Hypermedia Learning Research Articles

Development of Google Sites-Based Teaching Materials for Mathematics Subjects with Addie Model

The purpose of this development is to produce Google sites-Based Teaching Materials on Mathematics subjects in the form of E-Books. As a learning support medium, this E-Book is equipped with the Google Sites platform which is expected to improve the quality of the learning process where there is an increase in learning motivation in Mathematics subjects and will ultimately improve student learning outcomes. The development model used in the development of interactive learning multimedia is the ADDIE model. The ADDIE model stands for five stages of the development process, namely Analysis, Design, Develop, Implement, & Evaluate. The development process involves subject content experts, learning design experts and learning media experts to provide feedback and input on improvement. In addition, mathematics teachers. The result of this development research is that this Google sites-Based Teaching Material Product has a level of material feasibility, learning design feasibility, and learning media feasibility. Meanwhile, the level of small group trials and field trials with qualifications is very feasible and does not need to be revised.

Pengembangan Multimedia Pembelajaran Interaktif Berbantuan Software Lectora Inspire pada Sub Elemen Keamanan Pangan Bagi Siswa SMK Kuliner Fase E

Learning media is one of the most important things in the learning process, so innovation is needed so that the media can overcome problems that exist in schools. This study focuses on the development of interactive learning multimedia assisted by lectora inspire on the sub-element of food safety for students of SMK Kuliner Phase E. The purpose of this study was to determine the feasibility of interactive learning multimedia assisted by lectora inspire software based on media expert tests, material expert tests and student responses. This research method uses R&D with the ADDIE development model, the process used through four stages, namely analysis, design, development and implementation. The data collection instruments used are material expert validation sheets, media expert validation sheets, and student response questionnaires. The data analysis technique used is quantitative descriptive analysis using a Likert scale. The results of this study show the percentage of material expert eligibility of 92%, media expert validation of 90% and student responses of 83% with very feasible criteria. Thus, interactive learning multimedia assisted by lectora inspire on the sub-element of food safety for students of SMK Kuliner Phase E that has been developed is feasible for use in learning

Pelatihan dan Pendampingan Pembuatan Media Pembelajaran Berbasis Multimedia Interaktif di SMK

The training program at SMK Negeri 2 Dompu aims to improve teachers' abilities in developing interactive multimedia-based learning media. This training was held to overcome the challenges of using conventional learning media which is less attractive to students, as well as teachers' lack of understanding regarding educational technology which affects learning effectiveness. This program is designed so that teachers can utilize digital technology to support the implementation of the Independent Curriculum and create interactive learning that is relevant to the digital era. Program implementation includes three stages: preparation, implementation, and monitoring. In the preparation stage, a teacher needs survey was carried out and training materials were prepared which included the creation of multimedia learning media and the use of the Learning Management System (LMS) application. The implementation phase includes training in creating interactive multimedia learning media, developing materials in line with the Independent Curriculum, training in using the LMS, as well as assistance in creating interactive media using the Canva and LMS applications. Monitoring is carried out after training to evaluate the success of the program through assessing participant performance and measuring results through questionnaires and analysis. Program results showed a significant increase in teachers' understanding regarding the use of multimedia in learning, with 90% of participants reporting increased understanding and 80% successfully developing multimedia-based modules. In terms of LMS usage, 70% of participants successfully created an account and started using the platform. Increasing teachers' understanding and skills in interactive multimedia and LMS technology is very positive, helping teachers utilize technology to create more interesting and effective learning, as well as monitor student progress digitally, showing great potential in developing teacher competence to face educational challenges in the technological era.

