Use Of Interactive Multimedia Research Articles

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

Literature Review: Study of the Use of Interactive Multimedia in Mathematics and Natural Sciences Learning in Indonesia

The use of information and communication technology (ICT) in teaching has become an important issue in recent years in order to improve the quality of education. One use of ICT is as a learning tool, namely in the form of interactive multimedia. Learning using interactive multimedia develops on the basis of conventional learning which cannot meet students' learning needs. This interactive multimedia can be a supplement and complement to learning which represents learning resources. Interactive multimedia is multimedia that is equipped with a controller that can be operated by the user, so that the user can choose what they want for the next process. Interactive multimedia has been widely created and used in Mathematics and Natural Sciences learning in Indonesia. In this paper, a literature review study will be carried out on the use of interactive multimedia in learning in the fields of mathematics and natural sciences, to see developments, development methods, weaknesses and the results that have been achieved. On this occasion, the author provides observation results based on evidence through a literature review regarding the extent of multimedia use in learning, especially in the field of exact sciences such as mathematics and natural sciences.

Meta-Analisis : Efektivitas Multimedia Interaktif terhadap Peningkatkan Hasil Belajar Siswa

This research aims to determine the effectiveness of interactive multimedia on student learning outcomes by analyzing 15 articles that can be accessed from Google Scholar, Garuda, and Mendeley. These articles were published in non-accredited journals, accredited Sinta, and indexed by Copernicus or Scopus with 5 different sample levels, namely: Elementary School, Middle School, High School, Vocational High School, and College. The use of interactive multimedia contains text, graphics, audio and moving images (video) which can be displayed via projector and laptop screens. This research method uses a meta-analysis method, namely by comparing research data from control and experimental groups in the form of sample size (N), Standard Deviation (SD), and learning outcomes (X). The data was analyzed statistically to see the effect size value. Based on the results of the analysis test, it was found that from the 15 articles analyzed, the average effect size was 1.146 with a P-Value < 0.001 (P-Value < 0.05), which means that learning using multimedia is very effective or has an influence on student learning outcomes. Next, to see at which level the effectiveness value is higher, the analysis results found that the estimated value at the elementary school level was 1.719 (more effective), followed by the tertiary level with an estimate of 1.707.

The Development of Teaching Media Based on Interactive Multimedia towards Economic Courses to Enhance Students’ Learning Outcomes at Senior High School

Interactive multimedia assists teachers in bringing the outside world into the classroom. Abstract and unfamiliar ideas become concrete and easy to understand by students, so if financial accounting subjects are delivered using interactive multimedia, abstract financial accounting concepts will be easy to convey. This research aims to produce interactive multimedia that is valid, practical and effective for use in economic learning activities. The research method used is Research and Development with the ADDIE development model which includes: 1) Analysis Phase; 2) Design Stage; 3) Development Stage; 4) Implementation Stage; and 5) Evaluation Stage. This research was carried out at one of the state high schools in Medan City. Product validation is carried out by a validator each for material experts and media experts. The research sample was all class XI students. Research instruments include interview sheets, observation sheets, validation sheets, practicality sheets, and test sheets. The research results show that the use of interactive multimedia in economic learning activities has proven to be valid, practical and effective in improving student learning outcomes.

Development of Electronic Bonding Modules Using the Autocad Program for Students SMK Negeri 2 Merangin

This study aims to produce interactive multimedia products bonding bricks using the AutoCAD program for students of SMK Negeri 2 Merangin that are attractive, effective, and efficient. This interactive multimedia development procedure uses the Lee & Owens development model. The model development process consists of five stages of development, namely: (1) needs analysis, (2) design, (3) development, (4) implementation and (5) evaluation. The data collected in this study were obtained from material experts, media experts, small group trials of 3 people, and large group trials of 10 people. The results showed that: (1) The development of the brick bonding electronic module using the AutoCAD program for students at SMK Negeri 2 Merangin was assessed by the validator as in the good category. (2) aspects of the attractiveness of the developed multi-media learning are very good. (3) the use of interactive multimedia is effective on student learning outcomes. Based on the results of this research, the multimedia products developed are very interesting, effective, and efficient to use as a source of learning and can help students in learning. This multimedia product can also be used for independent learning or as a companion medium for teachers in the learning process.

