Interactive multimedia development for swimming learning and training

The media serves to direct students to gain various learning experiences. The aim of this study is to know the feasibility of interactive multimedia development in children' story of character education-based. Sources of data in this study were obtained from: 1) Respondents: 7th grade students of Junior High School Panca Budi Medan which amount to 23 students, 2) Informants: validators, students and Indonesian language teachers of Junior High School Panca Budi Medan. The results of the feasibility of learning media validation by instructional media design experts was declared "very good" The assessment of the content feasibility aspect was declared "very good" with a total average percentage of 91%. The assessment of the presentation feasibility was declared "very good" with a total average percentage of 83%. The assessment of the graphic feasibility was declared "good" with a total average percentage of 77%.

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Interactive Learning: The Use of Multimedia with Hybrid Models in Balinese Language Subjects for Grade VII Students

Indonesian Journal Of Educational Research and Review ◽

10.23887/ijerr.v4i3.40280 ◽

2021 ◽

Vol 4 (3) ◽

pp. 514

Author(s):

I Gede Ardi Suryadharma ◽

I Nyoman Jampel ◽

I Komang Sudarma

Keyword(s):

High School Students ◽

Small Group ◽

Subject Matter ◽

Interactive Multimedia ◽

Interactive Learning ◽

Hybrid Learning ◽

Learning Model ◽

Learning Design ◽

Cultural Shift ◽

Multimedia Development

The cultural shift in the era of globalization has greatly influenced the Balinese culture which is deeply ingrained for the Balinese. Therefore, innovative learning media is needed as an effort to prevent this cultural shift. This study aims to develop an interactive multimedia hybrid learning model in Balinese language subjects for seventh-grade junior high school students. Interactive learning multimedia developed using the Articulate Storyline 3 application because this application has features that are easy to use. This interactive multimedia development uses the ADDIE development model which consists of the analysis, design, development, implementation, and evaluation stages. The results of the validity of interactive multimedia development will be presented in five main points which include: subject matter experts, learning design experts, learning media experts, individual trials, and small group trials. The subjects of this study included experts, namely 1 subject matter expert, 1 learning design expert, 1 learning media expert, 3 individual test subjects, and 9 small group trial subjects. The methods used in collecting data are observation methods, interview methods, and questionnaire methods. The data analysis technique in this research is descriptive qualitative and descriptive quantitative. The data collection instrument in this study was using a questionnaire. The results of the calculation of the value of the experts (subject experts, instructional design, instructional media), individual trials, and small group trials get very good qualifications. Based on these qualifications, it can be concluded that the interactive multimedia hybrid learning model in Balinese class VII subjects is feasible to be applied to support the learning process.

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A Conceptual Architecture for the Development of Interactive Educational Media

Web-Based Intelligent E-Learning Systems ◽

10.4018/978-1-59140-729-4.ch005 ◽

2006 ◽

pp. 101-121

Author(s):

Claus Pahl

Keyword(s):

Interactive Multimedia ◽

Interaction Model ◽

Multimedia Systems ◽

Multimedia Technology ◽

Knowledge And Skills ◽

Learning And Teaching ◽

Online Setting ◽

Training Activities ◽

Educational Perspective ◽

And Training

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction.

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Pengembangan multimedia interaktif berbasis adventure game pada materi prinsip animasi

Jurnal Inovasi Teknologi Pendidikan ◽

10.21831/jitp.v6i2.28488 ◽

2020 ◽

Vol 6 (2) ◽

Author(s):

Fikri Yandi Kurniawan ◽

Sardianto Markos Siahaan ◽

Hartono Hartono

Keyword(s):

