Abstract
This study aims to produce valid cognitive conflict-based interactive multimedia. This study uses the Plomp development model, which reports the results of the preliminary study and the prototyping phase. In the preliminary phase, five journals were analyzed and data were collected through teacher questionnaires. In the prototyping phase, multimedia is designed and self-evaluation is carried out and data collection is carried out through expert review questionnaires. The results of the journal analysis show that students' misconceptions about static fluid material are quite high. The results of the questionnaire show that learning is still teacher-centered, and interactive multimedia teaching materials are not yet available that can improve understanding of 4C concepts and skills. Based on the results of the preliminary research, in the prototyping phase, interactive multimedia based on cognitive conflict was designed using the Adobe Animate cc 2019 application. Interactive multimedia was arranged according to 4 syntaxes of cognitive conflict-based learning models, namely activation of preconceptions and misconceptions, presentation of cognitive conflicts, discovery of concepts and similarities, and reflection. . Each syntax is designed to improve students' conceptual understanding and 4C skills. The results of the interactive multimedia prototype self-evaluation obtained very good criteria. The results of the prototype validity test obtained a very valid category. Interactive multimedia has been valid in material substance, learning design, visual communication display, and software utilization.
Highlights
The advances in technology and science in the 21st century affect various aspects of life
The final result is an interactive multimedia prototype in an android application and contains a learning model syntax based on cognitive conflict
The interactive multimedia design is shown in the following figure
Summary
The advances in technology and science in the 21st century affect various aspects of life. This situation encourages people to improve their skills in the face of increasingly intense competition. Today's skills in strengthening human resources are critical thinking, communication, creativity, and collaborating skills (Wijaya 2016). Understanding concepts and skills in the 21st century, better known as 4C skills (Critical Thinking, Creative, Communications, Collaboration), are demanded in today's education world. The government has tried to improve these skills through the implementation 2013 curriculum. Studentcentered learning in the 2013 curriculum will encourage students to understand the concept and master 4C skills (Zubaidah 2016). In meeting the demands of mastering these skills, facilities and infrastructure are needed for students to learn
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