PowerPoint Development as MPI to Create Learning Motivation in Optical Instruments

(1)

41 2 (2) (2019)

Journal of Curriculum Indonesia

http://hipkinjateng.org/jurnal/index.php/jci

Powerpoint Development as MPI (Multimedia Pembelajaran Interaktif) to Create Learning Motivation in Optical Instruments

Syaiful Anwar^, Sukasmo

1SMP Negeri 2 Brangsong, Indonesia 2SMP Negeri 2 Kaliwungu, Indonesia

Info Articles

___________________________

History Articles:

Submitted 8 January 2019 Revised 11 July 2019 Accepted 1 September 2019 ___________________________

Keywords:

Powerpoint, Multimedia Interactive Learning (MPI), Motivation to learn

__________________________________

Abstract

_________________________________________________________________________________

The purpose of this study innovation was to create learning motivation in learning subjects of Natural Sciences (IPA) Physics by developing software in making PowerPoint as MPI (multimedia interactive learning). Implementation of learning innovation consisted of several stages, including planning, implementation, observation, and back reflection. Which each stage was intended to optimized the development of a multimedia PowerPoint, good planning, or in the application of learning. The success of learning innovation was when Interactive multimedia learning was effective in creating learning motivation, which was visible from the motivation questionnaire data showed more than 70% of students scored better criterion of achievement motivation, observation sheet on both criteria, and 60% achieved learning outcomes above the KKM. Results of learning innovations showed the effectiveness of multimedia interactive learning in creating motivation to learn, which was visible from questionnaire data motivational cycle into one reached 83% in both criteria, and the cycle into two reached 92% in both criteria, the data backed up from the observation sheet that showed each stage of learning the criteria, and the learning outcome data that showed the results of more than 60% reached the KKM. The data showed the development of PowerPoint as a multimedia interactive learning effective in creating learning motivation.

 Address correspondence:

Email: [email protected] e-ISSN 2549-0338

(2)

Syaiful Anwar et al. / Journal of Curriculum Indonesia 2 (2) (2019)

42 INTRODUCTION

The learning process is intended to achieve learning goals, and learning objectives can be obtained through learning. The National Education System Law number 20 of 2003 explains that learning is the process of interacting between students with students and learning resources, which means learning, occurs when a student interacts to achieve a learning goal. Efforts can be made by a teacher to create an interactive learning process, namely cooperative learning, where cooperative learning generally uses group learning systems. With a group learning system students are conditioned to interact between learners with one another and also interact with learning resources to achieve learning objectives.

Learning in Class VIII B of SMP Negeri 2 Kaliwungu implements cooperative learning for all learning. The application of learning shows good results in the learning process, namely students show good learning motivation leads to good learning outcomes.

But in Physics learning in "Optical Tools"

learning outcomes show less than optimal results, it can be seen from the results of learning in low physics Science learning, that of 39 students who received results under the KKM there were 30 students, which means there were 79 , 62% of learning outcomes have not yet reached completion.

The learning process doesn’t show good results in Physics learning in "Optical Instruments" subject due to lack of learning motivation, it can be seen from students who do not interact in the context of learning material or do not show aspects of learning motivation, where students do not receive information as a basis for doing discussion, and students do activities outside the learning context such as drawing, and talking outside the learning material.

The low motivation of learning Physic in the “optical instruments” is influenced by less optimal learning media, which the learning

media used is textbook print media. Textbook print media becomes less than optimal in creating learning motivation because print media has a weakness that is the media is narrative which is less able to create an interesting visual, and less able to provide a concrete picture, so that the information used as a basis for communication in groups is poorly conveyed.

Print media-based cooperative learning is less able to create optimal learning, which the media used has weaknesses that are less attractive and less able to provide a concrete picture for students, so it needs interesting media and it is able to provide a concrete picture in cooperative learning to create good learning motivation. The action effort in this learning innovation is by implementing Multimedia-based cooperative learning, because multimedia has advantages in creating an attractive appearance and is able to create concrete images for students, it is based on the presence of visual, audio, animation contained in multimedia.

Multimedia indicates a better creation, but the availability of multimedia is still limited.

Multimedia is widely available in certain subjects such as Natural Sciences, Mathematics, or Social Sciences, but all multimedia for Physics Science subjects have not been fulfilled.

To fulfill the availability of multimedia in Physics Science learning, teachers can strive to create multimedia independently.