Small Group ◽

Subject Matter ◽

Interactive Multimedia ◽

Learning Design ◽

Research Development ◽

Design Development ◽

Adventure Game ◽

Multimedia Development ◽

Evaluation Phase ◽

Group 2

AbstrakMultimedia pembelajaran berbasis adventure game telah berhasil dikembangkan pada pembelajaran materi prinsip animasi di Sekolah Menengah Kejuruan. Pengembangan Multimedia interaktif menggunakan model pengembangan ADIIE Lee dan Owens dan langkahnya dari Aldoobie, mengetahui kevalidan, kepraktisan, dan efektifitas multimedia interaktif terhadap mata pelajaran prinsip animasi. Tahapan Penelitian pengembangan ini terdiri dari tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Multimedia interaktif yang telah dikembangkan kemudian diuji kevalidan oleh ahli, diuji kepraktisan oleh peserta didik, dan diuji efektifitas dengan mengimplementasikan multimedia interaktif di SMK Negeri 5 Palembang. Sementara untuk data penilaian terhadap multimedia interaktif ditujukan kepada ahli materi, ahli desain pembelajaran dan ahli media, juga peserta didik sebagai pengguna multimedia interaktif. Dari penelitian pengembangan ini didapatkan bahwa (1) multimedia interaktif teruji kevalidan dengan penilaian oleh ahli media terhadap multimedia interaktif sebesar 5 dengan kategori sangat valid, penilaian oleh ahli materi sebesar 4,45 kategori valid, dan penilaian ahli desain pembelajaran sebesar 4,52 kategori valid; (2) multimedia di uji one to one oleh 3 siswa dengan kemapuan tinggi sedang dan rendah memberikan tindak lanjut, selanjutnya multimedia interaktif teruji kepraktisannya dengan dengan penilaian Small Group menggunakan 2 kelompok yang terdiri dari 4 orang siswa memahami materi dan 4 orang siswa yang belum begitu memahami materi prinsip animasi dengan hasil efektifitas kelompok 1 nilai N-gain 0,69 kategori sedang dengan praktikalitas 4,61 kategori praktis dan kelompok 2 nilai N-gain 0,51 degan praktikalitas 4,54 kategori praktis; (3) multimedia interaktif teruji efektifitas meningkatkan hasil belajar peserta didik dilihat dari adanya gain sebesar 0,70 yang termasuk kedalam kategori tinggi.Kata kunci: adventure game, multimedia interaktif, prinsip animasi AbstractInteractive multimedia adventure game based has successfully developed for materials principal of animation in Vocational High School. Interactive Multimedia Development using the ADDIE Lee and Owens development model and steps from Aldoobie, to know validity, practicality, and effectiveness interactive multimedia on the subject matter of principal animation. This research development stages consists of the analysis, design, development, implementation, and evaluation phase. Interactive Learning that has been developed and then tested validity by experts, tested practicality by students, and tested for effectiveness by implementation interactive multimedia in SMK Negeri 5 Palembang. As for the assessment data of interactive multimedia which is addressed to subject matter experts, learning design experts and media experts, as well as the students as the interactive multimedia users. From this research development, it was found that (1)the interactive multimedia tested with media experts on interactive multimedia of 5 with a very valid category, the assessment by material experts is 4.45 valid categories, and learning design expert judgment at 4.52 valid categories; (2) multimedia was tested one by one by 3 students with moderate to high and low ability to provide andthen interactive multimedia proven practicality with the Small Group assessment using 2 groups consisting of 4 students understand the material and 4 students who do not really understand the principles of animation with the results of group 1 effectiveness N-gain is 0.69 in the medium category with a practicality of 4.61 in the practical category and group 2 N-gain values 0.51 with practicality of 4.54 practical categories; (3) interactive multimedia has been effectiveness tested to improving students learning outcomes seen from gain of 0.70 included into high category.Keywords: adventure game, interactive multimedia, principal of animation

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INITIAL ABILITY READING JAVANESE SCRIPT TO PARTICIPANTS IN CLASS IV SDN KUTOREJO I TUBAN ON MATERIAL SANDHANGAN

JURNAL PENDIDIKAN DASAR NUSANTARA ◽

10.29407/jpdn.v4i1.12204 ◽

2018 ◽

Vol 4 (1) ◽

pp. 101

Author(s):

Wendri Wiratsiwi

Keyword(s):

Reading Ability ◽

Interactive Multimedia ◽

Early Reading ◽

Reading Skill ◽

Development Research ◽

Multimedia Development ◽

Preliminary Research ◽

Academic Year ◽

Class Iv ◽

Literacy Test

A preliminary research was conducted which was aimed to determine the ability of early reading of Javanese literacy students class IV SDN Kutorejo I Tuban on sandhangan material consisting of three indicators namely the accuracy of voicing writing, pronunciation, and fluency. This preliminary research is part of the interactive multimedia development research of Arawa (Aplikasi Aksara Jawa) for learning reading Javanese script of sandhangan material. The first literacy test of Javanese literacy test consists of 10 words of Javanese script that has been added with sandhangan swara, sandhangan wyanjana, and sandhangan penyigeg-wanda. Early reading ability of Javanese script analyzed is reading skill of Javanese learner of class IV student of SDN Kutorejo I Tuban academic year 2017/2018 before implemented an interactive multimedia development Arawa (Aplikasi Aksara Jawa) that allegedly can improve the reading ability of Javanese learner. The result of the analysis showed that the early reading ability of students in grade IV of SDN Kutorejo I which got the score of KKM or ≥ 70 was 27.02% (10 students) with the highest score 82 and 72,98% (27 students) below 70 with the lowest score of 25

