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MEDIA DEVELOPMENT BASED LEARNING TUTORIAL
PROCESSED DOCUMENTS ON THE SUBJECT SPREADSHEETS
LEARNING TO IMPROVE STUDENT ACHIEVEMENT SMA
LABORATORY CLASS X UM

Sujito & Muladi
Malang State University

Abstract:
Learning to processing software numbers still largely using a variety of media, just by learning to
dwell on the student worksheets, books, and slide presentations. This causes the students'
motivation to learn is reduced. To solve the problem-based learning tutorials created media. This
application could be an alternative to motivate and facilitate students in understanding the software
processing of numbers. Instructional media are capable of inflicting great fascination for learning,
because the design of learning media using Adobe Flash CS4 software is capable of displaying
material processing software in an interactive rate with a combination of animated images, text and
sound.

Keywords: development, instructional media, tutorials, learning achievement

The development of technology, especially computers have achieved a very impressive
development. Almost all areas of work have been controlled by a computer. Jobs that used to require a
lot of manpower, has now been replaced by machines, which are all computer controlled.
The same as other fields, computers are also very close to the world of education. Even the
computer has become a compulsory subject in schools. Many jobs in the world of education that can
be aided by computer work. Type, count, look for the subject matter of the internet, and other work,
has become a regular menu in the school computer. Currently the integration of computers with
learning becomes very important. Collaboration both can overcome the problems of students while
studying.
So far, most students learn because they are lazy reasonable too saturated or confused by what
method they should learn. But with the help of computers can encourage students to engage actively
and collaboratively in the learning process. The presence of various media allows interactive learning
delivered through the support of visualization images or animations that provide new experiences for
students. The presence of media in teaching can enhance students' motivation. Motivated students who
are better then student achievement will also be good.
The success of students in the learning process in learning, especially on the subjects of
Information and Communications Technology (ICT) can be measured by the success of students who
follow these activities. That success can be seen from the results of learning, mastery of the material
and student achievement. The higher the mastery of the material and learning achievement, the higher
the success rate of learning.
To achieve this goal we need a medium of learning that is organized and arranged
systematically in order to achieve the learning objectives and to gain skills in developing effective
learning undertaken by teachers and students. All this comes at a concept, that ICT is easily
understood and remembered by students if the concepts are presented through the procedures and
measures are appropriate, clear, and interesting.
In some schools, teachers still use the media that seem modest in learning. They still do not
have the will to develop media that can be applied in learning or even have adequate facilities are
provided. One is at the high school laboratory UM, here the media utilization is not maximized. This
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leads to student learning outcomes is still in the range of minimum criteria for completeness (KKM)
ICT subjects that are established by the school, which is 75. For example in the class X8, the daily
tests I of 39 students, only 3 students who have a value of 75, and the highest value is only 77. It can
be concluded that of 39 students, 36 students had scores below KKM. The number of students who did
not complete the study showed that the learning process has not been successful.
In some schools, teachers still use the media that seem modest in learning. They still do not
have the will to develop media that can be applied in learning or even have adequate facilities are
provided. One is at the high school laboratory UM, here the media utilization is not maximized. This
leads to student learning outcomes is still in the range of minimum criteria for completeness (KKM)
ICT subjects that are established by the school, which is 75. For example in the class X8, the daily
tests I of 39 students, only 3 students who have a value of 75, and the highest value is only 77. It can
be concluded that of 39 students, 36 students had scores below KKM. The number of students who did
not complete the study showed that the learning process has not been successful.
There are several causes of low student thoroughness of which (1) ineffectiveness methods used
in teaching, (2) The lack of utilization of instructional media, (3) The low interest of students to attend
lessons, (4) Lack of motivation in students, (5) The class of too crowded, (6) lack of concern of
teachers toward students. All these problems must be addressed immediately so as not to impact on
student achievement decreased.
The problems highlighted in this study only the second factor, namely the lack of utilization of
instructional media. So far, the media used have varied and limited only to Student Worksheet (BLM),
module, and slide (PowerPoint). Lack of variation in the use of the media led to an interest of students
towards ICT lessons to be less. Students tend not to pay attention to the explanation given by the
teacher. They prefer to do other things not related to teaching and learning, such as: playing phone or
computer, talking to friends, or open another application in a computer that has nothing to do with the
material (in this case is the application Ms.Office Excel , 2007).
Lack of attention causes students to be passive classroom. Therefore, teachers should develop a
medium of learning in a creative, innovative, and creative atmosphere that can minimize the passive
learning.
Medium of learning can make students interested in taking lessons so that the material can be
conveyed well. Gale Edgar in Latuheru (1988:22) states that media attention to learning can make
students to instructional materials will be higher and the students will gain concrete experience.
Besides learning media can also make it difficult to forget the material students have learned.
The selection of instructional media tailored to the subject matter presented. This is because
there are some media that do not correspond to a certain subject. The selected subjects can be
presented properly without reducing it. Therefore, in this study selected subjects according to the
tutorial model of spreadsheets processed documents with text, tables, graphs, drawings, and diagrams.
The subject was chosen because it contains material that is quite difficult. One difficulty is in
understanding the use of a formula or function. There are many students who are either in the write
function, for example wrong in laying the commas and parentheses, incorrect data in determining the
reference of a function, the format is still not functioning properly, and remember to always start a
function with an equal sign (= ).
Several similar studies have been done before is the research conducted by the Rev. Novian
Setiabudi entitled "Development of Media-Based Learning Multimedia for discussion Subjects
Physics Rectilinear Kinematics". Based on trial results can be seen that the media can be used to help
develop learning physics subjects, particularly subjects Rectilinear kinematics. In addition to research
conducted by Asnewastri with the title "Learning Media Usage Effectiveness In Improving Student
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Achievement Lesson In History". The study concluded that media influence learning increased student
achievement on the subjects of History. The amount of media influence learning on student
achievement is 40%. Based on the above problems and based on the results obtained by the developer
before the media, presumably when it developed a fitting medium of learning that can help improve
student achievement. Therefore, the study made the title "Development of Media-Based Learning
Tutorial The Document Processing Processing Highlights Figures To Improve Student Achievement
High School Class X UM Laboratory". This study has several objectives, including: (1) Designing a
media-based learning tutorial on the subject of the document processing spreadsheets, (2) Develop a
media-based learning tutorial on the subject of the document processing spreadsheets, and (3) Know
the difference before and learning achievement after using media-based learning tutorial on the subject
of processing document processing class X of UM Laboratory High School.

