Development of Instructional Media

for Shooting Technique (Cinemato) using a Mobile Learning in

Vocational High School

Rivandy Kifcy Somba

, Olivia Kembuan

and Kristofel Santa

Department of Informatics, Universitas Negeri Manado, Kampus UNIMA, Tondano, Indonesia

Department of Informatics, Universitas Negeri Manado, Tondano, Indonesia

Keywords: Instructional Media, Mobile Learning, Android

Abstract: This research aimed to design Android-based production photoshoots technique instructional media

(CINEMATO) and to study this application effectiveness for vocational high school students. We were used

Multimedia System Development Life Cycle (MDLC) to developing this Android-based instructional

media, which consist of 6 (six) phases: the analysis phase, the design phase, implementation phase, the

testing phase, the evaluation phase, the and publishing phase. This media learning was developed using

Adobe Flash Professional CS 6, Adobe Photoshop, and Blender. The application reviewed by the material

expert, the teacher of this subject, and the students. The results showed that this instructional media

application was practical, valid, and easy to use.

1 INTRODUCTION

The essential feature of Technical and Vocational

Education and Training is its objectives to supply

quality of vocational students successfully prepare

them for the real world of work. Vocational

education requires practical approaches and learning

media that focuses more on the skills produced.

Learning material is the kind of materials used

by teachers or instructors in helping them do the

teaching and learning process in the class. The

learning materials can be in the form of writing (i.e.

handout, book, student worksheet, module,

brochure and leaflet), audio (i.e. radio, cassette,

audio compact disc), visual (i.e. picture and model),

audio-visual (i.e. video, film, video compact disc)

and multimedia (i.e. interactive compact disc,

computer-based, internet). There are several reasons

regarding the use of the media, including the lesson

will attract more students, the students will more

easily understand the lesson material, the teaching

method will be more varied, and the students will do

more learning activities.

Nowadays, there are some challenges and

opportunities presented to media educators by the

advent of digital technologies. Media learning has

started to expand on mobile devices. The mobile

device can be used as instructional media; the

students can learn anytime and anywhere with a new

application (Squire, 2009). Mayer (1997) provides

some insight learning in instructional multimedia,

and he also acknowledges that technology is

advancing faster than knowledge of how people

learn from technology (Mayer, 1997).

Generally, the learning process informal

education institutions are still conventional, as

applied some of Vocational High School in

Indonesia. This phenomenon discovered during

observation and an interview with one of the subject

teachers who also serves as the Teacher of

Multimedia class at SMKN 5 Manado. Interviews

and observation conducted at SMKN 5 Manado

showed that during the teaching and learning

process, subject teachers are faced with barriers to

delivering the lessons due to the lack of tools media

as an aid. The teachers solely rely on textbooks and

power-point application, which cause less

interaction between the teachers and the students.

We aimed to design Android-based production

photoshoots technique instructional media

(CINEMATO) and to study this application

effectiveness for vocational high school students.

This media learning was developed using Adobe

Flash Professional CS 6, Adobe Photoshop, and

122

Kifcy Somba, R., Kembuan, O. and Santa, K.

Development of Instructional Media for Shooting Technique (Cinemato) using a Mobile Learning in Vocational High School.

DOI: 10.5220/0010036700002967

In Proceedings of the 4th International Conference of Vocational Higher Education (ICVHE 2019) - Empowering Human Capital Towards Sustainable 4.0 Industry, pages 122-125

ISBN: 978-989-758-530-2; ISSN: 2184-9870

Blender. The application reviewed by the material

expert, the teacher of this subject, and the students.

The results showed that this instructional media

application was practical, valid, and easy to use for

the students of the 12th multimedia class with the

Moving Picture Shooting technique subject.

2 RESEARCH METHODOLOGY

2.1 Place and Time

This research was conducted in August 2019 on the

students of the 12th multimedia class of SMK N 5

Manado, North Sulawesi, Indonesia. The subject

limited to Moving Picture Shooting technique.

2.2 System Development Model

We were used Multimedia System Development

Life Cycle (MDLC) to developing this Android-

based instructional media, which consist of 6 (six)

phases: the analysis phase, the design phase,

implementation phase, testing phase, evaluation

phase, and publishing phase. This media was

developed using Adobe Flash Professional CS 6,

Adobe Photoshop, and Blender.

Figure 1: Multimedia System Development Life Cycle

(MDLC)

2.2.1 Concept

Research on the development of Android-based

production photoshoots technique instructional

media, starting with data collection and ending with

the preparation of the document.

At this phase, the idea of the instructional

media is explored and elaborated. The concept phase

is the foundation for all other phases of instructional

design. During this phase, we must define the

problem, identify the source of the problem, and

determine possible solutions. The purpose of this

phase is to examine the feasibility of this research.

In this initiation phase, the requirements that are

related to this media are specified as clearly as

possible. It is essential that all parties that are

involved in the project can collaborate during this

phase, particularly the end-users who will directly

use this application. The phase may include some

research techniques such as requirements analysis,

user analysis, and task analysis.

