IJ-ET: INDONESIAN JOURNAL OF EDUCATIONAL TECHNOLOCY
Volume 1, Issue 1, May 2022 : 42-52
DESIGN OF INTERACTIVE LEARNING MEDIA IN SCIENCE COURSES AT MTSN 1 SIDENRENG RAPPANG
Hasni1*, Nurhikmah H2
1*Department of Educational Technology, Kristen Indonesia Toraja University, Jl. Jenderal Sudirman No.9 Makale
2 Department of Educational Technology, Faculty of Science Education, Makassar State University, Jl. AP Pettarani, Makassar, Indonesia
*1Email: [email protected], 2Email: [email protected]
Received, 15 May 2022; Accepted,16 May 2022; Published, 16 May 2022
Abstrak
Penelitian ini bertujuan untuk mengetahui desain media pembelajaran interaktif pada mata pelajaran IPA di MTsN 1 Sidenreng Rappang. Penelitian ini menggunakan pendekatan pengembangan atau Research and Development (R
& D). Tahapan penelitian ini yaitu perencanaan, desain, dan pengembangan. Subjek penelitian ini terdiri dari validator ahli media, validator ahli materi serta guru dan siswa sebagai pengguna produk yang dikembangkan.
Jumlah subjek uji coba dalam penelitian yakni satu orang validator ahli media, satu orang ahli materi, satu orang guru mata pelajaran IPA, dan limapuluh orang siswa uji perorangan. Model pengembangan Alessi dan Trollip yang digunakan dalam penelitian ini yang terdiri dari tiga tahap yaitu: (1) Tahap perencanaan, (2) tahap desain, (3) tahap pengembangan. Jenis data yang dingunakan dalam penelitian ini data kualitatif dan data kuantitatif. Teknik pengumpulan data yaitu observasi, wawancara, angket dan dokumentasi. Hasil penelitian ini menunjukkan bahwa adanya kesenjangan antara materi dengan media yang digunakan selama ini kurang menampilkan kemandirian belajar siswa, sehubungan dengan itu diperlukan pengembangan sumber belajar yang berupa media pembelajaran interaktif, adapun tujuan media pembelajaran interaktif ini untuk membantu siswa ataupun guru dalam penyajian materi mekanisme pernapasan manusia.
Kata Kunci: Desain Media, Pembelajaran Interaktif , Media Pembelajaran Interaktif
Abstract
This study aims to determine the design of interactive learning media on science subjects in MTsN 1 Sidenreng Rappang. This research uses a development approach or Research and Development (R&D). The stages of this research are planning, design and development. The subject of this study consists of a validator of media experts, material expert validators as well as teachers and students as users of the developed products. The number of test subjects in the study were one media expert validator, one material expert, one natural science teacher, and fifty individual test students. The Alessi and Trollip development model used in this study consisted of three stages: (1) the planning stage, (2) the design phase, (3) the development stage. The type of data used in this study is qualitative data and quantitative data. Data collection techniques are observation, interviews, questionnaires and documentation. The results of this study indicate that the gap between the material and the media used so far does not show the independence of student learning, in connection with the development of learning resources in the form of interactive learning media, while the purpose of this interactive learning media is to help students or teachers in presenting breathing mechanism material human.
Keywords: Media Design, Interactive Learning, Interactive Learning Media
INTRODUCTION
The development of an increasingly rapid era requires every human being to think critically in facing current changes. It is necessary to improve the quality of competitive attitudes in a structural and sustainable manner, this is one of the challenges for the world of education. Education must be able to realize the human investment in this era of globalization (Mukhtar, 2014; Ferdiansyah et al, 2017).
Education must be able to improve the quality and potential owned by each individual so as to produce high-quality human resources able to develop their potential and be able to solve problems in the future (Redhana, 2015). Education is in dire need of technology allowances because of the interest of students with very high technology and can provide direct experience simulations for students (Nurhikmah et al, 2018; 2019; Sujarwo et al, 2020; Sukmawati et al, 2019; 2022).
Technology that is packaged in learning is expected to help teachers teach and make it easier for students to understand and master the subject matter (Nurhikmah et al, 2022). According to UNESCO (2011). In today's modern era, technological developments are very supportive of all human activities.
This includes educational technology, community demands and technological advances, making it no longer possible to manage education using traditional patterns (Nunuk, 2018).
Law No. 14 of 2005 concerning teachers and lecturers, for example, which states that every teacher must be able to utilize technology for the benefit of organizing educational development activities. Teachers must be technology literate so that in teaching they can use various technologies as media or learning resources. Teachers are expected to be able to design innovative, creative, efficient and effective learning media so that they can increase the activeness of students in the learning process (Nurhikmah et al, 2021).
Therefore, the world of education is required to equip students with knowledge, attitudes and skills that are able to empower students for the future, and are able to overcome any problems that arise due to the challenges of the times (Sujarwo et al, 2019; Akhiruddin et al, 2020). Technological advances in the educational environment provide efforts to make a system change in learning in schools, for example, interactive learning media. Interactive learning media have variations, such as games, questions, and some are in the form of teaching materials which are a positive side of information technology in the world of education.