STUDI KOMPARASI PENGGUNAAN MULTIMEDIA POWERPOINT DAN VIDEO ANIMASI DALAM MENINGKATKAN PEMAHAMAN KONSEP BILANGAN BULAT PADA SISWA SMP

This study aims to compare the use of PowerPoint multimedia and video animation in improving the understanding of integer concepts in junior high school students. The use of interactive multimedia is an important part of education today, but the use of multimedia is still limited when teaching in the classroom. In this research, an experiment was carried out involving two groups of junior high school students. The first group used animated videos while the second group used PowerPoint multimedia. The data collected includes tests of understanding the concept of integers before and after using PowerPoint multimedia and animated videos in teaching. The analysis used includes the normality test, homogeneity test, and t-test to test whether there is a difference or not from the data of each group. The results of the data analysis show that there are differences in understanding the concept of concept numbers between those using powerpoint media and animated videos. The group that experienced the most significant difference was the group that used video animation compared to the group that used PowerPoint multimedia. The use of animated videos in this context can be an effective and interesting alternative in learning the context of integers.

Pengembangan Multimedia Interaktif Sway pada Pembelajaran IPAS Kelas IV Sekolah Dasar

This research is motivated by the lack of use of interactive multimedia in learning. The aim of this research is to develop valid, practical and effective interactive multimedia. This research is included in the development research (R&D) ADDIE development model. The interactive multimedia created is then validated by validators consisting of material expert validation, media expert validation and language expert validation. The results of research on interactive multimedia development show that the validity of material in the very effective category is 95%, the validity of media in the very effective category is 99.16%, and the validity of language in the very effective category is 87.5%. The teacher questionnaire results were 95.83% in the very practical category, and the student questionnaire results were 91.02% in the very practical category. The test results produced effective interactive multimedia from the results of the test sheet work which showed an average increase with a percentage of 88.46%. Therefore, it can be concluded that Sway's interactive multimedia on energy transformation material around us in grade 4 elementary school is declared as valid, practical and effective interactive multimedia.

Analysis of Research Opportunities in Science Education Related to Learning Media: A Systematic Literature Network Analysis

The aim of this study is to describe the trend data of research related to learning media. The research method used is the Systematic Literature Network Analysis (SLNA) method. The data for this study consists of research articles on learning media without any time limitations. Articles were collected from the Scopus database, which includes IEEE, Springer, and the search application Publish or Perish (PoP). In the search engine, articles on learning media were first found in 2002, and a total of 1708 articles were retrieved. After filtering by title, 120 articles were obtained, and based on the keywords from these articles, 80 eligible articles were identified for analysis. The analysis results show that the number of studies and research citations fluctuate. Topics frequently discussed in the context of learning media include skills, approaches, and the latest on interactive multimedia. For further research directions, it can be associated with the use of interactive multimedia in explaining science learning that uses a phenomenon-based learning model. This is because science learning can explain phenomena that occur in everyday life

Development of Interactive Multimedia Using Problem Based Learning Model in Class VIII Integrated Science Subjects Junior High School

This study addresses low student learning outcomes due to limited use of interactive multimedia and lack of interest in learning using the same model. The aim is to develop valid and practical interactive multimedia through a problem-based learning approach for science subjects. This research is a development research (R&D) with the ADDIE development model. The results of research on learning media development by media validator 1 were obtained " 4.95" with the category "Very Valid". While the results of the assessment of media validator 2 obtained "4.95" with the category "Very Valid", and material validators obtained "4.71" with the category "Very Valid ". The results of the practicality test to students on interactive multimedia can be concluded that the assessment carried out by students obtained 3.51 results with the category "Practical". The results of the effectiveness test were obtained from the comparison of pre-test and post-test scores of students and obtained the results of the Wilcoxon signed rank test showed that Sig. (p value) of 0.00 < 0.05, so interactive multimedia is declared "Eeffective" because there are significant differences. It can be concluded that interactive multimedia products are suitable for use in the learning process.

Exploration of computational thinking ability in limit concept of algebraic function with interactive multimedia

