Sunaryo 2022 J. Phys. Conf. Ser. 2309 012070

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PAPER • OPEN ACCESS

Development of Physics Learning Interactive

Multimedia Integrated with Student Worksheets on the Subject of Vibration for High School Students

To cite this article: Sunaryo et al 2022 J. Phys.: Conf. Ser. 2309 012070

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Development of Physics Learning Interactive Multimedia

Integrated with Student Worksheets on the Subject of Vibration for High School Students

Sunaryo*, Vina Serevina, Salsa Ghina Khairunisa, Mifta Rizkiana Hasni Department of Physics Education, State University of Jakarta, Indonesia

*[email protected]

Abstract. Physics materials about vibration often seem abstract to students. It is necessary to have learning media that can explain vibration concepts to answer the student's abstractness problem. The learning media application in this study contains competencies, material, sample questions, learning videos, and interactive evaluation questions. This research uses Research and Development method with the development used the ADDIE model with five stages: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. ADDIE model for this development research is carried out only up to the Design stage because the objectives of this research and development are: (1) designing interactive multimedia-based physics learning media; (2) determining the feasibility of designing interactive multimedia-based physics learning media. These worksheets have been valid by two media expert validators, two material expert validators, and one teacher. The average score of the validations is 89.89% with a valid category.

These results show that the design of worksheets is valid to be used as an alternative learning media for physics materials about vibration.

1. Introduction

In the 21st century, technology and information have developed rapidly, resulting in changes in the learning system in schools. Learning methods that are often applied by teachers in schools are conventional learning. Conventional learning is unattractive and irrelevant for students because conventional learning makes the teacher as centered and students don't play an active role in building their knowledge, attitudes, and behaviors.

The foremost critical thing within the learning preparation is the interaction of learning between teacher and students. From these interactions, there is a transfer of knowledge between the two. The delivery of science can be delivered in a variety of learning models, methods, and strategies. Even to encourage the conveyance of science, an educator can utilize the assistance of learning media devices.

According to Yudhi Munandi (2013), The take advantage of media or apparatuses is exceptionally supportive within the learning prepare exercises both interior and exterior the classroom, particularly making a difference to make strides in understudies learning accomplishments [1].

The essence of the instructing and learning process is communication, namely the delivery of information from information sources through certain media to recipients of the information. There are a few reasons with respect to the utilize of media, counting lessons that will pull in more students' consideration, lesson materials will be more effectively caught on by understudies, educating strategies will be more changed, and understudies will do more learning exercises Nana Sudjana (2001), Besides

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the quick advancement of Technology and Information (IT), there's too a require for an IT-based learning concept and instrument [2].

E-learning concept had the impact of changing conventional education into digital form, both in terms of substance and framework. Sutikno (2014) reveals that the development of information and communication technology (ICT) has impacted the world of education, especially in learning. ICT- based learning is right now being created by many developers in the world of education, one of which is learning using teaching media with a multimedia base [3].

Interactive media concurring to Hoftetter (Suyanto, 2005) is characterized as the utilize of computers to form and combine content, illustrations, sound, video and movement by utilizing links and devices tools that permit users to explore, associate, and communicate [4]. One form of application of learning technology is multimedia-based learning. According to Bambang Warsita (2008), the work of mixed media in education is divided into seven functions, namely: as a store of information, as a learning help, as an educational facility, as a competency standard, as administrative support, as a school administration device, and as an instructive foundation [5].

The Computer Technology Research Corporation states that individuals are as it were able to keep in mind 20% of what they see and 30% of what they listen. However, they keep in mind 50% of what they see and listen to and as much as 80% of what they see, listen and do at once [6]. Thus, multimedia becomes a powerful tool for the teaching and education process. The benefits obtained according to Ariani and Haryanto (2010) are that the learning process becomes interesting, more intuitively, the sum of educating time can be reduced, the quality of understudy learning can be more persuaded, boosted, and instructing and learning can be done anyplace and anytime. exceptionally adaptable), and students' demeanors and consideration to learning can be progressed and centered [7]. Interactive media can moreover permit understudies to memorize independently so that learning isn't as it was carried out at school but can be carried out outside school.

