5 (2) (2022) 132-139
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
Implementation of History Learning Multimedia in the New Normal Era
Bayu Suhendry, LR Retno Susanti, Riswan Jaenudin
Master of Educational Technology, FKIP, Sriwijaya University, Indonesia
Info Articles
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Keywords:
Multimedia, History Learn- ing, Canva
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Abstract
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This research is entitled the implementation of multimedia learning history in the new normal era. The subjects of this study were students of class XI IPA A State High School 7 Muara Enim. The application used in this research is Canva. This type of research is development research using the Hannafin & Peck model, which has three stages, namely needs analysis, design, and development and implementation with evaluation and revision at each stage. This multimedia has been declared very valid with expert validation tests on media, materials and learning designs obtaining an average of 86%. Then multimedia has been declared practical based on the results of the One to one test and the small group obtained an average of 84%. Then this multimedia is effective on student learning outcomes where there is an increase in student learning outcomes based on the comparison of the pretest test obtaining an average of 56.29 and an average posttest of 83.14 with an average N-gain value of 0.6144 which is categorized as moderate. So it can be concluded that multimedia using the Canva application is valid, practical and effective on student learning outcomes.
e-ISSN 2549-0338
Journal of Curriculum Indonesia 5 (2) (2022) INTRODUCTION
The rapid development of digital technology advances today has had a major influence on the joints of human life, especially in terms of transformation from traditional to today's digital era. The process of transformation from traditional to digital technology is currently also having a significant impact on the field of education(Pradana et al., 2020). This progress can be seen by the emergence of various innovations in learning that allow students and educators to easily access sources of useful knowledge information in learning activities.(Siregar et al., 2020).
The implementation of technology in learning activities is a breakthrough that is very appropriate to do, considering that sometimes uncertain conditions, especially during the current covid pandemic, have had a tremendous impact on life without exception in the field of education. Especially in Indonesia, for approximately 1 year learning activities have been transferred online or online(Herliandry et al., 2020).
Unwanted conditions like this sometimes make us all have to quickly find a solution or breakthrough in other words we have to transform towards digitalization, because it is impossible due to conditions that are not possible, requiring all activities to be stopped, one of which is learning activities in the classroom. . Therefore, technology is the best solution so that these learning activities can continue to run(Utami, 2020).
In teaching and learning activities, technology implementation is often referred to as learning media.
Through the media, it allows the process of delivering information from educators to students to be conveyed(Arsyad & Lestari, 2020). However, there are several things that must be considered before implementing learning media in learning activities, namely knowing the learning styles of students.
Because not all students have the same learning style, therefore to be able to facilitate the learning style of each student, a learning multimedia is needed.
In terms of multimedia comes from the word "Multi" which means more than one or many while the media is a tool, if drawn from that understanding then multimedia is a tool that consists of many types of media in it.(Pradana et al., 2020). The next opinion is almost the same as the definition of multimedia that has been mentioned first, that according toRofiq et al., (2019)said that multimedia is an implementation of several other media. Multimedia consists of several types of media with their respective designs then combined as a tool to achieve an expected goal(Bustanil S et al., 2019). From the three definitions of multimedia above, that multimedia is a tool or media consisting of various other types of media then combined into one, it is called multimedia.
The use of multimedia in learning activities in the classroom allows a teacher to be able to meet the diverse learning styles of students. Because in a multimedia there are many types of media used ranging from video, photos, text and audio, so that it can attract students' interest in learning(Prastiwi et al., 2020).
The implementation of multimedia in learning activities will run well, so an educator should be able to design the multimedia in an interesting way so that it can make students enthusiastic in participating in learning in the classroom.
Currently, there are many advances in technology that can be used to design or can be directly used as learning multimedia. Of course, it depends on the creativity of the educator. Advances in technology have made it easy for educators to really make the best use of it to be used in learning activities in the classroom. As explained above, there has been a revolution in learning activities from traditional to digitalization as it is currently being experienced(Taufiq et al., 2014). The presence of learning innovations using multimedia by utilizing technology seems to give a new color to the teaching and learning process in the school environment.