The difficulty of students in solving computational thinking (CT) problems related to the limit material of algebraic functions is that students do not understand the existing problems, difficulties regarding how the problem-solving pattern, difficulties when asked how to solve the problem, and difficulties when deciding and concluding from the problem. To overcome these difficulties, interactive multimedia is used, which is very important in modern education, it allows students to learn in a more interesting and interactive way, which can strengthen students' computational thinking skills. The purpose of this study was to determine the Exploration of Computational Thinking ability in the concept of Limit algebraic function with interactive multimedia and to determine the student's response to the use of interactive multimedia on the computational thinking ability of students in the material limit algebraic function in the department of tadris mathematics IAIN Lhokseumawe. The method used in this research is pre-experimental method, with the research design used is One Group Pretest-Posttest (Initial Test-Final Test on a single group. The research subjects were 1st semester students majoring in Tadris Metematics IAIN Lhokseumawe academic year 2023/2024. The research results obtained 1) From the calculation of the t test obtained the results of Tcount amounting to 2.583 and Ttable 1.684 (Ttest Ttable) or the probability value Sig 2 tailed α (0.000 0.05), then the hypothesis decision can be stated Ho rejected and Ha accepted. Thus, there is a significant difference in the exploration of computational thinking ability in the concept of limit function algebra with interactive multimedia. 2) the average percentage of very good categories obtained a value of 86%, good 13%, less 1%. The difference from the results of student responses with good to very good criteria is influenced by attitudes that show enthusiastic positive responses to interactive multimedia.

Interactive Multimedia Research Trends in Higher Education: A Review of Assisted Literature NVivo 12 Pro

The rapid use of technology in lecture activities, especially the use of interactive multimedia since the pandemic conditions and until now, has attracted researchers to comprehensively analyze patterns of interactive multimedia utilization. This study aims to provide information on the pattern of interactive multimedia utilization and its development to date. The research method adopted a qualitative design, through a review of various studies from 2020 to 2023, and a literature search using the free Publish or Perish program. Further reduction and screening processes were carried out using the PRISMA method. The final results of the articles that have been selected are then mapped and codified with NVivo Pro 12 program, including the development and use of interactive multimedia in universities. In the development of interactive multimedia in the university, literature is grouped into forms of interactive multimedia and tools in designing interactive multimedia. The use of interactive multimedia in institutions is grouped into two, including the types of interactive multimedia used and how the impact of the use of interactive multimedia on lecture activities. Results obtained 1) Multimedia forms developed in universities include E-modules, Software, Websites, Android applications, Autoplay, Classpoint, E-learning, and tutorial models; 2) equipment in designing interactive multimedia including Kwisoft Flopbook Maker, live streaming, Macromedia Flash, Microsoft Way, Moodle, Adobe Flash Professional CS6.5, App Inventor 2, Autocad, Power Point, and Courselab 2.4; 3) types of interactive multimedia used in learning activities in universities include Android applications, Macromedia Flash, Lectora Inspire software, Adobe Flash, Adobe Premiere, and E-learning; 4) The effect of interactive multimedia on lecture activities can increase interest or motivation, also have an impact on student achievement.

Interactive Multimedia Development Based on STEM in Improving Science Learning Outcomes

This study aims to determine the feasibility and effectiveness of the use of interactive multimedia based on STEM on the theme of Healthy Food Class V SD Negeri 104197 Klambir Village. This research is a research and development research that refers to the Addie development model which consists of 5 stages, namely the Analysis (Analysis), Design (Design), Development (Development), Implementation, and Evaluation (Evaluation). Subject. This study was a grade student of SD Negeri 104197 Klambir Village, during the field trial of the research subject of 30 students. The research instruments used in data collection are observation, interviews, validation questionnaires and tests. Based on the results of research, interactive multimedia based on STEM developed. The results of the field trial phase The effectiveness criteria are achieved with the number of students reaching 27 people in the post-test or around 90% with the results of the gain score classified in the "medium" effectiveness criteria with a score of 0.61 so that interactive multimedia based on STEM is effective for use. Media pop-up books, energy changes, language skills.

Validity of Interactive Multimedia on Metal Coating Learning Developed Using the ADDIE Model

The Metal Coating course in Unimed's Mechanical Engineering Education Department only uses learning media in the form of printed textbooks and there is no interactive media that can improve student competence in the affective and psychomotor domains. To increase student competency in metal plating courses, learning media in the form of interactive multimedia that has been validated for its quality is needed. This study aims to validate learning media in the form of interactive multimedia using the ADDIE development model. As for the three acquisitions of interactive multimedia validity, namely analysis of metal plating course requirements, determining learning objectives and designing interactive multimedia, as well as developing interactive multimedia involving several material experts, learning design experts, and learning media experts, as activity validators. Data collection techniques for interactive multimedia validation are carried out by distributing questionnaires. The validation assessment criteria used a Likert scale which was analyzed descriptively. The results showed that the validity of the material expert was 89.7% in the very good category, the learning design expert was 91.58% in the very good category and the learning media expert was 88.3% in the very good category. from these data it can be concluded that the use of interactive multimedia in the teaching and learning process in the metal plating course developed is very valid to be implemented in the teaching and learning process

