The Effect of Interactive Learning Media on Students’
Science Learning Outcomes
1
stSiti Sahronih
1
stDepartment of Primary Education, School of Postgraduate Studies,
Universitas Negeri Jakarta, Indonesia
+62 87829826880
sitisahronih_pd17s2@mahasis wa.unj.ac.id
2
ndAgung Purwanto
2
ndLecturer, Chemistry Department, Facultyof Mathematic and Natural Science, Universitas Negeri Jakarta,
Indonesia +62 85253441986
[email protected]
3
rdM. Syarif Sumantri
3
rdProfessor, Department of Primary Education, School of Postgraduate Studies, Universitas Negeri Jakarta,
Indonesia +62 81213145501
[email protected]
ABSTRACT
This study aims to determine the effect of interactive learning media on student science learning outcomes. The influence was obtained through processing data from several previous research results with similar problems through the meta-analysis method.
Data analysis was carried out in a quantitative manner by percentage. The research unit uses written documents in the form of journals and research reports on interactive learning media.The results of the study showed an average value of effect size of 0.64 (SD = 1.06). This means that interactive learning media has an effect of 23.89% on science learning outcomes for students.
Interactive learning media type which gives the biggest influence of 39.44% is interactive multimedia. The concentration of science lessons which has the biggest effect size was Biology of 41.77%, and the biggest effect size there was on the elementary schoolof 38.88%.
CCS Concepts
General and Reference → Reference Works
Keywords
“Interactive Learning Media; Effect Size; Science Learning Outcomes.”
1. INTRODUCTION
The world of education continues to change along with the times.
The development of the era is one of the important points why the world of education must contribute to change and innovation. The changes that occur are also very possible to be able to enjoy an increasingly advanced world of education, because talking about education and teaching certainly will not be separated from the curriculum and the art of teaching which is much influenced by environmental changes.
Basically teaching requires art because it cannot be separated from the environment, because teaching is not only about
transferring knowledge but it also contains the meaning of learning. Learning contains educational values so that students are able to develop intellectually, taste, ability, and social stability [1].
The application of art in teaching can be done in various ways, for example by using several methods and learning media that support the learning process.
At present, the use of media is supported by the existence of increasingly sophisticated technology, such as the use of computers for teaching and learning in the classroom with internet facilities. Through the use of these media, many teachers are helped and the learning process tends to be more interactive. The learning media is now even equipped with a variety of interesting features so that two-way communication can occur or it’s called interactive learning media.
The use of interactive learning media as a learning medium is considered to be quite effective. By using interactive learning media, it is also able to provide more value because it is in line with the development of the digital era. Based on that case, the researchers are interested in conducting research on how the influence of interactive learning media in learning science through the study of several previous studies.
2. LITERATURE REVIEW 2.1 Interactive Learning Media
The use of technology in the world of education is no stranger to the presence of a variety of interesting findings and innovations in learning. The innovations carried out are varied and also many kinds, for example, there are now many lessons learned without direct face-to-face or known as distance education.Distance education is open education where implementation is carried out through structured learning programs that are relatively strict with learning patterns that take place without face to face, or positions between instructors and students far apart [2].
In addition to distance education, there are also many media available on the internet that can be used as a means of learning.
Some of these media as a tool on android applications are now easily downloaded and accessed anywhere and can be used as a learning media.If the use of the tool is well utilized, namely as social media-supported learning, it will be able to provide a significant effect on students' aptitude, of course for those who have self-directed learning skills [3].
Learning media continues to develop, starting from the media that was only able to display images, audio, or audiovisuals, now learning media already exists that are able to present two-way communication. This is also inseparable from the presence of distance education so that interactive learning media are created.
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ICIET 2019, March 29–31, 2019, Aizu-Wakamatsu, Japan
© 2019 Association for Computing Machinery.
ACM ISBN 978-1-4503-6639-7/19/03…$15.00 https://doi.org/10.1145/3323771.3323797
Interactive learning media can be interpreted as a multimedia berpa tool that is able to describe the message from teacher to student and in the process occurs two-way communication so that it can help the learning process easily. Thus this interactive learning media cannot be separated from the use of technology which has an important role in the development of the era, in the world of education is also needed, one of which is to improve the skills of both students and teachers in the learning and teaching process in which there are values of scientific planting [4].
