The success of learning in school cannot be

separated from the learning design. Based on the

description above, the researcher submits the title

“Developing Interactive Multimedia on Kingdom

Plantae for Senior High School”. The formulation of

the problem in this study is how to develop interactive

multimedia material in the kingdom plantae in

Biology subjects that have proven its validity? How to

develop interactive multimedia material in the

kingdom plantae in Biology subjects that has been

tested for practicality? And how is the effectiveness of

interactive multimedia material in the kingdom

plantae on Biology subjects on the learning outcomes

of students?

2 RESEACH METHOD

This research is a type of R & D (Research and

Development) research. This study aims to produce

interactive multimedia that is valid, practical and

knows the effectiveness of interactive multimedia on

the material kingdom plantae in Biology subjects in

high school. The development model used in this

study is the development model of Alessi and Trollip.

This research procedure has three stages: In the

planning stage, the first steps taken include; (1) the

researcher determines the boundaries, conducts needs

analysis, (2) analyzes the characteristics of students,

(3) analyzes the curriculum of facilities and

infrastructure analysis, (4) media analysis, and (5)

analyzes of learning outcomes. The second step

include; (1) developing the concept of learning, (2)

creating storyboards, (3) developing flash action

scripts, and (4) preparing prototypes. The third step

include; (1) preparing supporting material, (2)

making relevant images, (3) making animation and

audio, (4) combining media, (5) doing alpha test

(expert validation), to find out the validity of the

developed media, (6 ) revised the product, (7)

conducted a beta test to see the practicality of the

media, (8) product revisions, and (9) conducted a trial

to determine the effectiveness (Alessi and Trollip,

2001).

2.1 Trial Design

A trial was conducted to test the feasibility of the

product that has been developed. The trials in this

study include alpha test and beta test. Alpha test is

carried out by three experts, namely material experts,

learning design experts and media experts.

Beta tests are conducted on students of class X

Srijaya Negara High School to find out the user's

response for interactive multimedia. Aspects tested in

the beta test include ease of use and clarity of

material.

2.2 Trial Subject

The subjects tried in this study were 30 students of

class X SMA Srijaya Negara for beta testing and

obtaining an assessment of the response of interactive

multimedia users from the user side

2.3 Data Collection Technique

The techniques used to collect data in this study

include, interviews, walk-troughs, questionnaires,

observations and tests of learning outcomes. The

instruments used in this study were interview

guidelines, media expert validation questionnaires,

expert validation questionnaires, expert learning

design validation questionnaires and user response

questionnaires.

Data analysis techniques data obtained from this

research instrument are qualitative and quantitative

data. Data analysis techniques used in obtaining data

in this study used qualitative data analysis techniques,

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qualitative descriptive data analysis for product

results developed, while quantitative analysis was

analyzed by changing the average score into

quantitative values with assessment criteria to assess

the feasibility of multimedia learning media products

interactive material kingdom plantae in high school.

The conversion of quantitative data refers to the

conversion formula with a scale of five (Surachman,

2017) presented in Table 1.

Table 1: Media practicality category

Average Category

4,21 – 5,00 Very good

3,41 – 4,20 Good

2,61 – 3,40 Enough

1,81 – 2,60 Less

1,00

–

1,80 Ver

less

The results of the conversion of scores become

the criteria used as recommendations in determining

the feasibility and quality of a product being

developed. Quality must also be supported by the

effectiveness of a product that is developed. A

product can be known to be effective through learning

outcomes. Learning outcomes of students become a

measuring tool for knowing the cognitive abilities of

students. Improved learning outcomes can be known

through the calculation of the gain value (normalized

gain or n-gain) (Hake, 2007).

3 RESULT AND DISCUSSION

3.1 Planning

In the planning stage that has been carried out is needs

analysis, student characteristics analysis, curriculum

analysis, analysis of characteristics of learning media,

and analysis of infrastructure facilities.

3.2 Design

The design stage is to develop initial ideas, analyze

functions and concepts, perform initial program

descriptions, prepare prototypes, create flowcharts

and storyboards, prepare scripts, obtain approval

from the client.

3.3 Development

In the development stage, the preparation was done

by preparing text, writing program codes, creating

images, producing audio/video, assembling parts,

preparing supporting material, and producing

prototypes.

3.4 Alpha Test

3.4.1 Result of Expert Learning Media

Validation

Quantitative data from instructional media experts

can be seen in Table 2. Based on Table 2 interactive

multimedia teaching materials for kingdom plantae

material that have been made are declared valid and

can be used in research.

Table 2: Media validation results on the alpha test

Aspect Validator

Total

value

Average Category

Media

ert

RE 162 4,76 Very

vali

3.4.2 Result of Expert Material Validation

Quantitative data can be seen in Table 3 and based on

the table of validity categories, interactive multimedia

material for kingdom plantae for high school is

declared valid so that it can be used in research.

Table 3: Material validation results on the alpha test

Aspect Validator Total

value

Average Category

Material

exper

EY 74 3,04 Enough

3.4.3 Results of Learning Design Experts

The quantitative data from the teaching design

experts can be seen from Table 4. Based on the table

of validity categories, interactive multimedia

teaching materials for kingdom plantae material for

high school students that have been made are declared

valid and can be used for research

Table 4: The results of the learning media validation in

the alpha test.

Aspect Validator Total

value

Average Category

Learning

media

exper

SMS 167 4,77 Valid

Developing Interactive Multimedia on Kindom Plantae for Senior High School

211

3.5 Beta Test

After revising the Alpha Test phase, interactive

multimedia was re-tested to see the practicality of

interactive multimedia developed through Beta Test.

At this stage, the Beta Test was given to 10 students

of Class X IPA Srijaya State High School Palembang

who were selected randomly representing the target

population, namely students with low, medium and

high abilities, the aim was to find out the products

developed could be easily used by learners.

