* Corresponding author: [email protected]
Development Of Interactive Multimedia Learning Media To Improve Counting Ability
Group Students A TK Dharma Wanita Batursari
Sri Handayani
Universitas Negeri Semarang, Indonesia
Abstract. The purpose of the study was to produce a learning media design in the form of valid, effective and practical interactive multimedia in improving the numeracy skills of kindergarteners A (ages 4-5 years). This research is a research and development research that uses Borg & Gall model that is adjusted to the period of research. The media design developed in the form of interactive multimedia. Research Results The use of interactive multimedia can effectively improve the numeracy skills of kindergarten children which is evident from the increase in children's learning outcomes. The average percentage of posttest children in the control and experimental groups was the same, namely 51.11%. After being given intervention, the average posttest of children in the control and experimental classes increased to 66.67% and 77.78%. The conclusion obtained is that interactive multimedia learning media can improve children's ability to recognize picture forms, various colors, number 1-5, recognize addition and simple subtraction. The media is also able to introduce objects around to children. Related to the results of the study it can be suggested that teachers always learn creatively and innovatively in making learning media.
Keywords: Interactive multimedia learning media, numeracy skills, kindergarten children.
1. Introduction
Early Childhood Education is a form of early childhood education in the formal education pathway. As a preschool education institution, the primary task of PAUD is to prepare children by introducing various knowledge, attitudes / behaviors, and skills so that children can continue their real learning activities in primary school. To be able to explore the potential possessed by each child, it is necessary to have a business that is appropriate to the conditions of each child. This effort can be carried out in various ways including through initial counting.
Counting in PAUD is not only related to cognitive abilities, but also mental and social mental readiness, therefore it must be done in an interesting, varied and fun way. The method of counting is part of mathematics, this is needed to develop numeracy skills that are needed in everyday life, especially the number concept which is also the basis for the development of mathematical abilities and readiness to follow further education (Depdiknas, 2007,1)
In fact, numeracy learning is still difficult, especially for early childhood. This is caused by several problem factors both from the teacher, students and learning resources as supporters. Therefore, as an effort to improve the implementation of learning, counting at the
beginning for kindergarten children, researchers try to find a way out with efforts to improve learning by using instructional media in the form of interactive multimedia so as to create an atmosphere of learning that is interesting and can motivate children to follow it.
Observations at the Dharma Wanita Batursari Kindergarten show that the ability to count children has not developed optimally. This can be seen from the way children do the tasks given by the teacher. When children are asked to designate and name a number symbol, they can say numbers 1-5, but cannot distinguish between the symbols of the numbers.
NurAiny F. N. (2006) in his study entitled "The Effect of Learning with Multimedia on Improving Kindergarten Students' Cognition Ability" concluded that there were differences in cognitive abilities between groups of kindergarten students who received multimedia learning and those who did not receive multimedia learning. The group of kindergarten students who received multimedia learning showed higher cognitive abilities than groups of kindergarten students who did not get multimedia learning.
In line with several theories that have been stated above, counting games in kindergarten should be carried out through three stages of numeracy mastery in the mathematical pathway, namely:
a) Mastery of Concepts
Understanding and understanding of things using concrete objects and events, such as the introduction of colors, shapes and counting numbers.
b) Transition Period
The thought process which is a transition period from concrete understanding towards the introduction of abstract symbols, where concrete objects still exist and the form of the symbol is introduced. This must be done gradually by the teacher in accordance with the pace and speed of the ability of children who are individually different, For example, when the teacher explains the concept of one by using another object that has the same concept, at the same time introducing the symbol form of the number one.
c) Coat
It is a visualization of various concepts, for example the five symbols to describe the concept of a number five, red to describe the concept of color, large to describe the concept of space, and a rectangle to describe the concept of form.
Development of preliminary child counting skills can be done through counting games (Ahmad S, 2011:
102). The basic principle in implementing counting games is as follows:
1. Starting from counting objects.
2.Calculating from easier to more difficult.
3.Children participate actively and there are stimuli to solve their own problems.
4. A nice atmosphere.
5.The language used is simple and uses examples.
6. Children are grouped according to the counting stage.
7. Evaluation from the beginning to the end of the activity.
Yew (Ahmad S., 2011: 103) reveals five principles in teaching counting to early childhood. The five principles are:
1. Make fun lessons
2. Encourage children to be directly involved
3. Build a desire and confidence in the child to complete counting
4. Respect children's mistakes and not punish him.
5. Focus on what your child accomplishes.
Based on a description of the development of numeracy skills in kindergarten children, the authors develop interactive multimedia learning media
to improve numeracy skills of group A Batursari Dharma Wanita Kindergarten students with the following principles:
1. Learning starts from calculating concrete objects.
2. The counting activity starts from the easier to the more difficult.
3. There is a stimulus for children to play an active role in solving their own problems
4. Fun activities for children to learn.
5. The language used is simple and uses examples.
6. Children are grouped according to the counting stage.
7. Evaluation from the beginning to the end of the activity.
8. There is feedback to foster children's confidence and know their learning achievements.
Interactive multimedia learning media has a number of advantages. Bambang W. (2008: 155-156) mentions 5 advantages of multimedia interactive learning, namely:
1. Flexible
Interactive multimedia gives users the opportunity to choose the contents of each subject matter presented, can be used in the classroom and individually and also has flexibility in the use of time.
