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DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED ON

ANIMATION ON STARTER SYSTEM MATERIAL


FOR VOCATIONAL STUDENTS

Arif Priambodo 1 , Zainal Arifin2


Yogyakarta State University , Yogyakarta State University
ambodo13@gmail.com

ABSTRACT

Development of Interactive Learning Media Based on Animation on Starter System Material for Vocational
Students. Graduate school, Yogyakarta State University, 2018. This research aims to: 1) Developing interactive
animated learning media products on starter sys tem materials for light electrical vehicle maintenance subjects. 2)
Knowing the effectiveness of interactive animation-based learning media products on starter system materials for
light vehicle electrical maintenance subjects viewed from the aspects of display, program, and interactive based
on student responses. The research model used is the development model of ADDIE developed by Branch . This
research was conducted at SMK PGRI 4 Ngawi. Instruments used to obtain data are interviews and questionnaires.
Product development is validated by material experts and media experts, then tested small (limited) and large trials
(field). The results of this development research as follows: 1) The result of analysis of developed media show that
it is feasible to be used in learning or in a good category. 2) The results of the assessment show that the display,
the program aspect and the interactive aspect, all of which in the good category.

Keywords: learning media, interactive, animation, starter system

INTRODUCTION materials, methods, media, and evaluation [3].