Multimedia can be made through several software such as flash, ulead, geogebra or Power Point, but teachers lack the capacity to create multimedia. One of several software that can be developed into multimedia is PowerPoint, but not many teachers develop PowerPoint software into multimedia learning, which teacher is more familiar with PowerPoint software as an ingredient in making presentations. This is the background for developing PowerPoint software as a learning multimedia.

Problems that can be obtained from the background above are: 1) Physics learning

(3)

43 media is less than optimal, namely print media textbooks 2) Physical learning motivation is still lacking 3) Lack of multimedia in Physical Science subjects 4) Teachers are less familiar with software can be used to create multimedia.

From the above problems can be obtained the problem solving design, namely:

1) How to develop powerpoint as an effective MPI (Interactive Learning Multimedia) on Optical Instrument material "2)" How to apply MPI-based learning (Interactive Learning Multimedia) on Optical Instrument material in SMP Negeri 2 Kaliwungu Class VIII B 2015/2016 Academic Year " 3) "Whether multimedia developed with powerpoint can create learning motivation in multimedia-based learning Interactive Learning on Optical Instrument material in SMP Negeri 2 Kaliwungu Class VIII B 2015/2016 Academic Year"

The purpose of this learning innovation can be obtained by problem solving design, namely: 1) To find out how to develop powerpoint as an effective MPI (Interactive Learning Multimedia) on Optical Tool material

"2) To find out how to implement MPI-based learning (Interactive Learning Multimedia) on Tool material Optics in SMP Negeri 2 Kaliwungu Class VIII B Academic Year 2015/2016 "3) To find out whether multimedia developed with powerpoint can create learning motivation in MPI-based learning (Interactive Learning Multimedia) on the material of Optical Instruments in SMP Negeri 2 Kaliwungu Class VIII B 2015/2016 Academic Year "

The benefits of this study can be seen from a) Practical Benefits: 1) Teachers can create multimedia with PowerPoint software that can be implemented in learning. 2) Learners can improve learning motivation by using multimedia interactive learning in learning that leads to better learning outcomes b) Theoretical benefits: This study can be a reference in writing scientific papers related to increasing motivation to learn by using MPI (Interactive Learning Multimedia).

The Definition of PowerPoint

Suroso in (Ishaq. 2010) explains that PowerPoint is an application program that is widely used for presentation purposes involving many participants. In the use of PowerPoint applications the presentation will be more interesting because it is not only verbal, but also supports visualization.

Microsoft PowerPoint is software that helps compile a presentation that is effective, professional and also easy. The appearance of the material will look more attractive because of the appearance of images, sound or animation (Ishaq. 2010). There are picture, sound and animation display in PowerPoint, so PowerPoint can be made into learning multimedia.

Advantages of PowerPoint as Multimedia The PowerPoint application that is used as multimedia in the process has several advantages, namely (Kurniawan, 2010): a) Giving important points for the material b) Attracts the attention of students c) provide many kinds of design variation d) Can includes various kinds of illustrations such as charts, pictures, sounds, films, animations, to strengthen the material being taught. e) The information can be written and completed with pictures f) Can be connected to an LCD, so it’s more effective for class / large class.

How to Make Multimedia PowerPoint

Ajeng (Ajengharyatisaribhspgsd.

Blogspot.com/2012/12/membuat-bahan-ajar- multimedia- with_2255.html?m=10) suggests steps in creating multimedia using powerpoint, namely as follows: a) Identify the program, to see the compatibility between programs made with material, age and level of education b) Gathering supporting materials in accordance with material and target needs such as video, images, animation and sound c) After a summary of the material and materials made in the powerpoint program d) Review of the program, revision and ready used in the learning process.

(4)

44 MPI (interactive multimedia learning)

MPI (interactive multimedia learning) is an application form of interactive multimedia learning. Multimedia is a learning media consisting of audio, video, and images that are formed in a single unit to convey information.

There are pictures, videos and animations that make multimedia an attractive multimedia and able to give a concrete picture. Multimedia is said to be effective, if it has several components, including: (Suyatno, 2003) a) The existence of a computer as the coordinator of what the user sees and hears, which means that the computer acts as a means of displaying visual, audio, animation or writing. b) There is a link that connects users with information c) There are navigation tools that help users explore interconnected information networks d) Provide a place for users to collect, process, and communicate ideas from users. With the availability of communication between multimedia and students, students can learn independently.

