Abstract
This study reports the development of the interactive electronic multimedia “Inquiry Play-Room” for use in rotation and equilibrium topics. This was designed following the steps of a guided inquiry laboratory model, containing video problems, feedback, virtual laboratories, student worksheets, animations, practical applications, and quizzes. The tests are offered at two levels, one to grasp the concept and the second to be incorporated into actual life. This difference in learning can spur student confidence that will allow them to concentrate. The teacher can also enhance the content quality and patterns of movement through classes and online learning, as this technology is designed for face-to-face use. This interactive media is developed using the SWiSHMax framework and the ActionScript 2.0 programming language. The architecture of this media production model follows these steps: 1) analysis, 2) design, 3) development, 4) implementation, and 5) evaluation. At a 90.3 percent positive rate, the expert testing results indicate feasibility. The results of 27 students showed that the students responded positively to multimedia design. Therefore, the use of interactive multimedia was shown to be possible. The results of this study open avenues for digital creation in other fields of physics
Highlights
The transformation of digital-based learning is a main strategy for facing the challenges of the Industrial Revolution 4.0 era [1]–[3], in which the process of information transmission are very rapid and are reaching a vast area [4], [5]
The concept of rotational dynamics and equilibrium consists of five parts, namely torque, moment of inertia, equilibrium of rigid bodies, center of mass, and conservation of angular momentum
The concepts presented follow the steps of a guided inquiry laboratory model ranging across observation, manipulation, generalization, verification, and application activities
Summary
The transformation of digital-based learning is a main strategy for facing the challenges of the Industrial Revolution 4.0 era [1]–[3], in which the process of information transmission are very rapid and are reaching a vast area [4], [5]. Physical and virtual reality are becoming more closely incorporated into this age [6]. By this means, digital-based learning is becoming an alternative for helping students access knowledge, conduct learning activities, and understand concepts on several topics [7], [8]. This transformation is ongoing and requires attention in a variety of areas, including physics
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