However, in addition to the perceived convenience, there are also challenges that must be faced when implementing a technology in an educational environment, namely not all of them understand the technology used and then some may even be new to the technology. This means that there needs to be an introduction and an approach that must be done before implementing the technology that will be used. The next challenge for educators is to create a multimedia that requires adequate technological facilities and infrastructure and then must be proficient and skilled in using it. But not all teachers understand in using
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technology, there are still many teachers who do not understand or can be said to be technologically ignorant (stuttering technology). In order to solve this problem,
The use of multimedia is expected to be the best solution in solving various kinds of problems, one of which is in the subject of history. History subjects are often considered as less interesting subjects for students to ask. They often assume that the subject of history is abstract, because it is related to the past and it is difficult to describe what happened in the past in relation to the present. Then it relates to the topic of material in history learning. The results of the initial observations related to the analysis of student needs that the researchers did, at State High School 7 Muara Enim, precisely in Class XI IPA A, in the 2021/2022 school year most of the students had difficulties in understanding the historical material of the Indonesian nation's resistance strategy against the Europeans until the 19th century. 20th. Various kinds of answers from students ranging from too much material to the need to use a digital technology-based learning media. This, of course, is closely related to the diverse learning styles of students.
Based on the results of the initial observations that the researchers did at State High School 7 Muara Enim, precisely in class XI IPA A. The results of this observation showed that from 27 respondents, 13 students had a tendency for audio learning styles, then 3 visual students and 11 students had audio learning styles. -visual. That is, in one class XI IPA A, each student has a variety of learning styles. Of course, the use of multimedia is very relevant if it is applied in history learning, especially in the material of the Indonesian nation's resistance strategy against Europeans until the 20th century.
The results of the above observations show that the implementation of multimedia in history learning activities is very relevant to be applied because it is in line with the very diverse learning styles of each student. Current technological developments have supported the use of multimedia in learning activities in the classroom. Moreover, one of the programs from the Ministry of Education and Culture, namely School Digitization, requires every school to implement technology in the school environment.
When referring to the notion of multimedia itself, which is a media consisting of various components including audio, text, video and images, it means that in developing a multimedia these components must be the main part that will answer the needs of each student's learning style. To be able to design a multimedia, nowadays there have been many advances in technology that make it easier to design a multimedia learning device, one of which is Canva.
Canvais a graphic design application that can be accessed online through the website(Nurhalisa & Al- Washliyah, 2022). Canva provides a variety of features and tools in the form of animation, video, images, text, audio that will make it easier for users to design a learning multimedia, this convenience is an advantage of the Canva application itself.(Tanjung & Faiza, 2019). The implementation of Canva in learning activities can be a means of fostering the creativity of educators and students in applying technology in learning activities at school.
Based on the above background, in this study the researcher will conduct a research study related to the implementation of multimedia in history learning in the current new normal era. In developing a history learning multimedia, the researcher uses the Canva application as the main media which will later be collaborated with other applications in designing a history learning multimedia on the topic of the material that the researcher has obtained based on the needs analysis of students in class XI IPA A State High School 7 Muara Enim is the material of the Indonesian nation's resistance strategy against Europeans until the 20th century.
METHODS
This research is a development research with the model used is Hannafin & Pack. The Hannafin &
Pack model has three stages, namely needs analysis then design and development and implementation.
The subjects of this study were students of class XI IPA A State High School 7 Muara Enim which consisted of 27 students. The output of this research is to produce a multimedia product for learning history using a valid, practical and effective Canva application.
Journal of Curriculum Indonesia 5 (2) (2022) RESULTS AND DISCUSSION
This research is a development research type, while the model used in this research is the Hannafin and Pack model. This model is product-oriented, especially multimedia. There are three stages in the Hannafin and Pack model, namely needs analysis, design, development and implementation. In accordance with the research flow in accordance with the development model used, the first stage in this research is conducting a needs analysis.
Needs Analysis
In the needs analysis stage, the researcher conducted an analysis related to the characteristics of students. The results obtained related to the subject to be studied were 27 students of class XI IPA A State High School 7 Muara Enim. The background of each student is quite diverse, ranging from religion as many as 25 Muslims and 2 Christians, then the average student is 17 years old and comes from a family with a middle economic level. Students are accustomed to using digital technology devices, ranging from smartphones, laptops and computers. The second stage in the needs analysis is to analyze the learning environment of students. To support the use of multimedia that researchers will do in the classroom, the main components that are an important part are digital devices, including laptops, computers and smartphones. Based on the results of observations and interviews conducted by researchers, the school has provided facilities in the form of computers, projectors and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties.
The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. Computers and smartphones. Based on the results of observations and interviews conducted by researchers, the school has provided facilities in the form of computers, projectors and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. Computers and smartphones. Based on the results of observations and interviews conducted by researchers, the school has provided facilities in the form of computers, projectors and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. Based on the results of observations and interviews conducted by researchers, the school has provided facilities in the form of computers, projectors and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties.
