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The application of ADDIE model in developing adventure game-based

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DOI: 10.1109/ICSITech.2017.8257130

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 The Application of ADDIE Model in Developing
Adventure Game-based Multimedia Learning to
Improve Students’ Understanding of Basic
Programming
Dimas Restu Hidayanto 1, Munir 2, Eka Fitrajaya Rahman 3, Jajang Kusnendar 4
Department of Computer Science Education
Indonesia University of Education
Bandung, Indonesia
dimas.restu@student.upi.edu 1, munir@upi.edu 2, ekafitrajaya@upi.edu 3, jkusnendar@upi.edu 4
Abstract— The study aims to find out how to design and build
adventure game-based multimedia learning with ADDIE models
and its influence on students’ understanding improvement of
basic programming in Vocational High School. The method used
is pre-experimental design by having one group of pre-test and
post-test design. The samples were 36 students of 10th grade of
Technology Computer and Information in the subject of
Software Engineering. The study used test instruments of pre-
test and post-test questions and non-test instrument in the form
of a questionnaire. The findings showed that (1) students’
understanding had increased and categorized medium, proven
by the gain test result score 0.591 towards the pre-test and post-
test, (2) students’ evaluation on adventure game-based
multimedia learning was excellent, by having percentage in the
aspects of software 87.96%, learning (88.10%) and visual
communication (83.61%). Therefore, the overall average is
86.56%.
Keywords— ADDIE model, Adventure Game, Understanding.
I. INTRODUCTION
Basic Programming is one of the compulsory subjects
exists in the Vocational High School on software engineering
subject which also became introductory subject before
students get a more specific learning. Basic Programming has
a wide range of topics, such as a discussion on how to apply
an existing algorithm to solve problems in a systematic and
logical way, so it can be applied into a program or software.
Some examples of cases studied in this subject is branching
and looping.
Based on the interview results with one of the teachers of
Basic Programming subjects at SMK Negeri 2 Bandung, it is
quite difficult to convey Basic programming learning material
due to the lack of teaching media. Thus, students less
understand the material.
The less understanding of students in programming causes
the lack of readiness in coping developments in the world of
work. As quoted in www.tempo.co, the number of
unemployment per August 2014 reached 182.99 million
people where 11.24 percent were graduates of the Vocational
High School [1]. Therefore, an attempt to complete the learning
process, for example, is necessary.
The learning process is the core of educational activities
particularly in school. One of the problems encountered today
is a weak educational learning process [2]. To optimize the
learning process, a few important components involved need
to be noted. One of the important component is the learning
medium. As the interview result stated by one of the teachers
of basic programming subject, the lack of learning resources
and media are the obstacle in delivering the Basic
programming material.
Props in teaching (media) play an important role as a tool
to create an effective teaching-learning process [3]. Media in
linguistics can be translated as 'middle', 'intermediate', or
'preface' [4]. Nowadays, the multimedia learning can be
utilized as one of the learning media to convey a certain
material. Multimedia is a combination of three elements:
sounds, images, and text [5]. The presence of these elements
make a multimedia interesting, as a research conducted by
Jacobs and Shade which revealed that multimedia can enhance
a person's memory up to 60% [6].
To develop or create an exciting multimedia learning a
model of development is needed. There are several
multimedia development models, namely RUDE, DDD-E and
ADDIE. ADDIE model has five stages of the framework,
namely (A)nalysis, (D)esign, (D)evelopment,
(I)mplementation and (E)valuation. Hence, the model has
several advantages such as easy and systematics as to produce
an effective, creative, and efficient product [7]. As clarified by
Munir and Halima Badioze Zaman in "the Integral Life Cycle
of Multimedia Software Development in Education”, there
are five development phases: analysis, design, development,
implementation and assessment. It has also involved user,
teaching and learning environment, curriculum, prototype,
utilization and system customization [8].