MPI Manufacturing Principles (interactive multimedia learning)

Multimedia can be compiled through several software including flash, ulead, or powerpoint. To create optimal multimedia must pay attention to several principles of its manufacture, namely (Mayer R.E, 2009): a) Multimedia Principles, namely students can learn better than words and images rather than words. b) The Principle of Space Proximity is that students can learn better when related words and pictures are presented close together than when they are presented far apart in a page or screen. c) Principle of Adherence When students can learn better when related words and images are presented simultaneously rather than alternately. d) Coherence Principle that students can learn better if extra material is set aside rather than included. This principle is translated into 3 complementary versions, namely: 1) Learners 'learning will be disrupted if the words and pictures are equally interesting, but not

relevant when added to multimedia presentations, 2) Learners' learning will be interrupted if sound and music are interesting, but not relevant when added to a multimedia presentation. 3) Student learning increases if words that do not need to be removed from the multimedia percentage.

Use of MPI (interactive learning multimedia) in Learning

Multimedia is used as a messenger, so that in learning the use of multimedia is relevant in phase 2, namely the stage when presenting information. Which the role of multimedia in phase 2 greatly affects the next phase, because the information is the basis of each group member to interact with each other.

And the stages of multimedia use in detailed learning are as follows: 1) Each group is given multimedia and Laptop 2) Students listen to explanations of the destination using multimedia 3) Students listen to the teacher's explanation of multimedia usage.

Learning Motivation

Suyati dalam (Yusuf, 2009) suggests motivation is an urge to take the best action aimed at achieving a goal. The action comes from the individual's own self and the action taken is an attempt to achieve the desired goal.

Sadirman (2000) confirms motivation is a series of efforts for certain conditions that make the person perform actions related to the condition. It can be concluded that motivation is the encouragement of individuals who try to plan actions and perform these actions to achieve the expected goals.

Slameto (2003) explains that learning is a process that is carried out by a person to obtain changes in behavior as a whole, as a result of his own experience, as a result of interaction with the environment. The explanation is in line with the opinion of Gredler in (Yusuf, 2009) which emphasizes learning is a process carried out by humans to get a variety of competencies, knowledge, skills or behavior. From these two opinions, it can be

(5)

45 concluded that learning is a process that is carried out by someone to gain competence due to interaction with the environment.

Learning motivation can be concluded as encouragement from individuals who try to act and take action to achieve the goals of learning, so that the activities carried out lead to the achievement of learning goals.

Dalyono in (Wijaya, 2013) suggests that when individuals have good learning motivation, the individual will try optimally in learning, but if the individual has less learning motivation, the individual does not take actions that lead to learning goals. From these two things provides an understanding of learning motivation has a large influence on the achievement of learning goals.

Aspects of Learning Motivation

Someone is said to have motivation if it is seen from the motivational aspects of an activity. MC Clleland in (Astutik, 2009) suggests six aspects of motivation, namely: a) Personal responsibility for the task, relating to the pleasure of the assignment given, timeliness in completing the task, and personal responsibility for the assignment given. b) Feedback or the work of the task, related to curiosity about the benefits and material learned. c) Tasks that are moderate in which the level of difficulty is not too easy and not too difficult, the individual will get challenges from the task and get the most out of the tasks they are doing give up. e) Considerable implementation, relating to individuals avoiding carelessness or speculation, and making maximum efforts to achieve goals. f) The success of the task is an important factor for him, the individual will be realistic and prioritize success in the task. This aspect gives an indication that students have learning motivation.

Basic Development of Learning Innovation The basis of the implementation of multimedia-based cooperative learning is taken from several references related to the use of multimedia and cooperative learning in

learning, including: a) Application of Cooperative Learning Models of Multimedia- Based Tournament Games Type Teams in Improving Student Learning Outcomes in Information and Communication Technology Subjects (Rohendi. 2010) b) Application of Cooperative Learning Concept Map Models to Improve Student Motivation and Learning Outcomes (Supriono. 2009). c) Multimedia Tools for Increasing Competitive Advantages (Suyatno. 2003). d) Making Learning Materials with Multimedia Powerpoint (Ajeng. 2012) Three studies that implemented cooperative learning, and the use of multimedia in learning showed optimal results in learning both in the learning process and achievement of learning outcomes, thus indicating the use of multimedia in cooperative learning can increase motivation better learning that will optimize the learning process better so that it leads to the achievement of learning goals.