The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. Based on the results of observations and interviews conducted by researchers, the school has provided facilities in the form of computers, projectors
Journal of Curriculum Indonesia 5 (2) (2022)
and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, ’he instruments used were walkthroughs, interviews, questionnaires, observations and tests. The school has provided facilities in the form of computers, projectors and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties.
The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. The school has provided facilities in the form of computers, projectors and laptops as well as internet networks in several places. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID- 19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, ’he instruments used were walkthroughs, interviews, questionnaires, observations and tests. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID-19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students' learning difficulties. The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. Then the students were also used to these digital devices because of the positive impact of online learning during the COVID- 19 pandemic emergency some time ago. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests. The third stage is related to the goals and objectives of the multimedia that will be developed. On this occasion, the goals and objectives of multimedia learning history using the Canva application are to overcome students’ learning difficulties. The fourth stage is compiling the instrument to be used. In this study, the instruments used were walkthroughs, interviews, questionnaires, observations and tests.
Design
At the design stage in this study, it was done by collecting all the materials used in developing history learning multimedia products. After the material has been collected, the next stage is the researcher compiling it in the form of flowcharts and storyboards.
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Figure 1. Flowchart
Table 1 Storyboard Overview
Appearance Text Information
1. The strategy of the Indonesian people’s resistance against the Europeans until the 20th century.
2. Start.
1. The “Start” button, when clicked will enter the initial menu display.
2. Accompaniment music.
3. Researcher’s narrative.
The flowchart section is the section that contains the title of the media product, then the instructions for use, competence, material, evaluation and the closing section which contains the researcher and supervisor. Meanwhile, the storyboard is a guide in designing the learning media that the researcher will develop. In this storyboard section, it contains the media and systematic stages with the flow that has been made in the flowchart.
Development and Implementation
The development and implementation stage, at this stage, will produce a valid, practical and effective historical learning multimedia product. After going through the stages of needs analysis and then design, at this stage will begin to develop according to the information obtained in the previous stage. To be able to produce a valid history learning multimedia, trials will be conducted on experts. In this study, researchers tested 3 experts, namely media, material and learning design. The results of the expert validation test obtained an average score of 86% and according toErnawati, (2017)the score range of 81% - 100% is categorized as very valid with the average results of each, namely for media experts to get a score of 89% then 91% learning design material 77%.
The second stage after conducting the validity test and obtaining an average score of 86%, then the practicality test of multimedia learning history using the Canva application that has been developed. In conducting the practicality test, the researcher carried out in 2 stages, namely the one to one test and the small group test. In the one to one test, the researcher chose 3 students with different ability levels, namely high, medium and low, this first stage became input for multimedia learning history which was developed and then revised according to the suggestions and input from this one to one test.
After the one to one test, the next stage is the small group. At this stage the researcher conducted a test on 10 randomly selected students with various backgrounds. The results obtained from this small group test are getting an average of 84% and according toMilala (2022)the score range of 81% - 100% is categorized as very practical. The final stage after obtaining validity and practicality is the effectiveness of the multimedia learning history using the developed Canva application. The practicality test was carried
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out by the main subject, namely on 27 students of class XI IPA A State High School 7 Muara Enim. To be able to see the effectiveness of the developed multimedia, there are two stages, namely the pretest or before learning using Canva multimedia is implemented then the posttest stage, which is to see the development of student learning outcomes after multimedia is applied in learning the history of the Indonesian nation's resistance strategy material against Europeans until the 20th century. The results obtained showed an increase in student learning outcomes.Based on the results of the pretest and posttest that have been achieved by the students, if added up, they will get a total of 1520 for the pretest with an average of 56.29 and 2245 for the posttest score with an average of 83.14. As for the results of the N-gain score that has been obtained, namely 0.6142.
CONCLUSION
Based on the results of the above research related to the implementation of history learning multimedia using the Canva application, it can be concluded that the implementation of history learning multimedia using the Canva application is very valid because it has carried out expert trials and obtained an average score of 84%, then this historical multimedia is very practical to implement. Because based on the results of this multimedia practicality test, it obtained an average score of 84% and was categorized as very practical. Then this multimedia was declared effective based on the results of the pretest and posttest which showed an increase in student learning outcomes from 27 students all of whom scored above the KKM for history subjects, namely 65. Then the results of the average N-Gain score were obtained, namely 0.6142 with criteria currently.
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