Learning methods that have been used in the
Education has an important role in the
classroom still need to be refined. Teaching
development of the quality of human resources.
methods that teachers often use is a lecture
21st century education is a challenge for
method. This lecture method can be combined
teachers as educators, and vocational secondary
with the use of learning media that utilizes
schools as educational institutions that print
computer technology. One of the efforts to
graduates who are ready to work. The 21st
improve the quality of learning is by presenting
century skills curriculum is useful for students
innovative learning materials, and attract
and teachers to prepare for future careers, where
students to learn through the media pursuit.
creativity and skills in using technology are the
The use of instructional media is very
key to success [1]. The concept of 21st century
important in the learning process. Learning
education becomes a learning challenge for
media that teachers often use in learning
teachers as educators, and schools for the place
activities is the conventional learning media
of learning organizers that education can be
(blackboard). The use of learning media can
integrated with the development of technology
improve students 'understanding of the subject
and communication. The students are required
matter and able to improve students' learning
to have skills, knowledge, and the ability in the
motivation. The use of media in the learning
technology, media, and information field,
process aims for the learning process can take
learning skills, innovation as well as life and
place effectively and efficient so that the quality
career’s skills [2].
of education can be improved [4]. Students will
Learning is said to be a system in which
learn more and better understand the lessons
it contains an interrelated and continuous
through visual aids such as pictures, videos and
component that aims to achieve a defined goal.
movies [5]. This proves that the media-based
Learning components include objectives,
learning technology and communication is very Rwambiwa & Mamvuto explained if to improve
good if used in the media learning in the the learning process there is a need to use
classroom. There was a significant difference learning and technology media with the aim of
between students using the developed increasing student learning interest. All levels
instructional media and those who did not [6]. of education must be able to utilize the media,
One form of application that can be used both modern media and traditional media [12].
in learning is multimedia [7]. The advantages of Omodara O.D. & E.I. explained that media
interactive multimedia programs related to education and multimedia technology have a
interactivity elements that provide opportunities positive impact on the teaching and learning
for learners to respond, and perform various process [13]. Based on the research described
activities that eventually can also be responded above, it can be concluded that animation-based
back by a multimedia program with a feedback learning media has a positive impact. The
[8]. Multimedia forces users to interact with the results of each study can be categorized as
material. This interaction varies as the user is feasible, valid, and good to be used as learning
able to select the material to be learned, move media in schools. Interactive animation-based
the desired page, or can input the answer from learning media especially multimedia can
the exercise then the computer responds by provide benefits to teachers and students in
giving the results of the work and discussion learning activities in vocational schools
through feedback. The interactive media foster
better learning achievement than the power
point media does [9]. METHOD
Media to be developed is an interactive
learning media based on animation. An This type of research is research and
interactive learning media based on animation development (R & D). The development
contains material about understanding and method used by the ADDIE development model
explanation about Starter System that is made developed by Branch. The development stage
interactive so that students can choose sub of ADDIE is analysis, design, development,
material that want to be studied, and students implementation, and evaluation. The
are free to choose the desired menu option. The development that will be done by the researcher
material is packed as interesting as it is, and is is Development of Interactive Learning Media
displayed in the form of text, images, and Based on Animation on Starter System Material
animations. The use of multimedia in learning for Vocational Students.
proves to be a feasible and viable alternative to Procedure of developing interactive
traditional classroom [10]. learning media based on animation on starter
Animation can promote learner system material using ADDIE development
understanding when used in ways that are model. This research was research and
consistent with the cognitive theory of development that used the developmental
multimedia learning [11]. It aims to make model ADDIE (Analysis, Design,
students easy and motivated to learn about Development, Implementation, and Evaluation)
Starter System material. Interactive learning developed by Branch, 2009: 2 [14].
media based on animation by utilizing 1. Analysis
technology is expected to improve students' This analysis phase aims to find the
understanding and motivation on the subject of data in SMK PGRI 4 Ngawi which became
Light Electric Vehicle Maintenance, especially the place of research. In the analysis phase
the material of Starter System. there are five stages of analysis, that is:
Some studies explain the influence of the validate the data in the School, determine
use of learning media, among others: Oyedele, the intentional objectives, confirm,
identify the necessary resources, and the
preparation of the project management Then Compare the value of Aiken's V
plan. with the following quality categories [16]:
2. Design
At the stage of making the research Table 1. Category Aiken's V
instrument, flowchart, and storyboard of No Range Quality Category
1 0,8 < 𝑉 ≤ 1 Very Good
the media design. 2 0,6 < 𝑉 ≤ 0,8 Good
3. Development 3 0,4 < 𝑉 ≤ 0,6 Enough
4 0,2 < 𝑉 ≤ 0,4 Less
In the development stage, media
production, and product validation are
Feasibility Analysis Media uses
developed. This validation includes
calculations by comparing the average score
instrument validation, material validation with quality criteria. Compare the average score
and media validation. score with the following quality criteria [17].
4. Implementation.
At this stage learning media is
implemented in the learning process. In the Table 2. M edia Quality Classification
implementation stage, the product that has Formula Classification
𝑋 > 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 + 1,8 𝑥 𝑠𝑏𝑖 Very Good
been fired is tested in experiment class. 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 + 0,6 𝑥 𝑠𝑏𝑖 < 𝑋 ≤ 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 + 1,8 𝑥 𝑠𝑏𝑖 Good
There are two kinds of product trials, 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 − 0,6 𝑥 𝑠𝑏𝑖 < 𝑋 ≤ 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 + 0,6 𝑥 𝑠𝑏𝑖 Enough
namely: Small Group Trial (Limited), and 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 − 1,8 𝑥 𝑠𝑏𝑖 < 𝑋 ≤ 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 − 0,6 𝑥 𝑠𝑏𝑖 Less
𝑋 ≤ 𝑋𝑟𝑒𝑟𝑎𝑡𝑎 − 1,8 𝑥 𝑠𝑏𝑖 Very Less
Large Group Trial (Field).
5. Evaluation
RESULTS AND DISCUSSION
This stage is the stage of evaluating
the data obtained from the analysis and
The results of the product assessment
evaluation tests that have been given in the
from several experts show that:
previous stages.
1. Instruments used for retrieval of 'valid'
research data. The result of the analysis of
Techniques and instruments used are
expert assessment result, the average of V
questionnaires, interviews, and observation.
Aiken index is 0,81
Questionnaire used includes questionnaires for
2. The result of judging the material aspect
material experts, questionnaires for media
based on expert validation result that is the
experts, questionnaires for students, and average of V Aiken index is in the range of
questionnaires for subject teachers. Learning
0.37 to 1.00 ie 0.83. Based on the average
media developed will be tested to the students
Aiken V, the starter system materials used
to know the effectiveness of the product.
in animated interactive learning media for
The analytical technique is obtained from
vocational students are said to be valid.
validation analysis done by internal reviewer 3. Based on the assessment of media experts,
(lecturer of media expert, lecturer of material
said the interactive learning media based
expert) and external reviewer (teacher of light
on animation is said to be valid with the
electric vehicle maintenance subject) and
assessment results from the aspect of
students tested. Analysis techniques from
display score 81 average and score 3.38
instrument validation results, RPP, Syllabus, with good category.
and Matter using calculations using Aiken's V.
4. Based on the assessment of media experts,
The calculation uses Aiken's V with the
said the interactive learning media based
following equation:
on animation is said to be valid with the
assessment results of the program
V=∑s/ [n(c-1)] [15]
operation aspect the number of score 18
and the average score of 3 with good
category.
5. Based on the assessment of media experts, Table 3. Convert validation scores M edia aspects.
said the interactive learning media based Average
S core Range Category
S core
on animation is said to be valid with the
X > 81.6 > 3.4 Very Good
result of assessment of the navigation total
67.2 < X < 81.6 > 2.8 - 3.4 Good
score of 20 and the average score of 3.33
with good category, and the aspect of the 52.8 < X < 67.2 > 2.2 - 2.8 good enough