The advancement of science and technology has succeeded in making different sorts of software that are made for different purposes whose benefits and objectives are to encourage human work. One of the software which can be utilized to form intelligently mixed media is Adobe flash output from Adobe Systems Incorporated. Adobe Flash is a leading and popular multimedia software for adding animation and interactive websites but flash isn't as it was utilized for web applications, flash can moreover be created to construct desktop applications since flash applications are not only compiled into the ".swf"

format, flash can also be compiled into the ".swf" format. ".exe" [8].

Field findings in Public High School 2 Leuwidamar more than 50% of respondents still have difficulty learning in physics lessons because one of the reasons is the material presented by the teacher with the lecture method is less interesting, so students are lazy to learn it. Vibration is one of the materials in physics learning for class X Public High School. Vibration has an important role in everyday life and must be taught to students in the right way and method so that students feel happy to learn and master the material.

According to Suparman (Sutikno, 2013) media is characterized as a tool utilized to channel messages or data from the sender to the beneficiary of the message. Media in learning exercises can be characterized as something that can bring data and information within the continuous intelligence between teachers and students [9].

Media in another sense is defined as an intermediary as expressed by Yudhi Munandi (2013) that media is anything that can pass on and convey messages from sources in an arranged way to make a conducive learning environment where the beneficiary can carry out the learning preparation effectively and viably [1]. From the two definitions over, it can be caught on that learning media is an instrument that can be utilized as a message wholesaler to get the greatest learning results. Based on the over foundation, an investigation was conducted to create an interactive multimedia-based physics learning media which is anticipated to be able to pull in students' interest in learning so that their learning achievement is additionally anticipated to extend.

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The objectives of this research and development are: (1) designing interactive multimedia-based physics learning media; (2) determining the feasibility of designing interactive multimedia-based physics learning media.

2. Research Method

This research used research and development method. Understanding research and development according to Sukmadinata (2006) is a preparation or steps to accomplish existing products and can be accounted for or develop a new product [10]. Research and development methods are methods used to create a specific item and test the viability of the item [11]. The product developed in this study is an interactive multimedia-based physics learning media integrated with student worksheets on the subject of vibration made using Adobe Flash and XML software. The development model used in this research is the ADDIE development model, which is a development model which is a development model comprising of five stages: 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation.

This research used qualitative data and quantitative data for the types of data collected. The data are in the form of needs analysis results and expert validation data. The data obtained in the validation stage serves to provide input in revising and assessing the quality of the developed learning media. The instrument utilized in this research and development is a survey. Data analysis and product development trials consist of qualitative analysis and quantitative analysis. Qualitative Analysis Techniques are used to process data obtained from needs analysis, validation of experts and in the form of responses, input, criticism, and suggestions used to revise the product. Qualitative data processing is processed using qualitative descriptive techniques. The data analyzed using quantitative analysis techniques are quantitative needs analysis data, assessment questionnaire data/product trial responses, and learning outcomes data. The data collected was analyzed using a technique as expressed by Riduwan (2010) as follows [12]:

𝐾 =∑ 𝑛𝑖

100× 100% (1)

Where K is the rate of scores gotten and N is the number of greatest scores. The calculation results are used as data to describe the results of the needs analysis. The reference for deciding the criteria for the assessment results is presented in Table 1.

Table 1. Product Rating Percentage Interval

Intervals (%) Criteria Information

75 < score ≤ 100 Very good Worth without revision 50 < score ≤ 75 Good Worth the revision 25 < score ≤ 50 Pretty good Not worth it 0 < score ≤ 25 Not good Not feasible

The interactive multimedia-based physics learning media integrated with student worksheets on the subject of vibration can be used as learning media as an alternative new learning source and is considered

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> 75% by the media feasibility interactive learning for each component; (2) the results of the responses of teachers, practitioners and students reached a score of > 75%; (3) student learning outcomes show >

75% of students reach the Minimum Mastery Criteria (75).

3. Results and Discussion

This development research resulted in learning media design. This learning media design product was created and designed by itself, to be able to be used as a teacher's tool in delivering material and also as an independent learning resource that students can use at any time outside of school.

This learning media is developed using the ADDIE model. The ADDIE model has 5 stages, including Analysis, Design, Development, Implementation, and Evaluation. This research was only carried out until the Design stage because the purpose of this research was only to create a valid learning media to be implemented based on the validator's assessment.