The Use of Interactive Multimedia on Religious Tolerance Materials Learning for Students of MAN 1 in Bone Regency

This thesis discusses the interactive multimedia in increasing the religion tolerance material for MAN 1 Bone students. The purpose is to obtain empirical data about the students' understanding after learning comprehension of the MAN 1 Bone District students. The research used a one-group pre-test and post-test design methodology, which means the experimental research is only one experimental group. The results of this study were: The first is the motivation of students before being treated in the form of interactive multimedia application was in the high category, namely 71.11% based on interpretation criteria. The second, after being treated in the form of the application in interactive multimedia increases. The results of the t-test, which shows t count (6.621)> t ultimate (2.05553), and the results of the analysis of each indicator are 89.99%. So that the proposed hypothesis is accepted. This shows a significant relationship between the application of interactive multimedia in learning religion and tolerance materials in the students' learning at MAN 1 Bone.

Management and Use of Multimedia as an ICT-Based Learning Media to Improve the Skills of Vocational School Students

Vocational secondary education is a level of education that is closely related to mastery of skills. Through the learning process that has been going on so far, it seems that it is not optimal for students to master various skills that are important to master in the 21st century, especially for the learning outcomes of land surveying. The application of learning methods that are integrated with the use of digital learning media is expected to create a more active and student-centered learning environment. This study has a goal that focuses on seeing the effect of interactive ICT-based multimedia products on student skill achievement. This research method is an experimental method with a quasi-experimental design with pre and posttest in the control class and the experimental class. The data collection instrument used is questions. The population of this research is SMK students, with a total sample of 136 students selected by cluster sampling. The results of the study show that the use of interactive multimedia has a significant effect and is followed by an increase in student skill achievement. This study concludes that interactive multimedia is considered quite effective in influencing and improving students' skills as an effort to achieve learning goals and mastery of 21st century skills.

The Effect of Interactive Multimedia on Students’ Cognitive Learning Outcomes on System Materials

This study aimed to determine the influence of interactive multimedia on students' cognitive learning outcomes in class XI. This study employed a quasi-experimental method using Posttest-Only Control Design. The population is students of class XI MIPA. Samples were taken by random sampling; an experimental class that uses interactive multimedia with as many as 30 students and a control class that does not use interactive multimedia with as many as 30 students. The data collection technique is carried out by providing a post-test to obtain data on student cognitive learning outcomes, and the data analysis technique used is an independent sample t-test with a significant level (α) = 5%. Based on data analysis and hypothesis testing, it shows that there is an influence of interactive learning multimedia on cognitive learning outcomes because of the significant value of 0.000 < 0.05. There are differences in student results, which can be seen through hypothesis tests that H0 is rejected and Hi is accepted. Students accept the use of interactive multimedia in the classroom in carrying out the teaching and learning process. Based on the study results, it was concluded that interactive learning multimedia influences the cognitive learning outcomes of class XI students.

Implementation of Interactive Multimedia to Improve Understanding of Arabic Rules in Jar and Athaf Letters

Background: Interactive multimedia, a combination of text, images, animation and audio, is needed to improve Arabic learning outcomes. Purpose: This study aims to determine whether the application of Interactive Multimedia can improve understanding of Arabic language rules on Jar and Athaf material. Method: This research is class action research. The research stages were carried out in four stages; action planning, action implementation, observation, and reflection. Data sources were obtained from teachers and 13 class XI social studies students at Madrasah Aliyah al-Ashriyah, West Sulawesi Province. Data collection techniques include; 1) Observation and 2) Test. This test was given at the end of each cycle. The test scores were used to evaluate students' learning achievement on the rules of Jar and Athaf letters as a measure of success in this study. The implementation of the research begins with a pre-cycle as a comparison material, then enters the first cycle. Suppose it is known where the successes and obstacles of the actions taken in the process are. The researcher determines the design for cycle II as an additional improvement from the previous step. If it has not reached the research target, it can be continued with cycle III. Results and Discussion: The results of this study indicate that the learning activeness of students in Arabic language subjects on the material of Jar letters and Athaf letters from the pre-cycle only obtained an average of 54.25 with a qualitative index (D) "Less" to increase in cycle I by 65 with an index (C) "Enough" and increased significantly in cycle II to 84.12% with a qualitative index (A) "Excellent". Likewise, the demand for learning outcomes in Arabic language subjects on Jar and Athaf letters continues to increase from pre-cycle only 23.07% (3 students) with an average score of 61.15, then increased in cycle I to 53.83% (7 students) with an average score of 67.69. While the completeness of student learning in cycle II can reach 84.59% (11 students) with an average score of 82.30. Conclusions and Implications: The use of interactive multimedia in learning the Arabic language subject matter of Jar letters and Athaf letters can increase students' activeness and learning outcomes in class XI IPS Madrasah Aliyah al-Ashriyah Polewali Mandar Regency Sulawesi Province. This research implies that educators can apply this interactive multimedia for other Arabic language materials so that class action research is not only on jar and athaf material but covers all components of Arabic language materials taught at school.