The existence of interactive learning media cannot be separated from how humans now live depending on using technology, especially in the world of education because the world of technology and education cannot be separated [5]. Not only that, learning by using technology for example with interactive learning media also has the following functions (1) Portability; (2) connectivity; (3) social intactivity; (4) context sensitivity; and (5) Individual or can be customized for individual learners [6].
2.2 Science Learning in School
Student learning outcomes in the world of education can be a benchmark for the success of learning processes in various countries. This is an illustration of how successful teachers deliver lessons in school, especially science learning that emphasizes the cognitive aspects of students.But what is very unfortunate is that science lessons are still a thing that is feared for some students because students are less able to reconstruct their knowledge of concepts. Though in essence learning science is very close to the student environment. Some researchers argue, one of the causes of this is the science learning process that does not attract the attention of students and tends to be boring so it takes many models, methods, strategies, and also learning media related to the world of science. One that can be done, for example, is by using technology as a tool for science media, making it easier for students to understand concepts and also achieve satisfying learning outcomes.
There are various ways that can be done so that learning science becomes an exciting thing including the use of learning media.
Through the right learning media, the learning process of science can be more understood and easily accepted by students, even for certain things, for example in teaching can make a broad scope more practical to be introduced in the classroom.
In accordance with the study using instructional method and saffolds that are integrated technology supported by Chen, Shou,
& Huang [7] were found to be able to improve student learning outcomes. The other studies that use integrated learning with interactive learning media are also able to improve motor skills and the level of creativity of students in virtual learning environments by utilizing digital story-telling for 21st century [8].
3. METHOD
The method used in this study is a meta-analysis. Meta analysis is research on research. This research is descriptive in that it describes several previous similar studies, namely various journals and also research reports compiled in the period 2009-2018 about the use of interactive learning media learning in science subjects.
The use of purposive sampling technique, then some samples must meet the criteria including (1) Published in 2009 to 2018; (2) In the form of quantitative research; (3) Discussing about interactive learning media learning. Some journals and research reports collected include 14 journals downloaded from the internet, collected from Springer, DOI journal search, Ebsco, Elsevier, and
the remaining 2 research reports in the form of thesis from Google Scholar.
The procedure used in this study includes several steps in accordance with David B. Wilson's advice; George A. Kelley as follows (1) determination of the topic to be studied; (2) determination of the period of research results as a data source; (3) look for similar research reports; (4) discuss the title and abstract of the research report as a benchmark whether it is in accordance with the topic to be studied; (5) focusing research on the problem under study; (6) categorizing each study; (7) make a comparison of the results of all studies by category; (8) conclusion analysis to find out the advantages and disadvantages of previous research; (9) drawing conclusions from research meta-analyzes that are measurable from comparing and analyzing [9].
The things carried out in the analysis of the study included (1) analysis of effect size (ES) in each journal and the results of previous similar research reports; (2) analysis of effect size (ES) based on the classification of interactive learning media used in the learning process; (3) analysis of relationships between variables according to the effect size of each journal so that it can be seen the relationship between student learning outcomes.
4. RESULT AND DISCUSSION 4.1 Result
In this study a total of similar journals and research reports with this about interactive learning media studies. Of the total journals, they are then detailed to be identified according to the effect size category. The description is as follows:
Table 1. Category of research size effect
Title Researcher ES Category
Influence of media ICT- based learning motivation
and learning outcomes
Qomariah
[10] 4.51 Large Effect of CD interactive
learning outcomes
Kurniawan
[11] 0.98 Large The effect of use
exelearning and interpersonal communication to learning
science outcomes
Lubis &
Napitupulu [12]
0.74 Large
The learning effect using online instrument to the
chemical learning achievement
Santoso [13] 0.65 Large
A Contextual game-based learning approach to improving students’
inquiry-based learning
Hwang, Chiu,
& Chen [14] 0.62 Large An augmented reality based
concept map to support m- learning
Chen, Chou,
& Huang [7] 0.62 Large Effect of multidimensional
concept maps in web-based computer course
Huang et al.