2. Self-pacing
Interactive multimedia serves the speed of individual learning. Students who are quickly given the opportunity to accelerate their learning speed as optimal as possible, while the slow are given the opportunity to repeat and study for a longer time.
3. Content-rich
Interactive multimedia provides quite a lot of information and provides various information presentation formats.
4. Interactive
Communication in interactive multimedia is two-way, giving students the opportunity to respond and do various activities that are also responded back by multimedia programs.
5. Individual
Interactive multimedia serves individual learning speeds and is designed to meet the interests and needs of individual students.
In this study the focus of research studies is the limited interactive multimedia for kindergarten students who are designed according to the principles of learning, paying attention to individual differences, interesting, easy to learn, relevant to the needs of the teaching and learning process, and in accordance with the applicable curriculum.
This development research aims to produce a product in the form of interactive multimedia learning media to improve numeracy skills in groups A Kindergarten students who have quality learning materials and good technical quality.
2. Method
In this study development activities were not carried out until the stage of dissemination or mass production due to consideration of the period of research. There are six main steps: 1) analyzing learning needs, 2) making media designs 3) media feasibility tests, 4) revision of media products, 5) field trials, and 6) final products.
Analyzing learning needs is done through two stages, evaluation studies and literature studies.
Making Media Design, can be known based on Figure 1.
Figure 1. Media development procedures
Media development steps can be described as follows:
(1) Assessing Achievement Rate (TPP) for children aged 4-5 years. TPP contains an outline of competencies that must be developed in early childhood learning.
(2) Assess indicators of achievement of cognitive development for children of age 4-5 years. At this stage the competencies that exist in TPP are clarified in indicators of development achievement.
(3) Formulate material items. At this stage an analysis of learning material is carried out to find out the items of material that are suitable for developing numeracy skills for children aged 4-5 years.
(4) Making media designs. At this stage the media design is carried out.
(5) Media is tested to find out the effectiveness of learning media. Media is considered effective if it is able to improve children's numeracy.
Media Feasibility Test (Validation of Experts and Practitioners), assessment data from validators in the form of quantitative data and qualitative data.
Quantitative assessment relates to the feasibility of the media to be used in learning. Quantitative assessment is a rating scale with a range of ratings ranging from a scale of 1-4. Aspects assessed include learning media, interactive multimedia, numeracy skills of kindergarten children, and the characteristics of numerical development of kindergarten children. Qualitative data is an assessment in the form of suggestions or comments given by validators to improve the media.
Product Revision, Assessment provided by the validators is collected for evaluation and analysis. The analysis results are the basis for revising the product.
Field trials aimed to determine the effectiveness of the development of interactive multimedia learning media to improve the numeracy skills of kindergarten children.
3. Results And Discussion
The results of the study are an analysis of data that has been collected in the field, namely data relating to the research objectives. After that the discussion is presented to achieve the research objectives that have been raised.
The discussion included media that had been used to develop the numeracy skills of kindergartens, the design
of interactive multimedia learning media, as well as the effectiveness and practicality of the media in learning.
3.1.Instructional Media
Observations made in several kindergartens found that the media that had been used in improving numeracy skills for kindergarteners A (ages 4-5 years), among others, spelled things around, numeric cards, and LKA.
All of these media are commonly used and children become bored and less interested in the media.
The most dominant media is LKA. Most activities in the core activities are carried out using LKA. Thus the child lacks the opportunity to develop his knowledge through playing activities. Even though the development of early childhood numeracy skills should be carried out in play situations. This is supported by the study of Johnson et al (1998: 31) regarding the relationship of play and cognitive abilities of children in aspects of problem solving skills. Their results show that children who are allowed to play show higher problem-solving abilities than children who are trained through verbal instruction.
3.2 Validity of Learning Media
Valid learning media are learning media that are developed based on the principles of media development and have fulfilled valid evaluation criteria according to the validators. The assessed aspects are categorized into two major groups, namely (1) the design of interactive multimedia learning media, and (2) development guidelines and media use.
Interactive multimedia learning media presents activities to spell things
around students such as school equipment such as bags, books, pencils. and. presents numeracy activities from easier to more difficult. The activity starts from calculating school equipment such as bags, books, pencils, crayons, sharpeners, and dosgrip which only has one and two besides the media also provides a pleasant atmosphere. The pleasant atmosphere in this learning media is stimulated by the presence of images, animation, audio, video and simple games.
Interactive multimedia learning media use simple language and use examples with spoken language because children aged 4-5 years cannot read the text.