The presence of this interactive learning media can improve the quality of learning that is interesting, interactive, and able to develop students' abilities optimally, so that national education goals can be achieved. The learning process needs to optimize various learning components so that students are able to hone their abilities.
Learning components that must be considered are interesting learning resources, in order to be able to motivate students in understanding references from the subject matter, one of which is technology-based learning resources. Literally, media means intermediary or introduction. (Sadiman 2016) suggests that the media is a messenger from the sender to the recipient of the message. According to Musyaffak (2014) learning media that contains multimedia content in it, namely in the form of images, videos, animations, text, and audio are very useful for students, because they greatly facilitate and assist in the learning process. It was also explained by (Raharjo 2016), that the media is a container of messages that the source wants to forward to the target or recipient of the message. The material received is an instructional message, while the goal achieved is the achievement of the learning process.
Indriyati (2014), the term media used in the field of teaching is called learning media or educational media.
As part of the instructional system, the media has practical values in the form of the ability to: 1) Make concrete concepts that are still abstract; 2) Bring objects that are dangerous or difficult to obtain into the learning environment; 3) Displaying objects that cannot be observed with the naked eye such as microorganisms; 4) Can show movements that are too fast, for example with slow motion; 5) Generating student learning motivation; 6) Presenting learning information consistently and can be repeated or stored as needed; 7) Presenting messages or information simultaneously over time and space; 8) Give the impression of individual attention to all members of the student study group in the class. Learning media is everything that is used to support the teaching and learning process which serves to clarify the meaning of the message conveyed so that it can achieve learning objectives better and more perfectly. Media is indispensable in learning as a means of delivering information and messages from teachers to students. Good and smooth learning requires good learning media and in accordance with class conditions. Improving the quality of learning is carried out by various learning methods such as through learning based on the use of information and communication technology (ICT) with mastery of competence (Competency-Based Learning).
One of the learning approaches using ICT is through a computer-based interactive media system.
This interactive media provides opportunities for students to learn independently according to their respective learning accelerations. Interactive media is a tool or learning tool that contains material that is designed systematically and attractively to achieve the expected competencies.
Preparation of teaching materials or modules based on the results of competency analysis, students are able to learn effectively and efficiently. In many cases, teaching materials or modules that are prepared manually are not able to overcome the learning problems faced by students to easily and
quickly achieve the competencies to be achieved, for that it is necessary to develop alternative teaching materials that accommodate the learning needs of their students.
Interactive learning media as teaching materials aim to: (1) clarify and facilitate the presentation of messages so that they are not too verbal, (2) overcome the limitations of time, space, and students' senses, (3) can be used appropriately and varied, such as students' motivation and passion for learning to master the subject matter as a whole, develop students' ability to interact directly with the environment and other learning resources, especially ICT-based teaching materials, enabling students to learn independently according to their abilities and interests. Allows students to be able to measure or evaluate their own learning outcomes. According to Degeng (in Weda, 2013: 9) states learning media is a component of delivery strategies that can be loaded with messages conveyed to students, either in the form of people, tools or materials. Seels & Glasgow in Arsyad (2014) that interactive learning media is a teaching delivery system that presents recorded video material with computer control to the audience (students) who not only hear and see video and sound, but also provide an active response, and that response which determines the speed and sequence of serving. Daryanto (2015) explains the meaning of interactive multimedia as a media equipped with a controller that can be operated by the user, so that they can choose what they want for the next process.
According to Rusman (2018), interactive is the availability of more communication lines, either directly (synchronous), such as chat or messenger or indirectly (asynchronous), such as forums, mailing lists or guest books. This interactive definition is related to two-way communication or more of the communication components. Interactive is something related to two-way communication/things that are mutually active, mutually active and interconnected and have reciprocity between one another. Whereas in computer terms, interactive is a dialogue between a computer and a computer or a computer and a terminal. (Hamalik in Arsyad 2017) learning media used in the learning process can increase new desires and interests, generate motivation and stimulate student learning activities.
Based on some of the opinions above, it can be concluded that interactive learning media is a process where students can be able to control their learning environment. In this case, the learning environment in question is learning by using a computer. Interactive classification in the scope of learning media does not lie in the system responding to the stimulus displayed on the computer monitor screen. The quality of student interaction with computers is largely determined by the sophistication of computer programs. Interactive media usually refers to digital/computer-based products and services that respond to user actions by presenting content such as text, motion pictures, animation, video, audio, video games.
The benefit of interactive learning media is that students can learn without being limited by space and time. Learning can be done anywhere and anytime. The subject matter can be repeated again and the learning material can be stored on a computer, or on a cellphone. Interactive learning media makes students able to learn on their own or independent study, where when students study independently students can analyze, identify and solve problems found and students are able to provide solutions to the problems found. Examples of interactive media are interactive learning, game applications and others.
Natural Sciences (IPA) is a collection of knowledge that is systematically arranged, and in general, its use is limited to natural phenomena.