Pemanfaatan Multimedia Pembelajaran Interaktif bagi Guru PAUD

The aim of this research is to find out an overview of the use of interactive multimedia learning for PAUD teachers. This research uses the library research method or literature review. Data was obtained through 9 scientific articles related to the use of multimedia, interactive learning, PAUD teachers. Data was analyzed using content analysis. The research results show that the use of interactive multimedia in learning can also increase understanding, positive emotions and behavior of PAUD children during the learning process. In conclusion, multimedia can be useful in increasing interaction between teachers and students in PAUD in the learning process. The implication of this research is to provide an understanding of the importance of improving teacher competence, especially in preparing interesting, innovative, efficient and effective learning media in accordance with the growth and development of early childhood in PAUD.

Bibliometric Analysis: Interactive Multimedia For Mathematics Learning

With the development of technology in the 5.0 era, it is possible for students to use technology-based learning media such as interactive multimedia which combines video, animation and audio, thus allowing users to interact and understand the material, as well as increasing learning that is more interesting and interactive. This research aims to see the trend of publication of interactive learning media in mathematics learning from 1993-2023 on Scopus, to see the most countries that study interactive multimedia articles in mathematics learning, to find out published journals regarding interactive multimedia in mathematics learning, and to find out the level of education who use interactive multimedia a lot in mathematics learning. The method used is descriptive research using bibliometrics for publication mapping with the help of VOS viewer. Data collection techniques use Scopus with the keyword’s interactive multimedia and mathematics. The amount of data retrieved from 359 articles to 38 articles regarding interactive multimedia in learning mathematics. Research results show development publication in 1993-2023 on search sqopus the highest in 2010 was 4 publications with 0.12%. Mathematics education for 29 years has increased every year. Malaysia is the country with the largest number of articles on interactive multimedia, namely 87 articles. The journal that publishes interactive multimedia articles is Educational Technology and Society with 79 articles. Writer article the highest of each is article written by (Goodwin, 2008). The level of education that often uses interactive multimedia is Junior High School (SMP) with 10 articles.

Assessing the impact of interactive multimedia learning platforms on dance education outcomes

This study examined the use of interactive multimedia learning platforms in dance education, guided by the Technology Acceptance Model (TAM) and Self-Efficacy Theory. The research used Structural Equation Modelling (SEM) with a random sample of 362 students from four schools in Beijing. It aimed to explore the relationship between perceived usefulness (PU), perceived ease of use (PEOU), attitudes towards these platforms, and the impact of self-efficacy on performance and learning. The results showed that PU and PEOU significantly improved students' attitudes, which in turn enhanced their self-efficacy and performance. The study suggests that multimedia platforms are more effective than traditional teaching methods in improving learning outcomes, engagement, and satisfaction in dance education. These findings contribute to the growing body of research on educational technology in the arts, highlighting the importance of integrating technological advancements with psychological factors when developing digital learning environments. This study stands out by combining TAM with Self-Efficacy Theory in the context of dance education, providing a comprehensive understanding of the cognitive and emotional factors that affect technology acceptance and learning outcomes. It addresses the challenges and benefits of using multimedia in a physically demanding field like dance, which has not been extensively researched. However, the study is limited by its focus on a specific region and demographic group. Future research should include a broader range of participants to ensure the findings are applicable to various contexts. Despite some limitations, this study offers valuable insights for designing more effective multimedia-based learning systems for dance and other fine arts.

Using Interactive Multimedia to Stimulate Early Childhood Students’ Speaking Skills: A Systematic Review