Methods
Development of instructional media using Borg and Gall development model that has been
modified to suit the media being developed. This model was chosen because of its working procedures
are very concerned about the needs and the real situation in schools, systematic, and cyclical. Starting
from the needs analysis, planning, product development, testing, revision, pre-test, implementation,
post-test, analysis, and reporting. Individual test here was a test conducted by experts and the media
matter experts, small group testing is a trial conducted by some students as a sample of media users.
Another factor Borg and Gall Model selection is because it has not been used by the developers before
the media, thus opening the opportunity to prove that by using this model can a well-developed media
Research encompassed three subjects try, that is: media specialists, material specialists, and
students. Media experts as the validator a two-person, where they are competent in the field of
multimedia. General qualifications to become a graduate of minimal Strata 1 (S1) and have experience
in the field of multimedia. Matter experts who are competent or understand about the word processing
software both in theory and in practice. Additionally matter experts are people who understand about
the state of experimental class students. This is done so that the material provided will conform to state
students from that class.
As for the target users of the product is a student who was studying in Class X High School
Laboratory of UM. The data obtained are qualitative and quantitative data. The qualitative data
generated from the responses of experts and the media matter experts. While the quantitative data in
the form of the questionnaire scores of media experts, content experts, and students as well as scores
of pretest and post-test.
Questionnaire used in this study is an enclosed questionnaire alternati answer has been provided
so respondents can just choose the answer there. Calculation of the questionnaire score was calculated
from the score of an answer for each question. There are four kinds of answers along with the
assessment scores, very good (4), good (3), poor (2) and bad (1). To find used student achievement
tests. The test used was a multiple choice test consists of 25 questions. There are two kinds of tests in
this study, that is pre-test and post-test. Pre-test conducted before learning with media, which aims to
determine students' abilities and previous knowledge on the subject to be studied. While the post-test
conducted at the end of the lesson in order to determine student achievement after using the media.
Problem is there in the pre-test is equal to the matter at the post-test. According Sudijono
(2008:70) the contents or materials on the final test is the learning materials are considered important
and usually the final test script similar to the initial test. In this way will note an increase in student
achievement after a process of learning by using instructional media.
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To analyze the final value of each item on a questionnaire item that has been filled by the
development of matter experts, media specialists, and students use a percentage formula. Grading
scale is used referring to Arikunto (2006). This scale was chosen because it is simple and easy to
make. In addition, because the most widely used in the measurement. If the analytical results obtained
criterion A (80% -100%), the media is included in the qualification is valid, and fit for use as a
medium of learning. For criterion B (60% -79%) media is considered quite valid, and enough to be
used as a medium of learning. If the criterion C (50% -59%), the media, including the qualifications
are less valid and should be revised, that is not fit for use as a medium of learning. As for the criterion
D (0% -49%) including qualifying media is invalid and must be replaced. To find out about the
validity of the following formula is used (Arikunto, 2006:170):