[15] 0.40 Large Augmented reality
simulation system application
Cai, Wang, &
Chiang [16] 0.25 Large The effect of instructional
videos to scientific process Nugroho [17] 0.24 Large
Title Researcher ES Category skill and sience learning
outcomes The effect of physics learning strategy based
website to science outcomes
Nur [18] 0.23 Large
The impact of a mobile personal learning
environtment
Garcia &
Conde [19] 0.22 Large Application development
of determination key based on android system
Prasniwi, Suratno, &
Iqbal [20]
0.19 Medium The effect of discovery
learning using PhET to the learning outcome in
physics
Lidiana, Gunawan, &
Taufik [21]
0.13 Medium
The effect of PhET media on learning outcomes
science
Sakdiah &
Sasmita [22] 0.08 Small The influence of learning
cooperative STAD model based on interactive multi media toward the student
mastery concept thermodynamics
Jamuri, Kosim, &
Doyan [23]
0.06 Small
The Effect Size Scramble Learning Model sith Video
Media
Diani, Yuberti, &
Syafitri [24]
0.46 Large
∑ES 10.38
ES 0.64
SD 1.06
Based on table 1, it can be concluded that from 16 studies there were 12 studies with a high effect size, 2 studies had a medium effect size price, and 2 studies of a small effect size price. The average ES value is 0.64 with SD = 1.06.
Table 2. Effect size of media classification Media/Variabel
Independen Klasifikasi ES ES SD Multidimensional
Concept Maps
Website 0.4
0.20 0.14 Mobile Personal
Learning Environment 0.22
Discovery learning use
PhET Media 0.13
TGT use PhET
simulation 0.08
Online Learning
e-Learning 0.65
0.44 0.29 Physic Based Website
Learning 0.23
Strategy based exelearning
Mobile Apps
0.74
0.48 0.24 Game-based Learning
Approach 0.62
Augmented Reality
Based CMAR 0.62
Augmented Reality
Simulation 0.25
Media/Variabel
Independen Klasifikasi ES ES SD Aplikasi Kunci
Determinasi Berbasis Android
0.19 ICT based Macromedia
Flash
Interactive Multimedia
4.51
1.25 1.85
CD Interactive 0.98
Instructional Videos 0.24
Cooperative STAD based Multimedia
Interactive
0.06 Scramble with Video
Media 0.46
The explanation based on table 2, research using the web as an interactive learning media is 4 studies with an average ES value of 0.20, the value of SD = 0.14. Research that uses e-learning as much as 2 has a mean ES = 0.44 and SD = 0.29,research that uses mobile apps is 5 studies with ES average value = 0.48 and SD = 0.24, while research using interactive multimedia as much as 5 studies with an average ES value = 1.25 and SD = 1.85. Thus, the type of media that has the largest effect size is interactive multimedia..
Table 3. Effect size based on the concentration of science lessons
Field n-Research ES SD
Physics 7 0.38 0.35
Chemistry 2 0.45 0.28
Biology 4 1.39 2.08
Integrated 3 0.41 0.20
Based on table 3, obtained research that discusses material using Physics subjects as many as 7 studies, the average ES = 0.38, SD
= 0.35. The study which discussed Chemistry as much as 2, the average ES value = 0.45, SD = 0.28. The study which discussed Biology material was 4, ES mean value = 1.39, SD = 2.08. Finally, to discuss integrated material as many as 3 studies, the average value of ES = 0.41, and SD = 0.20. Thus the one who gets the highest ES average is material that discusses Biology subjects.
Table 4. Effect size based on school level School Level n-Research ES SD
Elementary sschool 6 1.22 1.62
Junior High School 2 0.49 0.34
Senior High School 8 0.25 0.20
The explanation based on table 5, obtained the average ES value in the elementary school research is 1.22 with SD = 1.62, for research in the junior high school the average ES value is 0.49 with SD = 0.34, whereas for research in the senior high school the average value ES = 0.25 and SD = 0.20. The highest average ES value is applied at the elementary school level, which is n = 6.
4.2 Discussion
4.2.1 Effect Size (ES) Use of Interactive Learning Media
Research meta-analysis requires an important component to measure how much influence a treatment or the relationship between two variables has. This is as part of the summary information data obtained after analyzing some of the results of previous studies. To measure it, an effect size is needed.
According to Jacob Cohen's [25], the size of some specific non- zero value in population. By using the effect size, the average effet size will be obtained from all the previous studies analyzed.
In this meta-analysis study, of the 16 researches that were anointed there was only 1 study that had known effect size and had been calculated by the researcher, the remaining 15 studies were not equipped with the effect size value so that it must be measured using the Glass formula for each research.To determine the calculation of the Glass formula, the t-the sample sizes in groups X1 and X2 are needed, and the standard deviations of group X1 and X2 from each study were analyzed.