Figure 1: ADDIE Model

Source: Instructional Design: The ADDIE Approach The stages of development research are described as follows:

1) Analysis (Analysis), the analysis phase of this development research consists of learning media analysis and material analysis. From this analysis, material that requires media assistance as a tool for teachers to deliver material and students for independent study is selected as pressure material, because the subject of the material requires concrete things to make it easier to understand for students. By using the android learning media application, the teacher can provide a concrete explanation of the abstract concept.

2) Design (Design), at the design stage, carried out, among others: 1) designing a interactive learning media worksheets on the subject of vibration using Adobe Flash and XML software; 2) Materials, pictures, and videos that are appropriate to the pressure material, 3) Validation sheets for media experts and material experts.

Table 2. Media Expert Validation

No Aspect Percentage (%)

1 Design 83.75

2 Language 86.25

3 Learning materials 85.00

Average 85.00

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Based on the results of the validation analysis of media experts regarding the learning media designed to produce a percentage of 85%. Things that are assessed include design, language, and materials, as well as ease of access to program processing and application use. The suggestion from the validator is that the app is good, but the layout needs more attention.

Table 3. Material Expert Validation

1 Content 89.00

2 Language 87.50

Average 88.25

The results of material expert validation carried out by two validators were obtained at 88.25%. The aspects rated by the material experts are language, the suitability of indicators with the subject of vibration, the suitability of animation with vibration concept, illustration aspects, and evaluation questions.

Table 4. Physics Subject Teacher Validation

No Expert Percentage (%)

1 Material Expert 95.00

2 Learning Media 96.47

3 Worksheets 97.77

Average 96.41

The results of teacher validation carried out by a physics subject teacher were obtained at 96.42%.

Aspects assessed by the validator are lesson plans, learning media, and worksheets that will be used by teachers and students when the physics learning process takes place.

Table 5. Physics Subject Teacher Validation

1 Lesson Implementation Plan 88.25

2 Media Expert 85.00

3 Teacher 96.41

Average 89.88

The average validation from media experts, material experts, and teachers was obtained by 89.89%

with valid or good categories. So, the design of physics learning media for vibration material is feasible to be used and further developed to create learning media used in physics learning.

Based on research conducted by Farumananda, et, al. (2018) that is Simple Harmonic Vibration student learning worksheet based on Curious Note Program (CNP) learning model obtained the value 91%, 90%, and 91% as a valid category. It can be concluded that this worksheet is feasible and practical to be used for learning and effective activities to improve the creative thinking ability of learners [13].

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Based on research conducted by Fadila (2019), the development of instructional media in the form of the electronic worksheet on fraction material. The results of the assessment of material and media experts obtained Valid criteria with average scores of 83,5%. Student responses obtained very interesting criteria with an average score of 3,46. It can be concluded that the worksheet is an effective teaching material [14].

Based on research conducted by Ramadhani, et, al. (2020), the results were obtained from validation by two science expert lecturer and a science teacher of student’s worksheets based on the guided inquiry on vibration and wave material that has been developed gets an overall validation mode score of 4 with a valid category. It can be concluded that these worksheets are valid for use in practicing critical thinking skills of junior high school students [15]. In the journal that is made now, there are similarities, namely developing vibration worksheets and there are differences such as objects and research subjects.

Based on development research conducted by Andriani (2021), the results of this research were mobile learning media that used the adobe flash CS6 application with validity criteria that were relevant and have practical usability, as well as effective implementation. These products can be used by students and teaching staff in higher education [16]. In the journal that is made now, there are similarities with relevant study, namely application that used in the development research and there are differences such as objects and research subject.

4. Conclusions

The conclusions of this study are: (1) the design of interactive physics learning media integrated with student worksheets using XML software and Adobe Flash has been successful. The media is designed with two divisions of material, namely learning material and explanation material that contains a question that can be updated. The design of these worksheets was developed by referring to the steps given by Sugiyono and has been validated; (2) the design of interactive physics learning media integrated with the developed student worksheets is suitable for use with good categories. The recommendation put forward is that media developers who want to develop learning media using Adobe Flash software should use the latest version.

References

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[13] F. P. Farumananda, M. Wiyanto, and N. M. D. Putra. 2018 “The Development of Simple Harmonic Vibration Student Learning Worksheet (LKPD) based on Curious Note Program (CNP) Learning Model in Improving Students’ Creative Thinking Ability,” vol. 247, no. Iset, pp. 150–154, doi: 10.2991/iset-18.2018.32.

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