The Use of Interactive Multimedia (Macromedia Flash) to Increase Creative Thinking Ability of Students in Basic Physics Subject

Marnita, M.; Ernawati, Endang

doi:10.15294/jpfi.v13i2.4603

Cited by 13 publications

(14 citation statements)

References 2 publications

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“…Experts and users agreed that multimedia can be used to support mathematics learning for deaf students. This is certainly a solution to the limitations of multimedia mathematics learning for currently available deaf students, which is of course very much needed, especially in distance learning during the COVID-19 pandemic (Margarita et al, 2018;Marnita & Ernawati, 2017;Riyanto & Gunarhadi, 2017). This multimedia can be regarded as an improvement in mathematics learning multimedia for deaf students (Beni et al, 2017;Suarsana et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Implementation of Cognitive Theory in Developing Measurement Learning Multimedia for Deaf Students

Suarsana

Sudatha

Mahayukti

et al. 2021

JPP

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The implementation of cognitive theory in multimedia development for deaf students (students with visual channels only) would be re-examined for its effectiveness. This study aimed to develop mathematics-learning multimedia based on cognitive theory for deaf students on "measurement". This development study adopted the 4D (define, design, develop, disseminate) study design. This study focused on determining the media feasibility based on expert validation, practicality trials, and effectiveness in the first year. The subjects of this study were 4 experts (content expert, learning design expert, media expert, and linguist), 2 teachers, and 7 students. The media feasibility data were collected with validation sheets, questionnaires, and tests. Furthermore, the data were analyzed using descriptive statistics. Based on the results, the feasibility level based on material experts, media experts, learning design experts, and linguists were 93.3%, 96.7%, 90%, and 93.3%, so it could be said that the developed multimedia met validity criteria. Based totally on the consequences, the multimedia practicality test for teachers and students were 95% and 93% respectively so that it could be said that multimedia met the practical criteria and the average percentage of student material mastery was 80.1% with passing grade of 71.4% so it could be said that multimedia met the effective criteria. Since the multimedia met the valid, practical, and effective criteria, it could be said that multimedia is feasible for learning.

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Section: Discussionmentioning

confidence: 99%

Implementation of Cognitive Theory in Developing Measurement Learning Multimedia for Deaf Students

Suarsana

Sudatha

Mahayukti

et al. 2021

JPP

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“…The benefits of learning media for teachers and students are to improve the learning process, make learning more authentic and permanent, save teacher time that might be wasted in delivering presentations orally and explaining lesson content, and supporting student participation in learning activities (Marnita & Ernawati, 2017;Qistina et al, 2019). Instructional media make learning accessible to a broader audience and help teachers and students overcome physical difficulties in teaching and learning (Gunawam et al, 2015;Heo & Toomey, 2020).…”

Section: Discussionmentioning

confidence: 99%

Multimedia Interactive Learning on Indonesian Language Content

Christina

Ganing

2021

IJERR

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The impact of covid-19, which requires all types of learning activities to be carried out online. As a result, teachers have limitations in finding learning media suitable for student characteristics and suitable for use in online learning conditions. The purpose of this development research was to determine the feasibility of designing interactive multimedia learning. This type of research is development research. The research model used is the ADDIE model. The subjects of this study were 3 grade III elementary school students. The data collection methods used were observation, interview and questionnaire methods. The product design test was carried out by several experts and students, learning material experts, learning design experts, instructional media experts, and individual trials consisting of three students. The form of data analysis used in this research was descriptive quantitative data analysis. Based on the results of the study, showed the feasibility percentage level of interactive multimedia according to learning material experts was 95%, the percentage level of the feasibility of interactive learning media according to learning design experts was 90%, and according to individual trials, the percentage level of the feasibility of interactive learning multimedia was 96.52% with excellent qualifications. This development research indicated that the development of interactive multimedia learning assisted was suitable for use in the learning process on Indonesian language content in literary appreciation for grade III elementary school students.

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“…The critical thinking ability of prospective teacher students on dynamic electricity material is classified as low/very less critical [23]. Students' creative thinking abilities in basic physics courses are in a low category [24]. In detail, the levels of education that are often studied are presented in Figure 5 below.…”

Section: Fig 4 Distribution Of Research Location In Indonesiamentioning

confidence: 99%

Synthesis of the 21st Century Skills (4C) Based Physics Education Research In Indonesia

Hidayatullah

Wilujeng

Nurhasanah

et al. 2021

J. Ilmu. Pend. Fisika

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The development of life in the 21st century requires a variety of skills that one must master. Physics learning in schools has a central role in providing 21st-century skills to students. Physics learning is an integrated field that facilitates 21st-century skills and much research is being done in this field. The purpose of this research is to provide a review or general overview related to 21st-century skills-based physics learning research (Communication, Collaboration, Critical Thinking, and Problem Solving, and Creativity and Innovation) in Indonesia. This type of research is a literature study. The articles analyzed are articles published in Sinta-accredited national journals with publication years ranging from 2015-2020 and Scopus indexed international journals, as well as journal research fields focusing on evaluation and learning physics. The number of articles analyzed was 300 articles from national and international journals. From 2015 to 2020, critical thinking skills were the most researched topic with a percentage of 12% and 27% of researchers did not mention the physics topic studied in their research. A lot of learning research, especially physics learning, focuses on a quantitative approach in solving problems in the field of physics education in this case related to 21st-century skills. Most of the 4C skills-based physics learning research uses a relatively small sample of under 100 samples with the majority of the research locations being found mostly focused on Bali-Nusra and Java. The research subjects most frequently researched regarding 21st-century skills are high school level (SMA/SMK/MA).

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The Use of Interactive Multimedia (Macromedia Flash) to Increase Creative Thinking Ability of Students in Basic Physics Subject

Cited by 13 publications

References 2 publications

Implementation of Cognitive Theory in Developing Measurement Learning Multimedia for Deaf Students

Implementation of Cognitive Theory in Developing Measurement Learning Multimedia for Deaf Students

Multimedia Interactive Learning on Indonesian Language Content

Synthesis of the 21st Century Skills (4C) Based Physics Education Research In Indonesia

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