After knowing the effect size value for each study, a percentage value of the overall effect will be obtained. Based on the calculation of the average value of the effect size in this study, the average value of the total effect size was 0.64.These results in the normal distribution are at the number 0.2389, it can be said that the interactive learning media of the 16 studies analyzed were able to provide an effect of 23.89% on students' science learning outcomes.
4.2.1.1 Classification of Interactive Learning Media and Effect Size (ES)
Several journals and also research reports that are analyzed are known to use a variety of many interactive learning media, including 4 studies using web/online sites, 2 using e-Learning, 5 using the mobile application, and the remaining 5 using interactive multimedia. The result is that the highest ES average value is interactive multimedia, which is at 1.25. If converted to a normal distribution value is 0.3944 or it can be said that interactive multimedia is capable of giving an effect of 39.44% as an interactive learning media for science subjects for students.
Some of the things that make interactive multimedia able to provide a considerable contribution include (1) learning using interactive multimedia can be designed with case-based learning or problems; (2) student-centered and can provide meaningful learning experiences; (3) in line with the constructivism approach [26]. In addition, learning using interactive multimedia is usually carried out directly in the classroom with the guidance of the teacher and using the two-way communication that is intertwined enables more effective learning.
4.2.1.2 Relations Between Variables of Learning Materials and Types of Classifications of Interactive Learning Media
The research analyzed by previous researchers in science learning consisted of Physics, Chemistry, Biology, and those that combined all three or integrated. Based on the calculation of the analysis carried out, it was found that the highest ES average value was in the science subjects, namely the Biology concentration of 1.39 so that the normal distribution of numbers obtained was 0.4177.Thus the students' learning outcomes in the
biology concentration by using interactive learning media were able to give an effect of 41.77%.
In addition to concentration biology, there are also others that get the second highest ES average value and then converted to the normal distribution table obtained by Chemical concentration of 17.36%, then followed by integrated science learning 15.54%, and the last one who gets the score the lowest is in the Physics concentration which is equal to 14.80%.
Overall, if it is explained why biology learning is able to provide adequate discussion because the material in biology is broadly in nature and close to the students' world. Likewise with Chemistry and also integrated science learning, students tend to be able to process information first before the teacher provides lesson material at school. Especially if using interactive learning media, students tend to be more easily attracted because what they find in nature is easily presented through the interactive learning media.
For the concentration of Physics which contributes the smallest influence, this could be due to the understanding of concepts in Physics requiring higher reasoning so that a sufficiently high cognitive level is needed. In addition, the broader scope of Physics makes students more difficult in the process of selection, addition, and organizing knowledge (Hughes and Hughes, 2018).
4.2.1.3 Relations Between Variables in School Levels and Types of Classifications of Interactive Learning Media
The average ES total value in each study using interactive learning media at each level of education has different results. In accordance with what is shown in table 4, it is known that the average ES at the elementary school is 1.22, at junior high school 0.49, and for senior high school 0.25. If all three are converted to normal curve distribution numbers for elementary school levels at 0.3888 or the use of interactive learning media has an effect of 38.88%. At the junior high school level is 0.1879, interactive learning media has an effect of 18.79% and at the snior high school level is 0.0987 in other words the interactive learning media at the high school level has an effect of 9.87%.
At the elementary and junior high school level, the role of interactive learning media has a higher influence when compared to high school level. This is because the age children at the elementary school level are still in the concrete operational stage, then at the middle school level they begin to switch to the formal operational stage which still requires adjustment. Thus the use of learning media is needed in addition to attracting students'interest, it is also needed to form the concept of students' initial knowledge of understanding science. In contrast to the lower level of high school level. This is because high school students are at the stage of formal operational thinking, that is, at this stage children begin to be able to think abstractly and problem solving can be systematically experimental [26]. However, at this stage also still requires a lot of knowledge contribution through interesting things, for example in shaping knowledge as a concept in the science learning process in schools.
5. CONCLUSION
The conclusions obtained based on data analysis carried out in several journals about interactive learning media on the learning outcomes of science learning are as follows (1) calculation of effect size shows that interactive learning media has an effect on student science learning outcomes; (2) based on the classification, the type of media that has the greatest influence is interactive
multimedia; (3) the relationship between variables obtained based on the concentration of the material taught has the greatest influence on the biology concentration; and (4) the relationship between variables based on school level is at the elementary school.
6. ACKNOWLEDGMENTS
The author would like to thank the support of sponshorship by Lembaga Pengelola Dana Pendidikan (LPDP). The author also thank to anonymous reviewer of their valuable comments to revise the paper.
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