Interactive multimedia is currently a significant topic in terms of learning speaking skills. This study aims to describe the use of interactive multimedia in stimulating early childhood speaking skills based on a literature review that has been conducted. The study method used in this literature study is the PRISMA (preferred reporting items for systematic reviews and meta-analyses) method. Data was obtained from the Scopus and Google Scholar databases using scientific articles from reputable international journals with the Scopus Q1–Q4 index. Article searches using the title and keywords “Interactive Multimedia,” “Multimedia,” “Interactive Multimedia in Early Childhood,” or “Speaking Skills” are limited to the last ten years, starting from 2013–2023. The findings showed that the articles in the source database were 10.982 articles, and the final selected papers left 40 articles for review. The results of the study found that: a) the use of interactive multimedia in early childhood learning is dominated by Android-based interactive multimedia (50%), video (30%), and animation (20%); b) the use of interactive multimedia in stimulating early childhood speaking skills is dominated by android media (45%), video (40%), and animation (15%); c) the challenges faced when using interactive multimedia in early childhood learning are limited infrastructure and resources, and not all schools have adequate facilities for the use of technology-based learning media and a lack of teacher creativity. The contribution of this research can provide insight into the use of interactive multimedia to stimulate early childhood speaking skills effectively and efficiently. Thus, the use of interactive multimedia can be a research target in selecting interactive multimedia that is appropriate and effective for stimulating students’ speaking skills at all levels of education and on different research topics.

The Use of Interactive Multimedia in The Era of Society 5.0 in Elementary Schools in Improving Learning Outcomes of Natural and Social Sciences (IPAS)

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The era of Society 5.0 makes technology the centre of learning, through the use of interactive multimedia as an important tool for Natural and Social Sciences (IPAS) subjects in elementary schools. The purpose of this study is to examine the utilisation of interactive multimedia in improving student learning outcomes. This research uses descriptive qualitative method with interview, observation, and documentation techniques. The results of this study show that although multimedia facilities are available at school, teachers rarely use them and rely more on traditional methods such as lectures and memorisation. Effective strategies are needed to improve the quality of education as well as training for teachers to maximise the use of interactive multimedia in learning. The use of interactive multimedia is proven to improve students' motivation, enthusiasm and learning outcomes by making learning more interesting, concrete and interactive. This research emphasises the importance of technology integration in education to create a more effective and relevant learning process in this digital era.</span></p></div></div></div>

Implementation of Multimedia Development Life Cycle in Learning Media Applications for Children with Mental Disabilities

Mental retardation is a condition of intellectual disabilities experienced by children who have abilities below average. Children with intellectual disabilities are difficult to understand the lesson because they have a delay in developing intelligence. Interactive multimedia-based learning media can be used as one solution to become a method in mentally disabled children's learning process. This study aims to build a learning media for mentally disabled children based on interactive multimedia called Edinata, which stands for learning media for children with intellectual disabilities. Edinata is an application to help developmentally disabled children in introducing letters, numbers, surrounding objects, and coloring games. The method used in the development of this interactive multimedia learning media is the Multimedia Development Life Cycle (MDLC), which consists of 6 stages: concept, design, material collecting, assembly, testing, and distribution. In this study, the black box method is used to conduct testing. Based on black-box testing that has been done, all the menus contained in the application can be run properly.

Development of Learning Media Video Interactive Basic Motion Volleyball Game by Edpuzzle

The quality of education is significantly influenced by the implementation of high-quality learning processes by teachers, supported by technology, to prepare an advanced and excellent younger generation towards the Golden Years. Integrating technology-based media, such as Edpuzzle, into educational materials can enhance the learning experience. This study explores the application of Edpuzzle in teaching volleyball to improve educational outcomes. The research employs the Research and Development (RD) ADDIE model, which encompasses five phases: analysis, design, development, implementation, and evaluation. This comprehensive approach involves collaboration with media experts and subject matter experts to ensure the quality and relevance of the developed educational media. The study resulted in the creation of an interactive multimedia learning product using the EdPuzzle application for volleyball materials. This product incorporates various multimedia elements, including videos, sound, text, images, and questions, structured in a way that follows educational syntax such as material concepts and activity phases. The effectiveness of this product was assessed through user reviews from students, who gave it an average score of 93.8%, categorizing it as excellent. The findings indicate that the EdPuzzle-based interactive multimedia learning product is highly effective in teaching volleyball. The high user review score suggests that students find this method of learning enjoyable and beneficial. The multimedia elements and interactive features likely contribute to a more engaging and efficient learning experience. The research concludes that the EdPuzzle-based interactive multimedia learning product is feasible and effective as a learning resource for volleyball materials. This technology-enhanced approach not only improves the quality of education but also makes the learning process more enjoyable and efficient. Therefore, it can be recommended for broader use in educational settings to support the development of an advanced and excellent younger generation.