One study explained that multimedia can be made with powerpoint, because in powerpoint there is animation, visual, audio and allows navigation so that powerpoint can be made into an interesting and effective multimedia.

Description of Innovation

The approach in designing learning discovery is to conduct an experimental class type of action research. In testing the application of cooperative learning using MPI (interactive multimedia learning), and seeing the optimization of the results of motivational questionnaires as the basis for the optimization of MPI (interactive multimedia learning) in learning supported by data from the observation sheet and learning outcomes.

Types of inventions include discoveries in the field of multimedia learning, by implementing powerpoint software as software in compiling multimedia learning.

One important factor in the creation of interaction in learning is information, where information as a basis for conditioning students to communicate, so that the delivery of

(6)

46 information needs to be done optimally. The delivery of information is more optimal if the information is conveyed by students seeking to receive understanding optimally, so the need for information interesting and able to give a concrete picture. Multimedia is right to optimize the delivery of material because of its attractive multimedia display and is able to provide a concrete picture in the presence of images, animation, and audio.

Innovation Process

This learning innovation is initiated by the existence of problems in the low motivation to learn in learning that is influenced by learning media that is less optimal to be used in Physics Science learning, so that it is necessary to replace the more optimal media, namely multimedia, but multimedia in the Science of Physics is still limited. The limitations of multimedia can be overcome by making multimedia, and easy and familiar software to make multimedia powerpoint so that the development of multimedia development is needed by taking into account some of the principles of making multimedia. There are several multimedia that have been made using powerpoint software but the media presentation has not paid attention to the attractive visual design, and has not paid attention to the principles in making multimedia. So that in the development of multimedia development more attention to visual design and principles in making multimedia.

The stages in compiling MPI (interactive multimedia learning) are as follows: 1) Make a text of material about the material to be conveyed. The preparation of the manuscript is based on the learning resources of the Class VIII BSE paked book about the material to be taught (Optical Instruments) 2) Making characters and visual materials in making multimedia using Coreldraw software. (Characters can be obtained from images on the internet) 3) Create initial templates in powerpoint software.

Making the initial template by providing

navigation buttons and explanations in the use of multimedia, which need to be prepared in making the multimedia is the navigation icon (home, material, evaluation, game, SK / KD, profile and exit) 4) Enter material into the template. Presentation of the material in the template using the principles put forward by Ricard E Mayer, namely that the material presentation is easily understood by students.

In MPI (interactive learning multimedia) this optimizes the principle of redundancy, which is the combination of animation and narration. 5) Provide visual basic to optimize the evaluation functions that are in multimedia. The making of visual basic as an evaluation in multimedia includes 3 stages: the first stage is preparing 3 slides (starting, questions, and checking values). The second stage is to enter Run macros to activate the VBA function (alt + f11).

The third stage adds the number of questions in the question slide by copying. The last step is to enter the questions and randomize the answers to the question slides. 6) Test and make improvements to ensure the use of multimedia can be used in learning by paying attention to navigation, visuals, and the material has been presented in accordance with the plan.

Use in Learning

The use of MPI (interactive learning multimedia) is at the stage of information sanding, and in more detail the process of implementing learning, including learning activities namely, the initial learning activities, the core learning activities, and the final learning activities.

The initial learning activities include the activities of students starting and learning space in learning, students doing brain gym, students knowing the learning objectives.

The core learning activities consisting of students who are divided into several groups, participants are educated by MPI (interactive multimedia learning) and receive use in MPI (interactive multimedia learning) (1 media for 3 students), the teacher explains what activities should be done by each group (summarizing

(7)

47 the material to be presented), gift students to practice using the mouse, students given to material in MPI (interactive learning multimedia), each group in interactive multimedia (MPI) as presentation material, each group present what they get from MPI (interactive multimedia learning).

The final learning activities consist of negative and excess groups in their discussion, students working on learning, teachers giving appreciation to students for the learning activities that have been done. The implementation of learning is carried out at the learning stage, and makes the table as follows:

Table 1. MPI-Based Learning Stages (interactive multimedia learning)

Learning Phases Learning Stages

Destination Delivery Phase

The teacher conveys the learning purposes.

