Vol. 28, No. 16, (2019), pp. 711 - 719
Interactive Multimedia Learning based on Mobile Learning for Computer Assembling Subject using the Principle of Multimedia
Learning (Mayer)
Titi Werdiningsih1*, M. Bruri Triyono1 and Nuur Wachid Abdul Majid2
1Postgraduate School of Yogyakarta State University, Indonesia
2System and Information Technology Department, Universitas Pendidikan Indonesia
Abstract
This article discusses the development of interactive multimedia learning based on mobile learning for computer assembling subjects using the principles of multimedia learning (Mayer). By using this interactive multimedia learning based on mobile learning, students can understand easier to the subject matter. It is because the presentation of the materials is utilizing various media (text, images, animation, audio, and video) as supporting learning activities. The mobile-based means that the interactive multimedia can be used anytime and anywhere. This development study uses the ADDIE development model from William W. Lee et al. which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The first step of the product testing was the Alpha test stage in which the validation process was done by the material experts and media experts followed by product revisions based on the expert advice. The next step was the Beta test stage in which a small group trial was done. Product validation was also done by 32 students of class X at State Vocational High School 1 Bantul. The results of Alpha and Beta tests showed that interactive multimedia learning products based on mobile learning were considered very feasible to be used as learning media.
Keywords: interactive, multimedia learning, multimedia, mobile learning, computer assembling
1. Introduction
In the 21st Century, the use of media in all activities becomes a very important part for humans. Technological advances have encouraged media production with a more appealing and effective approach, especially in the context of learning [1]. In fact, the use of interactive media in learning is rarely used. Whereas, it has a very important role in learning. Not only can train students' independence in learning, but also interactive multimedia learning can overcome the limited experience possessed by students, generate students motivation, stimulate students to learn, and provide a comprehensive experience.
The computer assembly is one of the basic competency standards taught to students of class X at State Vocational High School 1 Bantul. Students will have to recognize the basic components of the computer as well as how to assemble it into a ready-to-use computer unit. However, the problem is that many students still have difficulties in memorizing computer components and computer assembling procedures.
Furthermore, from the results of interviews to the vocational teacher at State Vocational High School 1 Bantul, it was known that the difficulties caused some students to have not fulfilled Minimal Mastery Criteria (MMC). The use of learning media on computer assembly subjects were only presentation slides and practicum tools which were still considered limited and not optimal in supporting the achievement of learning objectives. This made the teacher had limitations in delivering computer assembly materials clearly.
Vol. 28, No. 16, (2019), pp. 711 - 719
The researcher also conducted questionnaires to analyze the students’ needs in the computer assembly subject. The questionnaires consisted of 10 questions. Each question represented one of four aspects which were an aspect of requirement, an aspect of desire, an aspect of purpose, and lack aspect. Based on the result of the questionnaires, it was found on the aspect of the need that in the learning process, there had been no innovation that could improve student motivation. Furthermore, students also wanted a learning app that could be opened on their smartphones. They explained that the subject of Computer Assembly was quite difficult to understand. In that case, the teacher required media capable of improving the learning quality. It could be something that could present animation which could visualize computer assembling material to be clearer. The use of media was expected to assist students in mastering computer assembly materials. One of the media that could be used is multimedia.
Multimedia can provide visualization of materials in the form of animation so that messages from computer assembly materials can be delivered clearly to students.
Multimedia allows easier understanding, learning, and application of knowledge [2]. The students in the classroom learning can progressively absorb to interactive multimedia as an instructional strategy for teaching and learning [3]. Using multimedia in the learning process can be more optimal if it is supported by a device that is easy to use. One of them is a smartphone. The operating system in Indonesia's most used smartphone is an android based operating system. Android is an open license operating system that allows anyone to develop various applications including learning apps.