The results of the overall media assessment of 10

students towards interactive multimedia obtained a

value of 4.22 which included a very practical

category, so that interactive multimedia on kingdom

plantae for high school is worthy of being tested in

research.

3.6 Product Trial

This interactive multimedia product was tested by

research subjects, namely students of class X IPA1

Srijaya Negara High School Palembang on May 2 -

9, 2018.

Table 5. n-gain result

Value Gain

Gain N-gain Criteria

Pre-

test

Post-

test

Average 27.09 87. 3 57,25 0,82 High

In Table 5, the results of the pretest and post test

show a value increase of 60.21 and an N-gain value

of 0.82 which means the effectiveness of interactive

multimedia in the Biology lesson the kingdom

plantae material that has been developed has a very

good category, this is based on the N value

classification table which gets a value of 0.82 with a

high category.

3.7 Observations of Activeness of

Students

Aspects pay attention to teacher explanations, aspects

of response, and aspects of discipline, independence,

student collaboration in learning can be seen in Table

Table 6. Results from observations on field test activeness

No Assessme

nt Aspect

Value Average Category

1. Pay

attention

to the

teacher's

explanatio

137 4,42 Very

Active

2. Spirit of

learnin

133 4,29 Very

Active

3. Express

inions

117 3,77 Active

4. Asking

uestion

120 3,87 Active

5. Record

important

material

121 3,90 Active

6. Interested

multimedi

rams

130 4,19 Active

7. Run

multimedi

programs

independe

ntl

133 4,29 Very

Active

8. Study the

material

as a whole

133 4,29 Very

Active

9. Answerin

questions

135 4,35 Very

Active

10. Punctualit

136 4,39 Very

Active

Avera

e 129,5 4,18 Active

The use of interactive multimedia to improve

student learning outcomes when done posttest.

During the learning process using interactive

multimedia, the researchers also carried out

observations on the activeness aspects. The results of

the observations during learning show that the

activeness aspects of students get an average based on

active categories. The total score 4.18 which is in very

active category. The use of media in the learning

process can encourage new interests and interests,

motivation to learn while bringing motivation to

students. During the learning process in the classroom

using interactive multimedia with plant material,

students become more active because they are

interested in the material presented so that it is more

interesting and can foster a positive attitude towards

learning materials and learning and teaching activities

in the classroom that can be improved. The same was

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212

stated also by Khan and Masood (2013), related to

multimedia, student learning outcomes, a significant

increase in Biology lessons. The documentation

results when the field test can be seen in Figure 1.

Figure 1: Students in field test activities.

This research produces interactive multimedia

products of kingdom plantae materials on Biology

subjects. The product was then validated by media

experts, learning media experts and material experts.

After that, a learning trial was carried out in class X

IPA 1 at Palembang Srijaya Negara High School. To

see an increase in student learning outcomes, using

pre-test and post-test score data. This interactive

multimedia development uses the Allesi and Trollip

(2001) model through stages, 1) planning: 2) design,

and 3) development. This research produces

interactive multimedia that has proven its validity.

Based on the results of the validity test by the

validator, it shows that the interactive multimedia

developed meets the requirements of the validity of

the media aspects, aspects of learning design, and

material aspects.

This research produces interactive multimedia

that has proven its validity. Based on the results of the

validity test by the validator, the interactive

multimedia used is the validity of the media aspects,

aspects of learning design, and material aspects.

Validation from media experts fulfilled the

assessment with a score of 4.46 with the "very valid"

category. Validation of material experts, this

multimedia product fulfill the assessment with a score

of 3.04 with the category "quite valid". Validation

from learning media experts fulfill the assessment

with a score of 4.47 with the category "very valid".

The results of the beta test, this multimedia product

meet the assessment with a score of 4.26 with the

category "very valid".

The results of learning trials to see an increase in

student learning outcomes using pre-test score and

post-test data showed a mean pre-test score of 27.09

and a mean post-test score of 87.3. This shows that

the media products developed in this study proved

effective. During the learning process using

interactive multimedia, researchers also carried out

observations on the activeness aspects. The results of

the observations during the learning show that the

activeness aspects of the students get an average of

4.18 with the active category.

The practical categories obtained from the results of

student evaluations due to the interactive multimedia

developed have met the needs of students who have

been carried out by previous researchers, namely

interactive multimedia developed by including video,

animation, sound, music in interactive multimedia, so

that students are more interested in learning Biology

on the material kingdom plantae.

4 CONCLUSIONS

Based on the results of research conducted on the

development of interactive multimedia material in the

kingdom plantae in the subject of Biology in High

School, it can be concluded interactive multimedia

material of the kingdom plantae in Biology subjects

in High School which has been developed through the

stages of planning, design and development has been

tested for validity after being tested through 3 aspects,

namely material aspects, aspects of learning design,

and media aspects.

Interactive multimedia material in the world of

plants in Biology subjects in High Schools that have

been developed through the stages of planning,

design, and development have been proven practical.

This can be seen after doing the Beta Test there are

10 students. Through guided interviews and

questionnaires at the Beta Test stage, obtained

suggestions and input which is used as a reference for

revising the interactive multimedia products

developed, also in the form of quantitative assessment

of students. The results of the assessment of students

regarding interactive multimedia were developed in a

very practical category, so that the interactive

multimedia developed was very practical for students

in learning.

Interactive multimedia developed has a potential

effect on student learning outcomes. This can be seen

from the results of the post-test of students where 31

students at the time of post-test get scores above the

KKM with the complete category of KKM and three

students is declared to have not completed the KKM

because they received grades below 70.

Developing Interactive Multimedia on Kindom Plantae for Senior High School

213

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