This media also presents interrelated relationships between visual and audio elements according to the principle of unity. The interactive multimedia learning media that was developed contained the subject matter recognize numbers 1-5, numbered by pointing objects, sorted numbers 1-5, and compared the number of objects, also equipped with enrichment material in the form of adding items and quiz exercises.
The development guidebook and the use of media are assessed based on indicators of attracting the appearance of the book, completeness of the contents of the book, unity between chapters and sub-chapters, clarity of instructions for making and using, ease of understanding
the sentence used, and the language used in book writing.
Tabel 1. Validation score indicator Score Criteria Meaning
1 Not good Not good so that it cannot be used, it still needs consultation and repairs 2 Poorly Poor so that it cannot be
used, it still needs consultation and repairs.
3 Good Good enough so that it can be used with improvements according to suggestions.
4 Very
good Very good so that it can be used even though there are still improvements.
The following are the results of the assessment given by the validators of the products developed.
Tabel 2. Assessment results provided by the validators Validator Total score
of
assessment results
Maxi mum score
Criteria
Validator 1 54 68 Baik
Validator 2 63 68 Baik
Validator 3 64 68 Baik
The results of the accumulation of assessment scores provided by the validators were 54, 63 and 64 of the minimum score criteria of 52. Thus the interactive multimedia learning media had met valid criteria so that they were suitable for use in learning activities for children aged 4-5 years.
3.3 Effectiveness of Learning Media
The effectiveness of the media is measured by the improvement of children's learning outcomes and the children's activity in learning. Increased children's learning outcomes were analyzed using pretest and posttest data in field trials. The percentage of the pretest results of the control and experimental groups is the same, namely 51.11%. After testing for 6 meetings, the percentage of posttest in the control and experimental groups increased to 66.67% and 77.78%.
Thus the increase in the percentage of children's learning outcomes in the control and experimental class was 15.56% and 26.67%. Thus the increase in percentage was greater in the experimental group. The effectiveness of the media was also analyzed using children's activity data in learning as in Table 4.
Tabel 3. Recapitulation of children's learning activities in the control and experimental group trials
Me etin g
Control Group Experiment Group
Scor
e Perce
nt(%) Categor
y Sco
re Perc
ent(
%)
Cate gory
I 501 46,39 Enough 587 55,4 Enou
gh
II 522 48,33 Enough 649 60,1 Good
III 550 50,93 Enough 729 67,5 Good
IV 572 52,96 Enough 754 69,8 Good
V 604 55,93 Enough 792 73,3 Good
VI 624 57,78 Enough 829 76,8 Good
Av era ge
562 52,05 723 66,9
The criteria for media effectiveness are the average percentage of children's activity ≥ 40.01% and at least in the good category. The percentage of activeness of the control group children at meeting I to meeting VI was 46.39% (enough); 48.33% (enough); 50.93% (enough);
52.96% (enough); and 57.78% (enough). So the average percentage of child activeness in the control group was 52.05% (enough). In the experimental group, the percentage of children active at each meeting was 55.4%
(enough); 60.1% (good); 67.5% (good); 69.8% (good);
73.3% (good); and 76.8% (good). So the average percentage of child activeness in the experimental group was 66.98% (good). Thus, interactive multimedia learning media has met the criteria for media effectiveness.
3.4 Practical Learning Media
Media practicality is known from the responses given by teachers and children to the media developed. Media is said to be practical if: (1) a minimum of 75.01% of children give a positive response, and (2) a minimum of 75.01% of teachers give a positive response. The collected data shows that the positive response given by
teachers and children is 93.33% and 95%, respectively.
Thus the interactive multimedia learning media has met the criteria for praktisi. Interactive multimedia learning media is considered as something new or has never existed but must be reviewed again because the media is also considered as something that is able to attract children's attention because interactive multimedia is close to children's daily lives.
Based on all the discussion above, it can be concluded that the interactive multimedia learning media has met the criteria of valid, effective and practical. Thus the media can be used to improve the numeracy skills of kindergarten students in group A (ages 4-5 years).
4. Conclusion
Interactive multimedia learning media are designed to develop early childhood numeracy skills. The development of interactive multimedia learning media is carried out by conducting preliminary research stages, making software designs (script writing, storyboard making, and making flowchart views), collecting materials for making and collecting images and animation, and recording and collecting audio, developing the initial product form, evaluating the initial product, revising the initial product, developing the final product.
Evaluation is carried out by subject matter experts, instructional media experts, and prospective uses.
Evaluation of learning resources by media experts and experts in the field of study needs to be done to obtain input that is used to revise the products generated.
Interactive multimedia learning media that has been developed by researchers can be used for numeracy learning for group A students Kindergarten. This learning media can be used for individual and classical learning. In the classical use of tools is needed additional form of LCD projector and loudspeaker. The use of software in the laboratory will be better if each student uses a head phone, so that the sound from one computer does not interfere with the other computer.
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