The result of this phase is the requirements of

the various parties who are involved in the project.

The requirements are developed and presented for

the approval of the projects decision-makers. These

results will be the inputs for the next phase, which is

the Design phase. Once the list has been verified, the

design phase can begin.

2.2.2 Design

The list of requirements that are developed in the

definition phase can be used to make design choices.

In the design phase, one or more models are

developed, with which the project result can be

achieved. Depending on the main subject of the

project, the products of the design phase can include

a sitemap and storyboard.

In this phase, we concluded the contents that

have to be included in this learning application.

There are four menu learning materials, and one

additional content as the total content in this

instructional media. During the design stage, we take

over the visual aspects of the project to determine

how it looks and feels. Using the notes from the

storyboard, we create graphics, design the

navigation, and give direction regarding the correct

shots.

We used the storyboard to describe the content

on every page of this instructional media, as shown

in Figure 2.

2.2.3 Implementation

The Implementation phase refers to the actual

development of the instruction, whether it's

classroom-based,lab-based, or computer-based. The

primary purpose of this phase is the effective and

efficient delivery of media. This phase must support

the students' mastery of objectives, and ensure the

students' transfer of knowledge from the

instructional setting to the job. During this phase,

you will implement the instruction contents, all

component that will be used in the instruction media,

Development of Instructional Media for Shooting Technique (Cinemato) using a Mobile Learning in Vocational High School

123

and any supporting documentation. This must

include hardware (e.g., simulation equipment) and

software (e.g., computer-based instruction).

Research with the learning media to be tested

against the multimedia class students XII level of

Vocational High School and the subject is

Photoshoot moving picture technique.

Figure 2: Example if Storyboard of CINEMATO (Content

Menu)

2.2.4 Testing

This phase obtains some level of the testing process

include: combining the media were previously listed

on equipment that has been provided. Test whether

the component that has been built according to the

targeted users in learning production photoshoots

technique. This phase is to fix errors in a multimedia

component such as animation, video, and sound as

well to obtain maximum results.

2.2.5 Evaluation

Evaluation phase measures the effectiveness and

efficiency of the system. Evaluation should occur

throughout the entire instructional design process -

within phases, between phases, and after

implementation.

2.2.6 Publishing

Documentation is done for some time now and in the

future to facilitate treatment in the event of an error

due to the instability of the device or because of

other technical problems. The preparation of the

report is the stage where all the reports and data that

have been done during the study were made

according to the format specified report.

3 RESULTS

3.1 System Development and

Implementation

Main Menu display as the interactive multimedia-

based learning, as shown in Figure 3. The Main

Menu on this learning media contains materials

which are compatible with the syllabus of the

Moving Picture Shooting technique subject.

Figure 3: Main Menu

Figure 4: Side Menu

There are four menu learning materials (camera

movements, camera angles, type of shot, and rules of

framing), and one additional content (preparing

tools) as the total content in this instructional media.

Figure 4 is the side menu display.

ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable

4.0 Industry”

124

Figure 5: Preparing Tools Menu

There are four sub-menu on the side menu in

this application (camera setting info, camera-used

procedures, Teacher Learning Tools, and About

menu). Figure 5 showing the preparing tools menu

that displays the tools needed in this learning

subject. Figure 6 showing the Camera Angles Menu

that has five sub-menu about any angles of camera

that can be used in proto-shoot techniques.

Figure 6: Camera Angles Menu

3.2 System Development and

Implementation

After implementing this application to teacher and

student of the multimedia class of SMKN 5 Manado,

there are several evaluations done to grade the user

satisfaction of this application. We are used the

questioner with the possible responses are [1] Very

Poor, [2] Poor, [3] Good, [4] Very Good. The

evaluation of this media learning includes the

evaluation of media aspect, the practical aspect, and

the whole application interface such as colours

composition, buttons, position, type of fonts,

graphics, animation, and the learning activity. The

class size is ten students. The evaluation result

showed that this media learning positively affects

students with an average score of 3.8075. All of the

users were responding "good", or "very good".

The results showed that this instructional media

application was practical, valid, and easy to use for

the students of the 12th multimedia class with the

Moving Picture Shooting technique subject.

4 CONCLUSIONS

Based on the results of research conducted, it was

discovered that this media learning positively affects

students with an average score of 3.8075, which falls

into the category of good, practical, and easy to use.

Therefore, teachers should use the tutorials for

learning strategies to increased student involvement

and activeness in the learning process.

REFERENCES

Squire, K., 2009. Mobile media learning: multiplicities of

place. On the Horizon, 17 (1), 70-80.

Mayer, R. E., 1997. Multimedia learning: Are we asking

the right questions? Educational Psychologist, 32(1),

1-19.

Simarmata, Janner., 2010. Rekayasa Perangkat Lunak,

ANDI , Yogyakarta.

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