(1)

(2)

(3)


Where P is the percentage of overall data item, Σx is the sum of respondent's answer in a single
item, and Σxi is the ideal number of values in a single item, which i have a span ranging from i1, i2, i3,
... iN and N states the number of respondents. Where

is the point biserial correlation
coefficient,

is the average total score of items answered correctly on the matter,

the average
total score,

is the standard deviation of the total score, p the proportion of students who answered
correctly on each point problems, q is the proportion of students who answered one in every grain of
matter. Grain test items said to be valid if the study results rhitung ≥ rtabel, with rtabel = 0.396. To
measure student achievement, then the data used is the pre-test and post-test. These data were then
compared to get the t-test. The formula used is as follows (Arikunto, 2006:306).

(4)
Where is the mean of the differences in pre-test to post-test, is the sum of squared
deviations, and N is the subject of the sample., 2006:306).

Results
Instructional media designed using a model of Borg and Gall and by using the software Adobe
Flash CS4. Instructional media presentation consisting of text, sound, images, and animations that
come with the material and the questions (evaluation). Objects that exist in the medium of learning is
made as attractive as possible so that students are expected to be more interested. Instructional media
developed can run on computers with minimum specifications: Windows operating system, Intel
Pentium 450MHz, 64MB Memory, 32MB VGA, 30MB hard drive.
Based on the validation has been done to the overall media expert stated that the application has
been good. Of media experts obtained an average yield of 95%. Based on predetermined criteria can
be explained that the media has met the criteria for valid study, but by doing some revision. Display
design used was according to the material. Number of scores of media experts for this item is 7 with a
percentage of 87.5%. Based on eligibility criteria, including qualifying percentage is valid / feasible.
Number of scores of media experts for the second item is the percentage of 100% 8. Based on
eligibility criteria, including qualifying percentage is valid / feasible. This means that images /
illustrations used in the media is clear So it is with the clarity of the text used is also obvious. It can be
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seen from the scores of media experts for each item that is 8 by the percentage of 100%. Based on
eligibility criteria, the percentage is included in the qualification valid / feasible. For the fourth item is
the suitability of the layout of the display menu is good. Number of scores of media experts for this
item is 8 by the percentage of 100%. Based on eligibility criteria, including qualifying percentage is
valid / feasible. Blend composition is a nice color. Number of scores of media experts for this item is 8
by the percentage of 100%. Based on eligibility criteria, including qualifying percentage is valid /
feasible. Images and animations that are used are interesting. Number of scores of media experts for
this item is 8 by the percentage of 100%. Based on eligibility criteria, including qualifying percentage
is valid / feasible. Display design that is consistent. Number of scores of media experts for this is the
seventh item 8 with the percentage of 100%. Based on eligibility criteria, including qualifying
percentage is valid / feasible. Media experts to score six in the eighth item with a percentage of 75%.
Based on eligibility criteria, including qualifying percentage is valid enough / good enough. This
means that any assistance or guidance in the media has been pretty good. Media performance /
response time is good media. Number of scores of media experts for this item is 8 by the percentage of
100%. Based on eligibility criteria, including qualifying percentage is valid / feasible.
The functionality of the navigation buttons or to have good amount of scores of media experts
for this item is 7 with a percentage of 87.50%. Based on eligibility criteria, including qualifying
percentage is valid / feasible. Overall operation of the media is enough already. Number of scores of
media experts for this item is 6 by the percentage of 75%. Based on eligibility criteria, including
qualifying percentage is pretty valid / good enough. Design view in the media is understandable and
interesting This can be seen from the scores of media experts for these two items respectively,
amounting to 8 with a percentage of 100%. Based on eligibility criteria, including qualifying
percentage is valid / feasible. The interaction between the user and the media is good. Number of
scores of media experts for this item is 8 by the percentage of 100%. Based on eligibility criteria,
including qualifying percentage is valid / feasible. On the whole media is feasible to use in learning.
Number of scores of media experts for this item is 8 by the percentage of 100%. Based on eligibility
criteria, including qualifying percentage is valid / feasible.
