Validity of Interactive Multimedia with 3D Visualization to Practice the Spatial Visual Intelligence of Class X High School Students on Metallic Bonding Materials

Abstract

This study aims to determine the validity of Interactive Multimedia with 3D Visualization to Train the Spatial Visual Intelligence of Class X High School Students on MetallicBonding Materials. Validity is tested through quality of content and goals, instructional quality, and technical quality. Development is carried out using the ADDIE model (Analysis, Design, Development or Production, Implementation or Delivery and Evaluations). This research is limited only in 3 stages, namely Analysis, Design, and Development. Interactive multimedia is said to be valid if the minimum achievement level scores in the range 61-80 with good qualifications based on the eligibility criteria and product revisions which are adaptations of Siti Muriati, 2013. Based on the analysis that has been done, it is found that interactive multimedia with 3D visualization developed is stated valid with an average percentage of content validation by material experts that is 96% and construct validation by material experts that is 91.82% are in the feasible category with a very good predicate. Thus, the results of this study indicate that interactive multimedia with 3D visualization on metal bonding material can be declared valid. Keywords-3D interactive multimedia, spatial visuals, metal bonds.

Interactive Multimedia by Stimulating Visual-Spatial Intelligence Trial

“…Such as research conducted by (Isaloka & Dwiningsih, 2020) shows that interactive multimedia with visual-spatial-oriented meets validity and practicality requirements. Corresponding to another research that also shows that multimedia using 3D virtual modeling and visualization is valid and can be used as an instrument for enhancing students" understanding (Dwiningsih & Safitri, 2020;Nurviandy et al, 2020). Visualization of the concept inside interactive multimedia in form of both twodimensional and three-dimensional could be used for communicating concepts to students as well as to foster or stimulate visual-spatial intelligence.…”

Multimedia Interaktif dengan Penstimulasian Intelegensi Visual Spasial pada submateri Ikatan Kovalen

“…Hal tersebut dikarenakan multimedia interaktif merupakan media yang menggabungkan teks, gambar, video, animasi dan suara untuk menyampaikan suatu pesan dan informasi, melalui media elektronik sehingga dapat membantu peserta didik memvisualisasikan materi ikatan kimia yang bersifat abstrak tersebut [7,8]. Visualisasi yang ada pada multimedia interaktif merupakan salah satu cara untuk mengkomunikasikan konsep kepada peserta didik dan menggunakan serangkaian operasi kognitif dalam domain spasial sehingga melibatkan kemampuan visuospatial (intelegensi visual spasial) peserta didik yang mendukung peserta didik untuk melakukan operasi kognitif [9,10]. Multimedia bukan hanya mampu memvisualisasi konsep namun juga menyediakan latihan yang dapat dilakukan berulang-ulang dengan umpan balik.…”

Development Interactive Multimedia Using 3D Virtual Modelling on Intermolecular Forces Matter

“…Multimedia conducted as concept building thus, students have to answer the questions to obtain the concept. While answering questions, students will stimulate by animation and illustration for better understanding in intermolecular concept [2] [7].…”

“…As a knowledge, chemistry involves an abstract concept which unseen by vision sense. This abstractness feature made chemistry be one of difficult subjects for some high school students because this concepst can not be actualized, and must be drawn in to scheme or model [2]. Thus, to ease in learning chemistry needs multiple representations to visualize the abstractness concept.…”