What is the Most Impressive Treatment to Foster Students’ Creative Thinking Skills? A Meta-Analysis and Bibliometric Review

Research related to learning treatment to train creative thinking skills has been frequently done. However, this has become a concern for teachers to assess which ‘learning treatment’ is better in developing students’ creative thinking skills. This study aims to analyze the most effective treatment in improving students’ creative thinking skills on science and mathematics concepts, based on data sources from international journal articles. The meta-analysis was conducted using CMA software and involving 21 published papers in international journal indexed by Scopus and or WOS. Data analysis was carried out by comparing the effect size values from the research results. According to the results of the meta-analysis, the average effect size data obtained with the learning model reached 1.075, the learning approach reached 1.627, and the learning media reached 1.575. Then based on the analysis, three ‘treatments’ were found that were considered as the most effective based on the effect size comparison, namely the PBL model with an effect size of 3.765, the STEM approach with an effect size of 0.90, and the use of interactive multimedia with an effect size of 0.83. The finding of this research stated that the PBL model is the most effective treatment to train students’ creative thinking skills. The results of this study provide views for science and mathematics educators to consider to use PBL (learning model), STEM/AM (learning approach), and technology-based learning media to train creative thinking.

The use of blended learning in postgraduate education in orthodontics: student versus teacher perception.

To investigate the use of blended learning (BL) in Postgraduate Education in Orthodontics. A self-developed online questionnaire was sent to 244 teaching staff members of the European Orthodontic Departments. They were asked to answer it and share it with their postgraduate students. 18 questions for teaching staff and 27 for postgraduate students evaluated the use, perceptions, feedback options, learning outcomes, and teacher's role in BL. The answers of teaching staff and students were statistically compared by Fisher's Exact Test, Chi-Square Test, Unpaired t-test, and Mann-Whitney Test. 124 completed questionnaires were received, 44 from teaching staff and 80 from postgraduate students. Teaching staff is more acquainted with BL than students (P = 0.001). Both groups found BL courses a good alternative to traditional courses (P = 0.654). The use of interactive multimedia was more appreciated by students (P = 0.015). Both groups found students' results not to change with BL, but teaching staff had a more negative perception (P = 0.012). In general, teaching staff perceived feedback and interaction as less essential than postgraduates in BL. Teaching staff felt more like coaches when using BL, while postgraduates did not perceive any changes in teachers' roles (P = 0.006). Limitations: Due to the General Data Protection Regulation it was not possible to directly contact the postgraduate students in Postgraduate Orthodontic Programs throughout Europe. Therefore, this study completely relied on the goodwill of the teaching staff being contacted. The main differences in perception between teaching staff and postgraduate students were student results, teachers' role, use, and importance of feedback and interactive multimedia. Although both groups found BL courses to stimulate students' learning and to be a relevant cost-effective addition to traditional courses, they were hesitant to fully replace them with BL.

The Implementation of Interactive Multimedia on Critical Thinking Skills in Social Studies Learning for Elementary School Students

This study aims to implicitly analyze the use of interactive multimedia to improve critical thinking skills of elementary school students in Social Studies to face the era of society 5.0. This study uses a qualitative research method with a literature study research design. The steps taken by the researcher were initiated by formulating the research problem, then continued by tracing the relevant research results for analysis. Data was collected by searching electronic journals and studying documentation in the library. Based on the search results obtained research data from five electronic journals. Data analysis was carried out by summarizing, reviewing, and analyzing research data from several empirical research results. Based on the results of the analysis, it turns out that the use of interactive multimedia can improve learning outcomes with the results obtained by 23.33% and 38.1%, respectively. Interactive multimedia can also improve learning outcomes in Social Studies material with a yield of 7.8%. Interactive multimedia can also encourage students to think critically with 6% of the results. So that the critical thinking process will make it easier for students to realistically understand the Social Studies material for elementary school students with a result of 10.25%.