Based on the results of preliminary research, there were 32 students of State Vocational High School 1 Bantul who had a smartphone and 90% of them used Android-based smartphone. The number of the ownership and use of mobile devices by these students made of the possibility of using mobile technology devices in the class. The presence of mobile learning was intended as a complement to the existing learning and an opportunity for students to re-learn the material which was less controlled wherever and whenever.
This could certainly provide a different experience in the learning process for students. In that case, interactive multimedia learning based on mobile learning for the computer assembly subject needed to be developed as support of student learning activities.
This paper discusses the development of interactive multimedia learning based on mobile learning for the computer assembly subject using the principle of multimedia learning (Mayer). Implementation of the principles of multimedia learning in the development of interactive multimedia learning based on mobile learning was expected to improve the quality of multimedia display of learning so that it can further facilitate students in understanding and improving student learning outcomes on computer assembly materials. In summary, this research makes the following contribution to solving of the problem in learning.
2. Literature Review
Interactive multimedia is one of the learning media which is widely used by education practitioners in the learning process. Multimedia can provide material visualization in the form of text, images, animation, audio, and videos. As a result, the materials can be communicated clearly to students [4]. In [5] say that the use of interactive multimedia in the learning process can improve students' learning. Interactive multimedia is very well used in the learning process class as a source of additional material. Based on research results from [6], he states that groups of students using interactive multimedia can be superior to their teamwork compared to groups that do not use interactive multimedia. In [7] also discuss the application of Interactive Multimedia Learning Courseware (IMLC) in improving biology learning on Matriculation students in Malaysia. The results of this study indicate that the application of IMLC with different learning strategies needs to be designed and developed to facilitate and improve students' learning ability. Most of the
Vol. 28, No. 16, (2019), pp. 711 - 719
feedback provided by respondents support IMLC implementation as part of the learning process.
The use of multimedia learning will be more optimal if supported by an easy-to-use device, one of which is a smartphone. The number of ownership and use of mobile devices by students opens the possibility of using mobile technology devices (mobile devices) in learning. The use of mobile devices in the learning process then known as mobile learning. In [8] said that high-ability mobile devices extend to all areas including in the field of learning and mobile learning. The results show that Interactive Multimedia- based Mobile Application (I-MMAPPS) is a promising development in future research because most respondents are satisfied when they learn to use the application based on mobile learning. In [9] state that mobile learning is a type of learning that allows students to get course material anywhere and anytime. Mobile learning is suitable to provide training and learning materials to support the process of learning in class. In [10] state that mobile learning can be one of the promising pedagogical technologies for use in higher education environments in the Arab country. The advent of the mobile learning technology revolution has had a significant impact on educational technology.
3. Methodology
3.1. Research Procedure
This research used the Research and Development (R & D) method. The aim of this research was to develop an interactive multimedia learning product based on mobile learning for the computer assembly subject for students of class X at State Vocational High School 1 Bantul. The development model which was used by researchers adopted the model of ADDIE learning media development [11]. In general, this development model includes Analysis, Design, Development, Implementation, and Evaluation.
The process of this research is as follows: (1) Analysis; analyzed and collected information about what materials to be delivered. The analysis consists of three stages:
problem analysis, content analysis, and needs analysis. (2) Design; a multimedia gradient based on extinction results at the analysis stage. In this step, a sketch in the storyboard and a flowchart to express the flow of algorithms were created. (3) Development; a follow-up design that had been done in the design step. (4) Implementation; the development where the product was tested in the field to the user. (5) Evaluation; the negotiation phase to determine the level of the feasibility of expert assessment material.
3.2. Research Subject
Subjects in this study were 32 students of class X at State Vocational High School 1 Bantul. There were 23 males and 9 females ranged from 15-17 years old.
3.3. Data Collection Techniques and Instruments
Data collection techniques used in this study were in the form of observation, questionnaires, and documentation. The instruments were questionnaire of media expert feasibility, a questionnaire of material expert feasibility, student feasibility questionnaire, and test in the form of pre-test and post-test.