Based on the validation was done to the whole matter experts stated that the application is in
conformity with the existing material. The average value of the materials expert at 92.50%.
Based on predetermined criteria can be explained that the media has met the criteria for valid
study, but by doing some revision. Material submitted in accordance with the purpose of this study can
be seen from the score this matter experts for the respective item number 4 by the percentage of 100%.
Based on eligibility criteria, including qualifying percentage is valid / feasible. For the second item is
the clarity of the content of the material presented was good. Number of scores matter experts for this
item is 4 with a percentage of 100%. Based on eligibility criteria, including qualifying percentage is
valid / feasible. Understanding of the material is pretty easy. Matter experts for the total score is the
third item 4 with the percentage of 100%. Based on eligibility criteria, including qualifying percentage
is valid / feasible. The presentation of the material is able to motivate Total scores matter experts for
this item is 4 with a percentage of 100%. Based on eligibility criteria, including qualifying percentage
is valid / feasible. As for the presentation of the material has been presented in an interactive
(involving students) Total score matter experts for this item is 4 with a percentage of 100%. Based on
eligibility criteria, including qualifying percentage is valid / feasible. Media has been able to provide
additional information needed by students. Number of scores matter experts for this item is 4 with a
percentage of 100%. Based on eligibility criteria, including qualifying percentage is valid / feasible.
As for the use of language, experts claim to have the material according to student ability level.
Number of scores matter experts for this item is 3 with a percentage of 75%. Based on eligibility
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criteria, including qualifying percentage is valid enough / good enough. No word or phrase that means
multiple (ambiguous) total score matter experts for this item is 3 with a percentage of 75%. Based on
eligibility criteria, including qualifying percentage is valid enough / good enough. Words and
sentences are in accordance with the Indonesian language that is correct. Matter experts for the total
score is the ninth item 3 with the percentage of 75%. Based on eligibility criteria, including qualifying
percentage is valid enough / good enough. For the tenth item is about the suitability of the content of
the material is good. Number of scores matter experts for this item is 4 with a percentage of 100%.
Based on eligibility criteria, including qualifying percentage is valid / feasible.
Based on the validation by the students gained an average of 91.87%. These results have met
the criteria for valid, so the media is ready to apply the learning in the classroom. Overall it was worth
learning media for use in teaching and learning. For the first item is the clarity of the material is good.
Number of scores of students for this item is 70 with a percentage of 87.50%. Based on eligibility
criteria, including qualifying percentage is valid / feasible. Images and animations are suitable.
Number of scores of students for the second item is the percentage of 74 to 92.50%. Based on
eligibility criteria, including qualifying percentage is valid / feasible. The third item has a total score of
73 with a percentage of 91.25%. Based on eligibility criteria, including qualifying percentage is valid /
feasible. This means that students have been attracted by the displays are on the media. The language
used is easily understood by students. The number of scores for this item is 75 with a 93.75%
percentage. Based on eligibility criteria, including qualifying percentage is valid / feasible. Media is
easy to operate. Number of scores of students for this item is 75 with a percentage of 93.75%. Based
on eligibility criteria, including qualifying percentage is valid / feasible. From the results it is known
that students do not experience significant difficulties in carrying out the learning media. The buttons
in the media is functioning properly. The number of student scores for the sixth item is the percentage
of 75 with 93.75%. Based on eligibility criteria, including qualifying percentage is valid / feasible. The
material is well understood by students. Number of scores of students for this item is 75 with a
percentage of 93.75%. Based on eligibility criteria, including qualifying percentage is valid / feasible.
Motivation to learn increases after using the media number of scores of students for this item is 71
with a percentage of 88.75%. Based on eligibility criteria, including qualifying percentage is valid /
feasible. From the calculation of the table with SPSS and found that the probability (Sig.) worth 0000,
and for valuable tcount 11:07, while for the tTable (0.05; 38) is worth 1686 So, the Sig. (0000) <0.05
and tcount (11 079)> tTable (1686). Can be concluded that the pre-test and post-test significantly
different.