Development Of Interactive Multimedia Based On Google Site For English Class

This research aims to: (1) produce interactive multimedia learning based on Google Site that is suitable for use in teaching and learning. (2) Produce practical and easy-to-learn interactive multimedia learning based on Google Site. (3) Determine the effectiveness of interactive multimedia based on Google Site. This research is a Research and Development (R&D) study using the ADDIE model. The study was conducted on 10th-grade students of State Islamic Senior High School 1 in Langkat. The method used in this model is Quasi-Experimental. The research sample consisted of 72 students, with 36 students as the experimental group taught using interactive multimedia based on Google Site and 36 students as the control group taught using picture media. The results of the study prove that there is a significant difference between the English learning outcomes of students taught using interactive multimedia based on Google Site and those taught using picture media. This is indicated by the obtained data, where the significance value obtained is 0.003. The significance value (sig) < 0.05, thus is rejected and is accepted. Therefore, it can be concluded that interactive multimedia based on Google Site is better than picture media.

Interactive Learning Multimedia Articulate Storyline as an Alternative Media to Improve Elementary Students’ Critical Thinking Skills

Due to the lack of use of learning media in the mathematics learning process, students become passive and uninterested in participating in the learning process. The monotonous learning process causes students' critical thinking abilities to be weak and underdeveloped. Therefore this research aims to analyze the influence of learning activities using Articulate Storyline interactive learning multimedia on analytical and critical thinking skills in sixth-grade elementary school students. This research employed a quantitative approach with experimental research methods (Quasi-Experimental). The type of sampling used was the purposive sampling technique. The research instrument utilized nine HOTS-type description test questions. Data were analyzed through several tests, including normality, homogeneity, and hypothesis tests. In hypothesis testing, the Independent Sample T-Test was used, and a Sig (2-tailed) value of (0.033 < 0.05) was attained, so it was inferred that there was a difference between students who were taught using Articulate Storyline interactive learning multimedia and students who were taught using conventional learning media. The Paired Sample T-test in the experimental class also obtained a significance value of 0.000 < 0.05, suggesting a significant difference in the average test scores before and after treatment. It could be concluded that using Articulate Storyline interactive learning multimedia influenced sixth-grade elementary school students' analytical and critical thinking skills. This research implies that teachers can use Articulate Storyline interactive learning multimedia to improve students' critical thinking analysis and evaluation skills in mathematics learning.

Analisis Keefektifan Metode Game Edukatif terhadap Keaktifan dan Kerja Sama Siswa Sekolah Dasar

The application of learning methods is still lacking so most students may feel bored and unmotivated during lessons because learning methods have not been applied properly. In addition, the limited use of media in the learning process causes students' lack of understanding of what they are learning and students' activeness is not seen during the learning process. The purpose of this article is to determine the effectiveness of educational games. Many people use media as an additional tool for learning due to technological advances that occur in the current era of globalization. The use of media in learning aims to make the educational game method effective in increasing student engagement and cooperation in elementary schools. In addition, the use of media makes it easier for teachers to convey material and make students better understand what they are learning. Therefore, teachers must ensure that the materials and media used are appropriate. This article will discuss the use of game-laden interactive multimedia in learning in elementary school. It will also analyze the participation and cooperation of students in primary schools as well as the factors that influence the application of game-laden interactive methods in the learning process.

