Enhancement of Students’ Learning Outcomes through Interactive Multimedia

Abstract

Purpose of this study was to determine the effect of using animated video media on student learning outcomes in Solar System science subjects and to determine the improvement in student learning outcomes in class VI SDN Padurenan Jaya.The research design used is a quantitative technique using a quasi-experimental method in the form of Non-Equivalent Control Group Design. The variables in this study are, the independent variable is the use of animation media, while the dependent variable is student learning outcomes. The subjects of this study were students of class VI A and VI B at SDN Padurenan Jaya, totaling 52 students. The sample was determined by purposive sampling, namely, 28 students as the experimental group (VI A) and 26 students as the control group (VI B). Data collection techniques in this study used multiple choice tests in the form of pretest and posttest. Testing the requirements of the hypothesis using normality test (using chi squared analysis technique) and homogeneity test. The validity of the test items was carried out by expert judgment and testing instruments. The reliability of the instrument was test calculated by the Kuder-Richardson formula (KR-20) obtained r = 0.893 which means the reliability of the instrument is very high. The data analysis technique used was a separate group t-test (independent sample test). The t-test was used to determine differences in the level of student learning outcomes.Based on the results of the study, the average score for the pretest control class was 46.54 and the average posttest was 64.04; while in the experimental class the average value of the pretest was 48.39 and the average value of the posttest was 74.82. The increase in learning outcomes for the control class was 17.50 and the experimental class was 26.43. Analysis using all results posttest and tested by t-test with the acquisition of t count > t table (4.775 > 2.021), indicating that Ho is rejected and Ha is accepted, from these results it can be concluded that student learning outcomes using animated video media are greater than the results. Student learning using conventional methods (lectures or blackboards).

E-Book with Problem Based Learning to Improve Student Critical Thinking in Science Learning at Elementary School

“…The learning experience provided is in the form of identifying problems in the surrounding environment. Problem-based learning can train sensitivity and eventually trigger student action [35][36][37][38][39][40][41]. However, this activity is not only to teach students sensitivity and steps but can increase students' knowledge and literacy.…”

Space Travel: Game Development to Promote the Learning of Science Subjects about Solar Systems for 4th-Grade Students

“…Space travel game. The design and development of this game is a digital game that consists of various elements [10], which are fun, gameplay, rules, goals, interactive, adaptive, outcomes, feedback, challenge, problem-solving, interaction, representation, and story [1], [4], [7][8][9][10], [15], [18][19][20]. These elements are elaborated in Table 1, and Table 2 shows some main screens of the game.…”

“…The balance of the game's difficulty levels and elements is based on the EGameflow model as they construct and develop the game. Storytelling, entertainment, educational material, drawings, and character design [4], [6], [8][9][10], [15][16][17]. The details of the game designs in space travel are described below [18][19][20][21][22][23][24][25], [27], [30].…”

Influences of subjective norms on teachers’ intention to use social media in working

“…Ningsih and Mulyono (2019) also investigates teachers' intentions to use digital assessment resources in classrooms. As a result, the readiness of teachers to apply modern technologies is regarded as critical (Hadi et al, 2022). Furthermore, identifying the factors affecting teachers' behavioral intentions to use online social networks gives the research background to assist them in integrating technology into their teaching careers.…”