The Use of Animated Elements to Increase Students’ Understanding in Geography Subjects

Abstract

This study aims to analyze the level, relationship, and contribution among the variables of readiness, motivation, interest, and attitude towards animated elements application in the subject of geography among Form 1, secondary school students in Jempol district, Negeri Sembilan. This study used a quantitative approach with a survey design and questionnaires. The sample of the study consisted of 320 first grade students selected by simple random sampling, while the selection of the school was done by stratified random sampling. Descriptive analyzes (mean, percentage) and inferential analyzes (Pearson correlation, linear regression) were used to answer each study question. The results of the study show that willingness (M = 4.707, SP = .438), motivation (M = 4.750, SP = .421), interest (M = 4.784, SP = .388), and attitude toward the use of animation elements (M = 4.747 and SP = .469) are at a high level. The results of Pearson correlation analysis showed that there was a significant positive relationship between attitude toward using animation elements versus willingness r (.855) =. 000, p <.01, motivation r (.928) =. 000, p <.01, and interest r (.893) =. 000, p <.01. In addition, linear regression analysis showed that motivation and interest contributed 89.5 percent to students' attitudes toward using animated elements in the subject of geography with a value of R2 = .895, F = 896.596, p <.005. In conclusion, this study shows that students' willingness, motivation, and interest in using animated elements in the subject of geography are very high. This shows that the use of animated elements in the formal education of teachers in schools leads to changes in students' learning in the study area. The results of this study can be used by schoolteachers or subject teachers to improve the use of animated elements as a teaching tool in geography for students' learning.