EFFECTIVENESS OF INTERACTIVE MULTIMEDIA ARTICULATE STORYLINE 3 USING PAIRED SAMPLE T-TESTS

In facing the era of globalization, especially in the field of education, the government must improve and prepare a better government system. Therefore, efforts are needed to be made, one of which is by increasing basic abilities in the mathematics. The lack of innovation in the process of learning mathematics makes students feel bored with the material provided. Therefore, students often get mathematics score below the graduate competency standards and even fail. Based on these facts, it is necessary to develop interactive multimedia learning innovations in mathematics by creating interactive multimedia using articulate storyline 3 in mathematics learning. So the research was conducted on the effectiveness of interactive multimedia using storyline articulation 3 using paired sample t-tests. This research was using 166 students of class X SMAN 4 Kotabumi. This study aims to see the efficiency of interactive multimedia articulating storyline 3 on understanding concepts and increasing students' academic scores in mathematics. Based on the results of the paired sample t-test, the p-value is 0.000, which is less than the 0.05 significance level. So it can be concluded that the application of multimedia articulate storyline 3 is efficient in increasing students' understanding of mathematical concepts and academic values.

FACTORS INFLUENCING THE INTERACTION OF THIRD-YEAR ENGLISH MAJORS IN SPEAKING CLASSES AT HANOI OPEN UNIVERSITY

This study investigates external and internal factors affecting students’ interaction in English-speaking classes to develop effective strategies to improve their interaction. The study was conducted among sixteen classes at the Faculty of English at Hanoi Open University, with 86 students in total. Questionnaires and interviews were employed as data collection instruments for the study. The results showed that there are still a large number of ‘passive’ students who are not willing to speak and participate in class activities for different reasons, both coming from external and internal ones. These factors mainly include “self-confidence”, “motivation, and interest”, “prior relationships”, “classroom environment,” “lecturers’ teaching styles”, and “technological devices”. Accordingly, different techniques and teaching methods were recommended to promote students’ interaction during speaking lessons, including “pair work,” “asking-answering questions,” “debate sessions or discussion,” and “interactive multimedia learning.” The study results are expected to help both students and lecturers identify influential factors and explore more effective strategies or teaching methods to enhance students’ participation in English-speaking classes.

DEVELOPMENT OF INTERACTIVE MULTIMEDIA BASED ON ISPRING SUITE 9 IN THEMATIC LEARNING IN SDN KALIDERES 12 PAGI

This research aims to develop interactive multimedia learning media based on iSpring Suite 9 in thematic learning in class III at SDN Kalideres 12 Pagi. This research uses the Borg and Gall development model. Research subjects in class III of SDN Kalideres 12 Pagi with 32 students. The objectives in developing this media include: 1) to produce interactive multimedia learning media based on Ispring Suite 9 in class III thematic learning, 2) to determine the level of feasibility of interactive multimedia learning in class III thematic learning, and 3) to determine the effectiveness of interactive multimedia learning on the learning outcomes of class III. The results of this research are products in the form of interactive multimedia based on iSpring Suite 9 with validation results from media design experts of 90.27%, material experts of 96.25% in the "very feasible" category, and positive response results in students with a percentage of 93%. Student learning outcomes through the pre-test and post-test showed an increase where the average post-test score was 88.1, higher than the pre-test average score of only 68.1, with an N-gain of 0.63 which is included in the medium categories. Based on these data, it can be concluded that interactive multimedia learning media based on Ispring Suite 9 is feasible and effective for use in class III thematic learning at SDN Kalideres 12 Pagi.