The nature of science includes four elements, namely: (1) products: in the form of facts, principles, theories, and laws; (2) process: namely problem-solving procedure through scientific method; scientific method includes observation, hypothesis formulation, experimental design, experiment or investigation, hypothesis testing through experimentation; evaluation, measurement, and drawing conclusions; (3) application: is the application of scientific methods or work and science concepts in everyday life; (4) attitude: which is manifested through curiosity about objects, natural phenomena, living things, and causal relationships that cause new problems but can be solved through the right procedures. Natural Sciences (IPA) is related to how to find out about nature systematically, so that science is not only the mastery of a collection of knowledge in the form of facts, concepts, or principles but also a process of discovery.
Science education is expected to be a vehicle for students to learn about themselves and the environment, as well as prospects for further development in applying it in everyday life. The learning process emphasizes providing hands-on experience to develop competencies in order to explore and understand the natural surroundings scientifically. Science education is directed at inquiry and action so that it can help students gain a deeper understanding of the natural surroundings.
METHOD
This study uses a development approach or Research and Development (R & D). The stages of this research are planning, design, and development. The subjects of this study consisted of one validator of interactive learning media expert, one validator of material expert, one teacher of science subjects, and 50 students. The type of data used in this research is qualitative data and quantitative data.
Data collection techniques are observation, interviews, questionnaires and documentation. This study uses two data analysis techniques, namely qualitative descriptive analysis techniques and descriptive statistical analysis.
RESULTS AND DISCUSSION Design Phase Design
Interactive learning media for science subjects with the subject of human breathing mechanisms.
The purpose of this stage is to prepare an interactive learning media design. This stage includes the following steps:
a. Development of ideas.
At this stage, a framework for the structure of the learning media is drawn up, based on the learning objectives to convey the learning objectives. Determine the objects that will be used in the development of interactive learning media such as the use of background colours, text, images, animations, audio, and video. All these objects become a sequence of appearances that are interconnected and become a benchmark for the basic display in interactive learning media with the product being an interactive learning CD.
b. Analysis of tasks and concepts
At this stage, the researcher arranges learning tools according to the syllabus and prepares specific objectives for learning the mechanism of human breathing. The RPP compiled is adapted to the media that will be developed and follows the learning patterns of students who are the object of research. At the end of the presentation of the material, there will be an exercise assignment where on the assignment students will be able to see directly how many scores are obtained, and this becomes a self-evaluation of the learning outcomes that have been carried out by students and becomes a benchmark for basic displays in
c. making storyboards
. At this stage, an initial draft is made. Interactive learning media and storyboarding. At this stage, the researchers made the preparation of materials for interactive learning media, the material chosen was
"Human Breathing Mechanisms" and storyboards as a guide in making it easier for researchers to create/design interactive learning media. So during the process of making/designing the research team followed the storyboard provided.
Note: Opening
Displays the title of the subject matter on the learning media and slowly changes to the subject identity display.
Note: Home
Displays a list of menu options/buttons that seem to hang on the board. On the left, there is a description of the subject's identity.
There is an exit button in the upper right corner.
Note: Competence
The display on the side appears when the competency menu button on the slide home is clicked.
The content will appear in a white box in the middle of the slide.
There are next and prev buttons in the lower right corner to go to or return to the next or previous competence.
There is an exit button in the upper right corner. Home button in the lower-left corner.
Note: menu options
The side view appears when the material menu button on the home slide is clicked.
There is a material selection button in a white box in the middle of the slide.
There is an exit button in the upper right corner and a home button in the lower right corner of the white box in the middle slide
Note: content
Of next, prev at the bottom right of the slide, and the home button, the button to the material selection slide at the bottom left of the slide.
There is a material explanation area box.
And a small box as a description of the material title at the top left of the explanation area box.
The content of the material is in the box at the bottom of the material area
Animations/images are at the top of the material area
Note: content
● The content of the material is on the left of the material area
● Animations/images are on the right of the material area.
Note: material
● The display on the side is a video display on the material.
● The video will appear in the centre of the content area.
● There is a material selection button and an exit button at the top right of the slide
● The next, prev button is at the bottom right of the slide, and the home button, the button to the material selection slide at the bottom left of the slide.
● There is a material explanation area box.
And a small box as a description of the material title at the top left of the explanation area box.
Note: exercise
● The side view appears when the exercise menu button on the slide home is clicked
● Multiple choice questions will appear in the explanation area box.
● There is an and exit button at the top right of the slide
● Next button, prev button at the bottom right of the material area box, and a home button at the bottom left of the slide.
● There is a small box as a caption for the slide title at the top left of the explanation area box.
Note: exercises.
● The display on the side appears when the practice questions have been completed.
The
● display of wrong, correct, and test scores will appear in the middle of the explanation area box.
● There is an exit button at the top right of the slide
● There is a home button at the bottom left of the slide and there is a small box as a description of the slide title at the top left of the explanation area box.
CONCLUSION
The design of interactive learning media begins with making a structural framework for interactive learning media, determining the systematic presentation of material, writing a draft of the initial product of interactive learning media, making storyboards.
Based on the results of the research obtained, the researcher recommends several things to be taken into consideration and thoughts, among others.
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