Psychological Effects of Interactive Multimedia Based On Scientific Approach in Science Teaching and Learning

Abstract

This study aimed to analyze the psychological effects of interactive multimedia based on scientific approaches in science teaching and learning for junior high school students. Research and Development is used as a research method, involving three experts as validators for assessing the rightness of material, language, and media, as well as 48 students and one science teacher assessing the rightness of interactive multimedia that is created. Expert assessment of Psychological effects is interactive multimedia collected using validation sheets, student and teacher assessments were carried out using a questionnaire. Data were analyzed using descriptive statistics aided by Statistical Package for The Social Sciences (SPSS windows 22.0). The results showed that material experts, media, languages, as well as teachers and students rated interactive multimedia based on scientific approaches in science teaching and learning to provide Psychological effects in science learning (values in sequence as follows; material = 89%, media = 86%, language = 75%, students = 85% and teacher = 92%).) This result shows that interactive multimedia based on scientific approach can be used as an alternative as a standard in science learning in secondary schools.