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

<span lang="EN-US">A number of weaknesses were demonstrated in the E-learning platforms during the Covid-19 pandemic despite the efforts invested. This has negatively influenced learners' motivation and consequently their performance. With the proliferation of technology and the revolution of information and communication technologies (ICT), learning objects have become new epitomes widely used, accessible, and implemented with educational resources and technological support. The integration of learning objects into E-learning has enhanced educational progress, but during critical periods, it is crucial to ensure pedagogical continuity and learner motivation. Based on this observation, we will propose architecture of a personalized learning object model in the context of an adaptive hypermedia learning system (AHS). The objective of our model is to increase the motivation factor which is a determining element in the success of E-learning, our model aims to improve the performance of the learners in order to avoid the abounding of learning and to promote the attendance of the learners. This will be useful later for any design or development of learning objects in hypermedia learning systems that are adaptive to the needs of the learners and in line with their preferences and profiles throughout the learning process offered by the system. </span>

Development of Interactive Multimedia-Based Learning Media in an Effort to Improve Student Learning Outcomes in Basic Automotive Technology Subjects Class X

The research aims to develop interactive teaching materials that are integrated with LMS (e-learning) so that the learning process takes place effectively. This research is a type of Research and Development (R and D) research to improve student learning outcomes in the Basic Automotive Technology subject. The development method used in this research is to follow the ADDIE model. The subjects of this research are Learning Media, Learning Materials and Instructional Design. The next lesson is the students of Cibinong Mechanical Vocational School, namely class X TKR 1 as the experimental class. The results of the research show that the quality of the e-learning based interactive learning multimedia that was developed is in the very valid category (88.89), very good in one to one trials (91.07%), very good for small groups (91,93%) and very good for large groups (93,04%). Meanwhile, the tcount value is 6.701 and the ttable value at the 5% significance level is 2.051, so tcount>ttabel or 6.701>2.051, so ha is accepted and h0 is rejected. This means that there is a significant difference in the ability to understand material presented using media. So, it is concluded that interactive multimedia based on e-learning is feasible and effective and can improve student learning outcomes.

Development of interactive learning multimedia based on Somatic, Auditory, Visual, Intellectual (SAVI) approach assisted by Articulate Storyline 3 on circular motion material

There are limited learning approaches and laboratory facilities regarding developing interactive learning multimedia for circular motion material. Therefore, this research aims to develop interactive multimedia learning based on the Somatic, Auditory, Visual, and Intellectual (SAVI) approach assisted by Articulate Storyline 3 on circular motion material. This research is a type of research and development of the ADDIE model. The respondents involved were 31 students in class XI MIPA B and XI MIPA C. Experts validated the product from media, material, and language aspects. Product validity was analyzed using the Aiken V technique. The Aiken V index scores were 0.89, 0.92, and 0.89 for assessing media, material, and language aspects. The practicality assessment resulted in an average of 96%, which shows high practicality in the learning context. In conclusion, this SAVI-based interactive multimedia has been validated by experts and is well received by students. So, it has proven to be very suitable for effective learning at Darussalam Rajapolah Integrated High School, Tasikmalaya. This research implies that the development of interactive learning multimedia based on the Somatic, Auditory, Visual, and Intellectual (SAVI) approach assisted by Articulate Storyline 3 on circular motion material can be a solution to overcome the limitations of traditional learning approaches and laboratory facilities in teaching the concept of circular motion.

Developing an Interactive Multimedia Innovation Based on Android Using the Smart Apps Creator 3.0 as Teaching Material for Buffered Solution Course

The use of interactive multimedia using Android in chemistry learning materials will make the process of learning more effective, efficient, and interesting. This study focused on developing interactive multimedia using the help of the Smart Apps Creator 3.0 software to improve student learning. This research follows the 4D model development research (Define, Design, Develop, Disseminate). The research sample consisted of 25 students of class XI in a senior high school Grade. The results showed that the interactive multimedia based on Android developed was related to BSNP, with an average acquisition of an eligibility test from a material expert of 3.80 and the average eligibility of a media expert of 3.81 on a scale of 4.00. The learning outcomes of students who were taught using Android-based interactive multimedia were in the high category with an N-Gain value of 0.71, and the learning outcomes obtained by students were higher than the KKM value set at school of 75. These results indicated that this Android-based interactive learning multimedia was appropriate to use as buffered solution material for the high school teaching and learning processes. Keywords: interactive multimedia, android, chemistry, learning materials