Giving Information

Phase

Giving MPI (interactive multimedia learning) to the student

The Organizing Phase

Students are divided into several groups

Students receive MPI (interactive multimedia learning) and receive an explanation of the use in MPI (interactive multimedia learning) (1 media

for 3 students) Group Guidance

Phase

The teacher explains what activities should be carried out by each group (summarizing the material to be presented) Students are given the

opportunity to practice using the mouse

Students are given the opportunity to understand the material that is in MPI (interactive multimedia learning)

Each group summarizes the material contained in MPI (interactive multimedia learning) as presentation material

Evaluation Phase Each group presents what they get from MPI (interactive multimedia learning)

Each group discusses their weaknesses and advantages in discussing Students work on learning evaluations or question and answer activities Awarding Phase The teacher gives appreciation to students for the learning activities that

have been done Analysis of Learning Outcomes

The optimization of MPI (interactive learning multimedia) in learning can be seen through 3 data: motivation questionnaires, learning observation sheets, and learning outcomes. The three data are obtained from two lessons, each learning is called a meeting, where each meeting is interrelated because each meeting is attempted to optimize the implementation of MPI-based learning (interactive multimedia learning). And data from the results of each meeting are as follows:

First Meeting a) Learning Implementation: The implementation of the

learning of the first meeting was held on 29 January 2015. The implementation of learning included several learning activities namely, the initial learning activities, the core learning activities, and the final learning activities. The initial learning activities included the activities of students starting to enter the room and preparing completeness in learning, students did brain gym, students knew the learning objectives. The core learning activities included students divided into several groups, students received MPI (multimedia interactive learning) and received explanations of use in MPI (interactive multimedia learning) (1 media for

(8)

48 4 students), the teacher explained what activities should be carried out by each group (summarizing the material to be presented), students were given the opportunity to understand the material in MPI (interactive multimedia learning), each group summarized the material in multimedia interactive learning (MPI) as a presentation material, each group presented what they got from MPI (interactive multimedia learning). The final learning activities included: Each group discussed their strengths and weaknesses in their discussion, the teacher and students conducted question

and answered activities related to the material presented, the teacher appreciated the students for the learning activities that had been done.

Motivation Questionnaire Results

The results of the motivation questionnaire data at the first meeting were obtained at the first meeting of the planning of Physics Science learning in the subject matter of Optical Instruments. Recapitulation of motivational questionnaire data at the first meeting was as follows:

Table 2. Questionnaire Results Motivation First Meeting No Category Amount Percentage %

1 Not Good 0 0

2 Less Good 0 0

3 Enough 7 17,95

4 Good 32 82,05

Total 39 100

Motivational questionnaire shows the percentage in the good category at 82.5%, which means that it has reached the indicator of success. Motivation questionnaire data in the first meeting shows students have good motivation in the cooperative learning process, Physical Science subjects.

This success indicator implements from Supriono (http://n2.nabble.com) that the media is said to optimally motivate students in learning, if 70% of students are on good motivation. It can be concluded that the learning process of meeting one by using multimedia can create motivation learn.

Observation Sheet Results

The observation is carried out when the learning process takes place. The observation was carried out by looking at the learning process at the first meeting on the subject matter "Optical Instruments". The results of the obesevasi in learning the first meeting are as follows:

Table 3. Learning Implementation First meeting Learning Process Details

Initial Activities Good Core Activities Good Final Activities Good

The results of the observation sheet show the learning process is going well. Where core learning activities have achieved good criteria.

The implementation of one meeting learning can be concluded that multimedia learning can optimize learning motivation in the learning process.

The results of reflection indicate that the learning process of meeting one is done well, but the implementation of learning is inseparable from weaknesses. Weaknesses in the learning process of the first meeting are on the technical use of multimedia.

Weaknesses in technical learning with multimedia are in the division of groups, namely one laptop for 4 students, so that the focus of students on the material contained in multimedia is less than optimal. Indications of students lacking focus on multimedia are the

(9)

49 frequent repetition of the material in the same slide to try to understand the material in multimedia. Another weakness in learning the first meeting is the courage of students to operate the multimedia in the laptop, where students are not used to using mouse and touchpad on laptops, so that time efficiency is less optimal in the learning process.

Weaknesses of the first meeting learning as the basis of the second meeting learning process, by optimizing group division and providing training activities for students to be able to operate multimedia well.