3.4. Data Analysis Technique
The data types of this research were qualitative and quantitative data which were analyzed by the descriptive statistic. Qualitative data resulted in the form of comments and suggestions for the improvement of materials and media experts which then were analyzed and described explicitly for the products developed. The quantitative data were obtained from tests, material experts, media experts, and questionnaire scores.
Vol. 28, No. 16, (2019), pp. 711 - 719
Assessment instruments were made for material experts, media experts, and students. Change value was done using a maximum scale with a maximum value of 4 and a minimum value of 1. Category score was scored by using the Rat ing Scale Category, as seen in Table 1.
Table 1. Rating Scale Category
Score Category
4 Very Good
3 Good
2 Less
1 Very Less
Once the score was calculated in each item then summed in in one item then divided by the ideal score for all items multiplied by 100%, mathematically could be expressed as a percentage of eligibility:
(1) The feasibility category division was done by taking into account the percentage range.
The percentage distribution of 100% eligibility was divided into five categories according to the Likert scale. The eligibility score was categorized using the Percentage Score Validity, as shown in Table 2.
Table 2. Percentage of Eligibility Score Interval
No. Percentage Interval Value
1 < 21% Very Inappropriate
2 21% - 40% Not Inappropriate
3 41% - 60% Average
4 61% - 80% Feasible
5 81% - 100% Very Feasible
Here is the formula to calculate the value of each student:
(2) After calculating the value of students, the next step was to categorize the value of students whether the value of certain students could be declared complete or incomplete.
It could be seen through the minimum completeness that had been determined by each school. Student scores were categorized using the Percentage of Students Value Interval which can be seen in Table 3.
Table 3. Percentage of Students Value Interval
Calculating the percentage of students' learning mastery was aimed at determining the level of student understanding. The value was then converted into the category value, whether included in the category of very good, good, average, less, or very less.
No. Percentage Interval Value Category
1 ˃ 80 % A Very Good
2 ˃ 60% - 80 % B Good
3 ˃ 40% - 60 % C Average
4 ˃ 20% - 40 % D Less
5 ˂ 20 % E Very Less
Vol. 28, No. 16, (2019), pp. 711 - 719
Percentage mastery learning was categorized using Students Completion Learning. It can be seen in Table 4.
Table 4. Percentage of Students Completion Learning
No. Percentage Interval Category
1 ˃ 80 % Very Good
2 ˃ 60% - 80 % Good
3 ˃ 40% - 60 % Average
4 ˃ 20% - 40 % Less
5 ˂ 20 % Very Less
4. Results and Discussion
The result of products from this research was in the form of a multimedia learning application that could be used on computer assembly subjects. The created multimedia learning was named “Interactive Multimedia Learning based on Mobile Learning for the Computer Assembly Subject”.
4.1 The Result of Developing Product 4.1.1. Analysis
After getting the data behind the communication and conducting the interviews, we found that there was one thing that could be done by students to allow learn using apps on their smartphones. Therefore, we had been to be able to create interactive multimedia learning based on mobile learning that could be used by users through their smartphones.
4.1.2. Design
The process was undertaken at the design stage consisting of designing materials, creating flowcharts and storyboards. At this stage, it was necessary to specify that the resolution at the stage was not required. Flowcharts and storyboards were used to create products. The flowchart in the development of this product was used to describe the flow from one frame to another and explain each step of making interactive multimedia learning based on mobile learning. Furthermore, the storyboard was used to describe the description of each frame, by listing all the multimedia objects and links to other frames.
In designing interactive multimedia learning based on mobile learning, the authors used the principle of multimedia learning, in [12] who states the twelve principles of multimedia learning. The principles are: (1) Coherence Principle, (2) Signaling Principle, (3) Redundancy Principle, (4) Spatial Contiguity Principle, (5) Segmenting Principle, (7) Pre-training Principle, (8) Modality Principle, (9) Multimedia Principle, (10) Personalization Principle, (11) Voice Principle, and (12) Image Principle [12].