benefit of the total score of 42 average and 38.4 < X < 52.8 > 1.6 - 2.2 Less
score 3.5 with very good category. X < 38.4 < 1.6 Very less
6. Based on the assessment from media
experts, the interactive learning media The results of product validation
based on animation is said to be valid with assessment by media validator of each aspect
the assessment results of all aspects of the can be seen in table 4.
assessment, the total score of all aspects
161 and the average score of 3.3 with good
Table 4. M edia Validation Results of Each Aspect
feasibility category, and the feasibility
Validator 1 Validator 2
percentage of 83.85%. No Aspect Average Average
Score Score
7. Results from small (limited) group trials score score
stated "excellent". The results of small 1 Display 39 3,25 42 3,5
2 Operation Program 9 3 9 3
group trial calculation of the average final 3 Navigation 9 3 11 3,67
score overall small or limited group trial of 4 Utilization 21 3,5 21 3,5
Amount / 78 3,18 83 3,42
all aspects amounted to 3.46 with the Average Score
category of "very good", and the Percentage 81,25% 86,46%
percentage of feasibility of 86.5%. Average Score 67,2 < X < 81,6 X > 81,6
Category Scores Baik Sangat Baik
8. Results from large group trials (field) Total score 161
Average final score of all aspects of 3.19 Average Score 3,3
Percentage 83,85 %
and in the range of scores> 117.6 - 142.8 Category Scores Baik
or mean final score> 2.80 - 3.40 with good
product category "good ", As well as The results of the overall calculation of
percentage of media learning eligibility of each aspect of the product on small or limited
79.86%. group trials conducted on 9 students, the
9. The feasibility outcome of the overall number of scores for the display aspect obtained
assessment calculation on validation test the final score of 438 and the final score of 3.48
by material validator and media validator, with the category "very good", the number of
on small or limited group trials and large scores for the program aspect obtained the final
group trial or field trials, the final score of score of 431 and the final score of 3.42 with the
3.36 is obtained with the "good" feasibility category of "very good", and for the interactive
category. aspect obtained the final score of 439 and the
final score of 3.48 with the category of "very
The scores from the expert media good".
validation should be converted to range 1-5.
Conversion results from validation scores from
media aspect can be seen in table 3.
student feasibility of whole product of learning
Average Final score
media based on material material starter system.
Average Score

3.8
The results of the product assessment at
3.6 the validation stage of the material validator are
3.4 on the average score of 3.50 with the category
3.2 of "very good". The assessment of media
experts is on the average score of 3.30 with the
Student category of product feasibility "good".
Assessment of students for small or limited
group trial is on the average score of 3.46 with
Figure 1. The Small Scale of Small Group Trial Scores
the category of product feasibility "very good".
The results of field trial calculations on Results Student ratings for large group trials or
learning media products based on starter field trials scored a mean score of 3.19 with the
the category of product feasibility "good".
animation system on each aspect has a value
Results of Media Feasibility Test Based on
that is not much different. Aspects of the
Animation Starter System can be seen in figure
program obtained average score of 3.21; aspect
of display obtained average score of 3.13; the 3.
average interactive aspect of 3.19 with the
average final score of the three aspects of 3.19 Feasibility Test Media Learning
with the category of "good". The results of the Animation
calculation of each aspect in the field trial can 3.6
be seen in Figure 2.
3.5
3.4
Results of Each Aspect Calculation 3.3
3.28 3.26 3.2
3.26
3.24 3.1
average score

3.22
3.19 3.19 3
3.2
Product Feasibility Test Result
3.18
3.16 Material Validator Media Validator
3.13
3.14
3.12 Small Group Trials Large Group Trial
3.1 Total
Field Trial

Display Aspect Program Aspects Figure 3. Results of M edia Feasibility Test Based on
Interactive Aspects Average Total Score Animation Starter System

The calculation of the overall assessment


Figure 2. Field Trial Results
on the validation test by the material validator
and media validator, in small or limited group
The result of feasibility test of this trials and large group trials or field trials,
learning media product is obtained from the obtained a final score of 3.36 with the category
total of the total assessment that has been done of "good". Based on these calculations, the
that is the product validation stage done by learning media products based on animation
material validator and media validator, small or materials starter system is feasible to be used as
limited group trial conducted by 9 students and a medium of learning in teaching and learning
large or field group trial conducted by 55 process.
students. Based on product validation result
done by material validator, media validator and
CONCLUSION

Results of research and development of


interactive learning media starter system, then
obtained the following conclusion:
1. The product of animation-based learning
media on starter system materials for
vocational school students is feasible to be
used as learning media in teaching and
learning process. This is based on the
Figure 4. Initial View Interactive M edia Learning
Starter System assessment on validation test by material
validator and media validator, in small or
Initial view of learning media starter limited group trial and large group trial or
system seen in figure 4 above. Broadly field trial, it is obtained the final score of
speaking the components in interactive 3,36 with the "good" feasibility category.
learning media based on animation include: 2. The results of the effectiveness assessment
1. Initial display, contains title, welcome, of the application of interactive animation-
developer name, UNY logo, and "start" based learning media on the material
button to start Starter System app. starter system based on the results of
2. The main menu, on this menu contains responses and student responses as
several menu options including: profile, follows: display aspect of 3.13; the
destination, introduction, starter type, program aspect of 3.26 and the interactive
examination, and evaluation. In addition aspect of 3.19 all aspects are in the "good"
there is a button information icon, category. The final score is 3.19 and is in
volume, and exit the application. the score range> 117.6 - 142.8 or the mean
3. The destination menu, contains final score> 2.80 - 3.40 with the category
competency standards, basic of "good" product, and the percentage of
competencies, and indicators. media learning eligibility is 79.86% with
4. Introduction menu, contains description, effective categories for use in learning.
basic principles, starter type, and
characteristics. At the introduction stage REFERENCES
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