Second meeting

The implementation of the second meeting learning is based on the reflection of learning that has been done at the first meeting, but does not change the planning in the implementation of learning, namely by correcting the weaknesses found in the first meeting learning. The action to improve learning implementation at the second meeting is to divide each 3-member group of students to make students more focused on the multimedia presented, and before using multimedia students are asked to try using mouse and touchpad to facilitate multimedia use. Data from the results of the learning process of the second meeting are as follows: a) The learning of the first meeting was held on February 5, 2015. The implementation of learning included several learning activities namely, the initial learning activities, the core learning activities, and the final learning activities. The initial learning activities include the activities of students starting to enter the room and preparing completeness in learning, students do brain gym, students know the learning objectives. The core learning activities include students divided into several groups, students receive MPI (multimedia interactive learning) and receive explanations of use in MPI (interactive multimedia learning) (1 media for 3 students), the teacher explains what activities should be carried out by each group (summarizing the material to be presented),

students are given the opportunity to practice using the mouse, students are given the opportunity to understand the material that is in MPI (interactive multimedia learning), each group summarizes the material contained in MPI (interactive multimedia learning) as presentation material , each group presents what they get from MPI (interactive multimedia learning). The final learning activities include:

Each group discusses the weaknesses and strengths in their discussion, the students work on the evaluation of learning, the teacher appreciates the students for the learning activities that have been done.

Motivation Questionnaire Results

Data from the results of the motivation questionnaire were obtained after students conducted the 2nd meeting learning. The second cyclical motivation questionnaire data was as follows:

Table 4. Results of Questionnaire Motivation Meeting 2

No Category Amount Percentage

%

1 Not Good 0 0

2 Less Good

0 0

3 Enough 3 7,7

4 Good 36 92,3

Total 39 100

The results of the motivation questionnaire showed that learning motivation increased compared to the first meeting. The percentage of success in the second meeting shows the number 92.3% which means that it has reached the indicator of success. Motivation questionnaire data gives an indication that the learning process by using multimedia can improve students' learning motivation in Physics learning class VIIIB SMP Negeri 2 Kaliwungu.

Observation Sheet Results

The observation was carried out when the learning process was the second meeting,

(10)

50 which was at the second meeting in the planning of learning. The observation was carried out by looking at the learning process at the second meeting on the subject matter

"Optical Instruments". The results of the observation in learning the first meeting were as follows:

Table 5. Learning Implementation The Second Meeting

Learning Process Details Initial Activities Good

Core Activities Good Final Activities Good

The implementation of learning the second meeting is not much different from learning one meeting. The results of observations of the second meeting of learning showed that the learning process went well.

The implementation of the second meeting learning provides an overview of students carrying out each learning activity well. This gives an indication that students have good learning motivation.

The findings outside the context of the observation sheet relating to learning motivation are students who remain focused on learning activities when the teacher leaves the classroom. This is an indication of multimedia in learning able to create independent learning.

Learning outcomes

Learning outcomes are found in the second meeting, the results of evaluation on the subject matter "Optical Instruments". Learning outcomes of the second meeting are earning outcomes of learning improvement actions

using multimedia. Data on learning outcomes of the second meeting are as follows:

Table 6. Learning Outcomes After Action No Interval Amount

1 72 – 80 36 2 66 – 71 3 3 60 – 65 - 4 54 – 59 - 5 48 – 53 -

Total 39

Learning outcomes after the action show good results where the interval value above 60 is more than the interval below 60. Which means the learning objectives can be obtained optimally. Learning outcomes after the action give an indication of students trying to obtain better learning outcomes. It can be concluded that MPI (interactive learning multimedia) can improve learning outcomes in Physical Science learning.

Overall the results of learning innovations by applying MPI-based learning (interactive learning multimedia) are able to increase the motivation of learning Physics Science, so that learning becomes optimal that leads to better learning outcomes.

Dissemination

The implementation of the dissemination was carried out in the activities of the integrated Science MGMP in the Kaliwungu sub- district, which was held on 19 July 2015. The flow of the dissemination activities was as follows:

Table 7. Flow of implementation of dissemination

Date Activity

Tuesday, 14 July 2015

Completion of compilation of learning innovation work reports Wednesday, 15

July 2015

Submission of activity proposals to K3S as the coordinator of the integrated IPMP MGMP Kaliwungu sub-district

Saturday, 19 July 2015

Dissemination

(11)