4.1.3. Development
The result of the product from this research is an interactive multimedia learning program based on mobile learning for the computer assembly subject for students of class X at State Vocational High School 1 Bantul. Actionscript 3.0 of Adobe Flash Professional CS6 was used to make the application. The resulting product is a file with ".apk"
extension that can be run through smartphone devices with android system. In this application, there are six main menus which are, menu (1) competence, (2) instruction usage, (3) material, (4) evaluation, (5) educational game, and (6) developer profile.
The title page of the interactive multimedia learning based on mobile learning contains the title of the material, the entry button, the exit button, development information, the Yogyakarta State University logo, and the illustrative images relating to the material
Vol. 28, No. 16, (2019), pp. 711 - 719
covered. At the time of entering the entry on the press, it will go to the main menu page.
On this menu, it displays a Competency menu, Instructions, Material, Evaluation, Game, and Profile. In addition to the main menu on this page, there is a cover menu to return to the title page, and the menu to exit the program. On the competency menu, the page contains basic competencies, indicators, and learning objectives. To go to the next page, the user can use the next button. After heading to the next page, the user can return to the previous page using the prev button. The instructions page contains an explanation of the usefulness of each menu and the pointer using interactive multimedia learning based on mobile learning. The material menu page contains five submenus: computer hardware menu, computer specifications, assembly steps, assembly procedures, and computer assembly.
In the initial page view of the evaluation contains instructions that must be considered by the user. The “start” menu is used to start working on the questions. On the evaluation page, there is a question indicator. The feedback on the evaluation will appear immediately when the user presses one of the answer selection buttons. When the user answered correctly, it will appear emoticons and a sound effect that show the correct answer effect, and vice versa. The evaluation questions in this application are dynamic. It is taken from the outside (file “XML”) which is inserted in one package and then made in a file type “.apk”. After the last questions answered, it will appear automatically page evaluation results. On this page, there is also a “repeat” button to re-work on evaluation questions, and the “discussion” button to go to the discussion page.
The main page of the educational game contains some instructions. The “start” button is used to start playing educational games. On the educational games page, there are four questions in which the user can drag the pictures in the answer space in accordance with its function on the question board. After the user completes the questions, it will show on the scoreboard located on the top left. The developer profile page displays the biodata of the developers of interactive multimedia learning based on mobile learning. The information on this page is displayed in the form of animated text that appears alternately.
After the development of the media was complete, the alpha test was done in the form of instrument validation, material validation, and media validation. At this stage, validation was conducted to determine whether the assessment instruments, materials, and media in developed interactive multimedia learning were appropriate to be tested to students in the learning process or not. Validation had been done before the researchers tested it to students.
There were two aspects assessed by the experts on the feasibility, the aspects of the material and aspects of learning. From the result of the data analysis, it is known that the result of material expert evaluation for the material aspect has a 95%
feasibility percentage with the very feasible category. Then, on the aspects of learning gets a percentage of eligibility of 90% which is also categorized very feasible. The results of the expert material assessment can be seen in Table 5.
Table 5. The Results of the Expert Material Assessment
The next stage was an assessment of the feasibility by the media expert. In this assessment, there were four aspects assessed namely aspects of the display, aspects of audio media, aspects of navigation, and aspects of product resilience. Based on the result of data analysis, the media expert give perfect value on all aspect presented that is 100%. Therefore, it can be concluded that the product of interactive
No. Aspect Feasibility Percentage Category
1 Material Aspects 95,00 % Very Feasible
2 Aspects of Learning 90,00 % Very Feasible
Overall Average 92,50 % Very Feasible
Vol. 28, No. 16, (2019), pp. 711 - 719
learning media based on mobile learning according to the media expert is very feasible. The results of the expert media assessment can be seen in Table 6.