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Teacher's Role in Interactive Multimedia Development (An Overview of Teacher Competencies and Its Relation to Interactive Media)

10.31219/osf.io/tvka5 ◽

2021 ◽

Author(s):

Huriyah Padhilah Anasti

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Interactive Multimedia ◽

Interactive Media ◽

Teacher Competencies ◽

Learning Patterns ◽

Teacher’S Role ◽

Learning Success ◽

Process Learning ◽

Multimedia Development

Learning media is the most important part in a learning process. Learning media is a tool used to assist the teaching and learning process. The purpose of using learning media is to stimulate learning patterns in order to achieve learning success and achieve the desired goals. The development and use of interactive multimedia-based learning media certainly cannot be separated from the competencies possessed by the teacher. This is because the teacher plays a role in all forms of the learning process.

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Construct 2 Interactive Multimedia for Temperature and Heat Topic: A Multimedia Development for Senior High School Learning

Indonesian Journal of Science and Mathematics Education ◽

10.24042/ijsme.v3i3.8673 ◽

2020 ◽

Vol 3 (3) ◽

pp. 336-346

Author(s):

Putri Maharani ◽

Ardian Asyhari

Keyword(s):

Small Group ◽

Interactive Multimedia ◽

Field Trials ◽

Percentage Score ◽

R And D ◽

Is Research ◽

Multimedia Development ◽

The Media ◽

School Learning ◽

Two Stages

This study aimed to develop interactive multimedia using construct 2 on the topic of temperature and heat. The research method used is Research and Development (R and D) which adopted the development of Borg and Gall. Based on the results of the validation from the content experts, the results obtained were 81% in the very good category, and the media experts gave a score of 94% for the very good category, and the results of the teacher’s response obtained a percentage score of 77% in the good category. Then interactive multimedia was tested through two stages, small group trials and field trials. The average results obtained were 83.6% for small group trials, and the results of field trials in three schools were 85%, 84%, and 84%, and the average was 85.7% in the very good category. So, it can be concluded that interactive multimedia is feasible and good for use in learning.

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The Chalkboard-less Classroom

HortScience ◽

10.21273/hortsci.31.4.697c ◽

1996 ◽

Vol 31 (4) ◽

pp. 697c-697

Author(s):

Douglas C Needham

Keyword(s):

Interactive Multimedia ◽

Multimedia Applications ◽

Sesame Street ◽

Computer Hardware ◽

Long Term Memory ◽

Television Programs ◽

New Concepts ◽

Multimedia Development ◽

Task Lighting ◽

Audio Video

Classrooms are radically changing across the nation's campuses. Rooms that were once dominated by bright lights, chalkboards, and overhead projectors are being transformed into multimedia “Master Classrooms,” complete with task lighting, video projectors, visualizers, laserdisk and videotape players, soft boards, and computers. What are these pieces of equipment, how much do they cost, and how can they be implemented into horticultural curriculum? Just as our college students teethed on television programs such as Sesame Street when they were toddlers, they now are continuing to learn through a combination of audio, video, and kinesthetic stimulation in the classroom. Computer hardware and software empowers today's educator with a multimedia development studio on his/her desktop to create simple “slide” presentations or complex, interactive multimedia applications. However, it is not multimedia itself, any more than it was the chalkboard, that makes a powerfully educational presentation; rather it is the educator's creativity, utilization of instructional methods, and delivery. Interactive, multimedia development software allows the educator to address different styles and paces of learning as he or she develops a lesson. Through on-screen hot spots, movable objects, buttons, etc., the educator engages the learner's attention and provides the opportunity for the learner to rehearse a concept as often and repeatedly as necessary to encode the information for later retrieval and application to new concepts. Given the power of this new medium to visually and audibly present information, how does the educator avoid overloading the learner? Although multimedia applications readily engage the learner, it takes careful programming by the educator to maintain and direct the learner's attention to ensure transfer of the information from short- to long-term memory.

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