51 CONCLUSION

The results of the learning innovations that have been carried out can be obtained as follows: 1) Making MPI (interactive multimedia learning) with effective powerpoint software can be done with the stages of creating material scripts, then preparing supporting materials, and compiled with the principles of making multimedia, and testing for determine whether multimedia is ready to be used with regard to navigation, visuals, and the material has been presented according to plan. To create a more optimal multimedia must also pay attention to visual design and principles in making multimedia. 2) The application of MPI-based learning (interactive learning multimedia) includes several stages of learning, namely: the delivery of goals, provision of information, group organizing, group coaching, evaluation, and awarding. And the use of MPI (interactive multimedia learning) is aimed at the information-giving phase. 3) The application of MPI-based learning (interactive learning multimedia) is able to Improve Learning Motivation of Physics Science Class VIII B in the 2015/2016 Academic Year, so as to create optimal learning and lead to better learning outcomes.

REFERENCES

Ajeng Haryati.2012. Membuat Bahan Ajar dengan Multimedia Powerpoint.Ajeng haryatisari bhspgsd. blogspot.com/2012/12/membuat- bahan-ajar-multimedia-

dengan_2255.html?m=10. Diakses tanggal 02 Mei 2013

Anita Lie. 2007. Cooperative Learning. Jakarta : Grasindo.

Astutik Dwi Rint. 2010. Upaya meningkatkan motivasi siswa kelas III SD Negeri Wateshaji Kabupaten Pati melalui pemberian Penguatan dalam matapelajaran IPS tahun pelajaran 2009-2010. Skripsi (tidak diterbitkan).Salatiga : Fakultas Keguruan dan Ilmu Pendidikan UKSW.

Ishaq Medeamin. 2010. Mengenal PowerPoint 2007. http://www.

belajarpowerpoint.com/docs/8720867/meng enal-powerpoint-2007-ishaqmedeamin.

Diakses 1 Maret 2013

Karrie and Jeniffer. 2008. Making Cooperative Learning Work in the College Classroom: An Application of the ‘Five Pillars’ of Cooperative Learning to Post-SecondaryInstruction. New York : The Journal of Effective Teaching, Vol.

8, No. 2, 2008, 61-76

Kurniawan, Yahya. 2010. Belajar Sendiri Microsoft Office PowerPoint. Jakarta: Gramedia

Mayer, R.E .2001. Multimedia Learning. Cambridge, UK : Cambridge University Press.

Rohendi Dedi.2010. Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament Berbasis Multimedia dalam Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Teknologi Informasi dan Komunikasi . Jurnal Pendidikan Teknologi Infomasi dan Komunikasi Vol.3 No.1

Sardiman, 2008.Interaksi dan motivasi Belajar Mengajar. Jakarta : PT Rineka Cipta

Slameto, 2003.Belajar dan faktor-faktor yang mempengaruhinya.Jakarta : PT.Raja Grafindo Persaja

Sudrajad. 2008. Penerapan Model Pembelajaran Kooperatif (cooperative learning) Teknik Jigsaw.

http://akhmadsudrajat.wordpress.com /2008/07/31/ diakases tanggal 04 Januari 2013

Suhadinet.wordpress.com . 2009. Langkah-langkah PTK menurut Kemmis dan MC Taggart.

http://suhadinet.wordpress.com/2009/06/0 8/langkah-langkah-ptk-menurut-kemmis- dan-mctaggart/ diakses tanggal 15 Januari 2013

Supriono. 2009.Penerapan Model Pembelajaran Kooperatif Peta Konsep untuk Meningkatkan Motivasi dan Hasil Belajar Peserta didik.http://n2.nabble.com/ diakses pada tanggal 8 September 2009

Suyatno, M. 2003. Multimedia Alat Untuk

Meningkatkan Keunggulan

Bersaing.Yogyakarta : Andi Offset

Wijaya Ratna Niken, 2013. Hubungan Motivasi belajar dengan Hasil belajar Siswa pada Mata pelajaran PKn di SMPN 77 Jakarta.http://skripsippknunj.com/wp-

(12)

52 content/uploads/2013/02/JURNAL-Niken- Ratna.pdf diakses pada tanggal 29 November 2013

Yusuf Mappeasse, 2009. Pengaruh Cara Dan Motivasi Belajar Terhadap Hasil Belajar Programmable

Logic Controller (PLC) Siswa Kelas III Jurusan Listrik Smk Negeri 5 Makassar.Jurnal

MEDTEK Volume 1 nomor 2