Table 6. The Results of the Expert Media Assessment
No. Aspect Feasibility
Percentage Category
1 Aspects of The Display 100,00 % Very Feasible
2 Aspects of Audio Media 100,00 % Very Feasible
3 Aspects of Navigation 100,00 % Very Feasible
4 Aspects of Product Resilience 100,00 % Very Feasible
Overall Average 100,00 % Very Feasible
4.1.4. Implementation
After getting the product feasibility from the experts, the next step done by the researchers was the implementation phase of the product. At this stage, researchers began to test the products that had been made. There were two advanced stages that researchers had to do, namely trial test and beta testing. The implementation of trials and beta testing conducted in class X RPL at State Vocational High School 1 Bantul. Information on test results and beta testing was explained in the experimental results section.
4.1.5. Evaluation
This evaluation was done by the researchers by analyzing the data obtained from the research results. The data were materials and media feasibility data obtained from expert lecturers and product feasibility analysis obtained from student questionnaire results. In addition, to analyze the results of material validation, media validation, and questionnaires from students, researchers also conducted an analysis of the results of pre- test and post-test required to determine the student's ability improvements on the learning process and the student learning outcomes before and after using the product.
4.2 The Result Trial Product
After getting the product from the experts, the next process done by the researchers was the implementation phase of the product by the users. At this stage, researchers began to test the products that had been made. There were two stages that were done, namely trial and beta test. Based on the results of data analysis, it can be seen that it has the presentation of feasibility >80% in all aspects. Therefore, these things fall into the very feasible category. The results of the product trial by the user can be seen in Table 7.
Table 7. The Results of Product Trial by The User
No. Aspect Feasibility Percentage Category
1 Aspects of Learning 81,72% Very Feasible
2 Aspects of The Display 82,81% Very Feasible
3 Aspects of Audio Media 80,47% Very Feasible
4 Aspects of Navigation 81,72% Very Feasible
Overall Average 81,68% Very Feasible
4.3 Final Product Review
The interactive multimedia learning based on mobile learning product was developed based on the feasibility test in several stages, namely validation and trial stage involving various parties. In the validation phase (alpha testing), the product was assessed in terms of material and media aspects by the experts. From the validation stage of material experts, both from the aspect of the material and learning aspects obtained the average
Vol. 28, No. 16, (2019), pp. 711 - 719
score of 92.50%. So, it can be concluded that the material contained in interactive multimedia learning based on mobile learning according to the material experts in the category is very feasible.
In the validation stage by the media expert, the product gets the perfect score on all aspects of display aspect, audio media aspect, navigation aspect, and product endurance aspect so that it is included in the very feasible category. Therefore, it can be concluded that the interactive multimedia learning product based on mobile learning according to the media expert is very feasible.
After testing the alpha test, the next test was the beta testing conducted at the time of implementation of product testing at State Vocational High School 1 Bantul.
This test was conducted as a refinement of interactive multimedia learning based on mobile learning. The research data was taken from the evaluation of class X students' responses at State Vocational High School 1 Bantul to the feasibility of interactive multimedia learning based on mobile learning. Students assessed the feasibility of interactive multimedia learning based on mobile learning using a questionnaire that had been provided by researchers. In the experimental stage that had been done, the product obtains the average score of aspects of lea rning, display aspects, media aspects, and navigation aspects which is equal to 81.68%. Based on the data, it can be concluded that interactive multimedia learning based on mobile learning product have a very feasible quality as a source of learning. A comparison of average scores among the assessment of material experts, assessment of media experts, and assessment of user can be seen in Table 8.
Table 8. The Comparison of Scoring Scores
No. Assessments Average Score
1. Assessment of Material Experts 92,50 %
2. Assessment of Media Experts 100,00 %
3. Assessment of Users 81,56 %
The following is a comparative diagram of the assessment of material expert judgments, media expert judgments, and user ratings.