Discussion
Based on the results of analysis has been done, it is known that the media have produced viable
for use in teaching and learning, but by having multiple revisions. It can be seen from the results of the
validation media specialists by 95%, amounting to 92.50% matter experts, and from students at
91.87%. It also can be seen that student achievement on the subject of spreadsheets processed
documents with text, tables, graphs, drawings, and diagrams with the use of media-based learning
tutorials higher student achievement without the use of media-based learning tutorials. It can be seen
from the difference between the average value of post-test and pre-test, that is equal to 20:11.
Moreover, it also demonstrated the value of Sig. (0000)> 0.05 and tcount (11 079) <TTable (1686).
Differences can also be seen from the KKM (75). In the test before using instructional media are
students who have scores below KKM as many as 33 students while using the media after learning of
all students have met the KKM. From these data shows that the students after using the medium of
learning has a level of thoroughness / graduation of students at 100%, higher than the value of
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students' prior use of learning media ketuntasannya only 13:16% level. Increased achievement of this
learning occurs due to the presentation of material in a medium of learning is more interesting for
students to increase their interest in learning. In line with the opinion quoted by Edgar Latuheru Gale
(1988) who said that the attention of students to instructional materials will be higher if the use of
media in teaching and learning. High attention will have an impact on students' understanding of the
higher. Thus can be explained that the students learn to use instructional media better academic
achievement than student achievement before using instructional media. This means learning media in
accordance with the original purpose, namely to improve student achievement.

Conclusion
The results of product development which has been revised based on results of feasibility trials are: (1)
Media Learning designed using a model of Borg and Gall and by using the software Adobe Flash CS4.
Instructional media presentation consisting of text, sound, images, and animations that come with the
material and the questions (evaluation). Objects that exist in the medium of learning is made as
attractive as possible so that students are expected to be more interested. Instructional media
developed can run on computers with minimum specifications: Windows operating system, Intel
Pentium 450MHz, 64MB Memory, 32MB VGA, 30MB hard drive, (2) Media generated learning
consists of several main parts, the first part is the intro, the part that The second is the instructions for
using the media, the third part is the initial (home), the fourth part is the material, the fifth part is the
evaluation, and the sixth is a glimpse of the product. Advantage of media-based learning tutorial is the
students' attention to the subject matter becomes higher, the students dared to work independently,
students may repeat the same materials to enhance understanding, students become more eager to
learn, student achievement is higher. In addition to excellence, media-based learning tutorial also has
some limitations As for some of the limitations of the material presented is only focused on the KD,
the issue of evaluation needs to be increased and more varied. But with all these limitations, this
tutorial-based learning media still offer enough facilities to enhance student motivation and learning
achievement. Instructional media for use in teaching has undergone several revisions, which are:
Change position on the main menu, additional explanations on any matter, improvement in the "help"
the consistency of the navigation buttons. On the matter "to enter the formula" made more compact
and simpler, change the name of "aid" to "glance" product. The contents of the "matter" in the menu
"at a glance the product" contains a glimpse of the material in the media, added to the menu "SK /
KD" on the "glance" product, instructions for using the media to move its position, the assistance is in
the material is made more interactive , (3) Learning Media has developed is feasible, both in terms of
content / material, appearance, and ease of use as a medium of learning. It can be seen from the results
of the validation media specialists by 95%, amounting to 92.50% matter experts, and of students as
media users by 91.87%. Media that has been generated otherwise can be used in learning and have
been able to improve student achievement. It can be seen from the difference between the average
value of post-test and pre-test, that is equal to 20:11. In addition, the difference is also indicated by the
Sig. (0000) <0.05 and tcount (11 079)> TTable (1686). Instructional media that have been developed
are expected to be useful in supporting the X-class school ICT learning semester in high school
especially UM Laboratory. Some suggestions related to the development of this learning media, are:
(1) Media has developed the learning is limited to a particular subject, for it needs to be further
developed learning media to another subject, (2) It is expected that the quality of sustainable
innovation of instructional media have a better quality so that student achievement should be maximal,
(3) Media lessons have been developed can be used as an alternative to solving the problem of ICT
learning in high school, (4) In subsequent media development, preferably in the media about the
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evaluation is made more and the random variable (random), (5) Teachers should increasingly seek to
improve, particularly those associated with the use of instructional media so that when the process of
learning to use the media can be more motivating students.

References
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[2] Borg,W.R & Gall,M.D. 2001. Educational research: An introduction. New York: Longman Inc.
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[6] Hendriayana, Ari. 2006. Pengaruh Penggunaan Media Vcd Dan Cd Media pembelajaran
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Semester 1 Sma Negeri 1 Kersana Brebes. Skripsi tidak diterbitkan. Semarang: MIPA UNNES.
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[8] Latuheru, John D. 1988. Media pembelajaran dalam proses belajar-mengajar masa kini.
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[11]Wikipedia. 1Januari 2011. Adobe Flash, Diakses 5 Februari 2011 dari
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