Figure 1. The Comparison of Product Ratings
5. Conclusion
In conclusion, interactive multimedia learning based on mobile learning has been developed based on ADDIE development model which consists of 5 stages: Analysis, Design, Development, Implementation, and Evaluation. The end product of the interactive multimedia learning based on mobile learning is a file with the extension
Vol. 28, No. 16, (2019), pp. 711 - 719
“.apk”. In the application of interactive multimedia learning based on mobile learning, there are six main menus: Competence, Hints, Material, Evaluation, Game, and Profile.
The result of a feasibility study of interactive multimedia learning based on mobile learning by the material experts is 92,50% with the very feasible category, by the media expert is 100,00% with the very feasible category, and by the users is equal to 81,68%
with the very feasible category. Based on the test results, the application of interactive multimedia learning based on mobile learning on Computer Assembly subjects is very feasible to be used in the learning process. Student learning outcomes after using interactive multimedia learning based on mobile learning obtain the average score of 81.56 with the percentage of learning mastery reaches 81.56% therefore, it is included in the very good category.
References
[1] L. F. Theng and N. E. O. Mai, “Interactive multimedia learning: Innovating classroom education in a Malaysian university,” Turk. Online J. Educ. Technol., vol. 13, no. 2, pp. 99-110, 2014.
[2] M. Milovanovic, J. Obradovic, and A. Milajic, “Application of Interactive Multimedia Tools in Teaching Mathematics-Examples of Lessons from Geometry,” Turk. Online J. Educ. Technol., vol. 12, no. 1, pp. 19-31, 2013.
[3] B. S. P. Teoh and N. E. O. Tse-Kian, “Interactive multimedia learning: Students’ attitudes and learning impact in an animation course,” Turk. Online J. Educ. Technol., vol. 6, no. 4, pp. 1-10, 2007.
[4] F. M. A. Khan and M. Masood, “The Effectiveness of an Interactive Multimedia Courseware with Cooperative Mastery Approach in Enhancing Higher Order Thinking Skills in Learning Cellular Respiration,” Procedia - Soc. Behav. Sci., vol. 176, pp. 977–984, 2015.
[5] F. Hamidi, Z. M. Kharamideh, and F. Ghorbandordinejad, “Comparison of the training effects of interactive multimedia (CDs) and non-interactive media (films) on increasing learning speed, accuracy and memorization in biological science course,” Procedia Comput. Sci., vol. 3, pp. 144–148, 2011.
[6] M. S. Khalid, M. Alias, W. Razally, S. Yamin, and T. Herawan, “The Influence of Teamwork Using a Multimedia Interactive Courseware in Learning Pre-Algebra,” Procedia - Soc. Behav. Sci., vol. 8, pp.
654–662, 2010.
[7] F. M. A. Khan and M. Masood, “Potential of Interactive Multimedia Learning Courseware Using Three Different Strategies in the Learning of Biology for Matriculation Students in Malaysia,” Procedia - Soc.
Behav. Sci., vol. 116, pp. 2521–2525, 2014.
[8] K. Chachil, A. Engkamat, A. Sarkawi, and A. R. A. Shuib, “Interactive Multimedia-based Mobile Application for Learning Iban Language (I-MMAPS for Learning Iban Language),” Procedia - Soc.
Behav. Sci., vol. 167, pp. 267–273, 2015.
[9] I. K. Yusri, R. Goodwin, and C. Mooney, “Teachers and Mobile Learning Perception: Towards a Conceptual Model of Mobile Learning for Training,” Procedia - Soc. Behav. Sci., vol. 176, pp. 425–430, Feb. 2015.
[10] M. Al-Emran, H. M. Elsherif, and K. Shaalan, “Investigating attitudes towards the use of mobile learning in higher education,” Comput. Hum. Behav., vol. 56, pp. 93–102, 2016.
[11] W. W. Lee and D. L. Owens, Multimedia-based instructional design: Computer-based training, web- based training, distance broadcast training, performance-based solutions, San Francisco: Jossey-Bass, 2004.
[12] R. E. Mayer, Multimedia Learning, New York: Cambridge University Press, 2009.