With the advancement of information, communication and
technology era, a learning media can be converted into a much
more interesting and fun form, i.e the existence of a media-
based games learning. According to Wahono, as quoted in
www.lpmpjateng.go.id, ’game is a structured or semi-
structured activity which usually aims for entertainment and
can sometimes be used as a means of education’ [9]. Games in
education create an attractive learning, as stated in a journal of
Virvou et. al. that explains ”the computer games technology Syaiful Sagala, stated that learning is "a process that uses
could be used to render educational software more motivating basic education as well as learning theory and be the main
and engaging. In this respect, the difficult process of learning determinant of education success" [17].
could become more amusing” [10]. A similar case is also As for the definition of learning, in Policy No. 20/2003 on
mentioned by Moura, "Using electronic games can be one of the national education system, is the process of interaction
the solutions to increase the motivation and engagement of with educators, learners and learning resources in a learning
students for learning, because they are related to the subject environment [18].
studied in class" [11].
Then it can be inferred that learning is the interaction
According to Dwi Cahyo, games are classified into several process of several important elements, namely educators,
types: 1) Action game; 2) Adventure Games; 3) Puzzle game; learners and learning resources occur in a specific learning
4) RPG (Role Playing Game); and 5) Simulation Game [12]. environment to achieve learning objectives.
From different types of games mentioned, adventure game is a
very popular one, because it is fun and beneficial to the 3.3 Comprehension
players. A research conducted by Teachers Evaluating Comprehension comes from the word comprehend means
Educational Multimedia (TEEM) of the Ministry of Education fully understand, while comprehending is a process of
in United Kingdom, as quoted by Professor Angela McFarlane, knowing and understanding the nature or meaning of [19].
the Director of TEEM, in news.bbc.co.uk explained
that ”Games in the forms of adventure, quest, and simulation Meanwhile, according to Bloom, "Here we are using the
has many benefits. These games are quite complicated and are term "comprehension" to include those objectives, behaviors,
able to develop important skills for children” [13]. or responses which represent an understanding of the message
contained in a literal communication." [20].
Based on results of the previous explanation, researchers
are interested in building an adventure game-based 3.4 Multimedia Learning
multimedia with the ADDIE model on Basic Programming According to Munir "multimedia learning is a process to
subject as a medium to increase the understanding of the deliver learning materials interactively supported by the
students. emergence of the subject material/text accompanied by
images, sounds, or live images of the subject studied which
make learners more centralized and have a high curiosity" [21].
II. PROBLEM FORMULATION While Newby revealed that "These are considered
Problem formulations in the study are: instructional media when they carry messages with and
1. How to apply ADDIE model in designing and instructional purpose. The purpose of instructional media [22]
is to
developing adventure game-based multimedia learning? facilitate communication and to enhance learning" . The
media is included in the learning media when carrying the
2. How does the adventure game-based multimedia message to facilitate communication and to improve learning
learning influence the improvement of students’ outcomes.
understanding on Basic Programming subject?
3.5 ADDIE Model
ADDIE model is a design model that involves basic stages
III. REVIEW OF RELATED LITERATURE which are simple and easy to learn. It appeared in the 1990s
3.1 Basic Programming developed by Reiser and Mollenda. It can also be applied for
the professionalism of teachers and educational personnel in
In the regulation of the Minister of Education and Culture institutions. The model has several stages, namely Analysis,
of the Republic of Indonesia No. 70/2013 about a basic Design, Development, Implementation, and Evaluation. Thus,
framework and structure of the curriculum of Vocational High it is often referred to as ADDIE model.
School/Aliyah Madrassa, basic programming is included in
Group C (Specialization group), more particularly on the According to Hall, ADDIE model is a form of clear
subject group of basic areas of expertise (C1) [14]. instructions and can be integrated into any learning strategies
[23]. In addition, according to Jansak ADDIE model is a
Basic programming subject is one of the subjects of Group generic model, which has a systematic approach to the process
C (specialization) by having information and communication of designing instruction and provides a regular framework to
technology as the areas of expertise which includes Software ensure that the educational products produced are efficient and
Engineering (RPL), Computer Engineering Network (TKJ) effective [24].
and Multimedia.
According to Pribadi, one of the design models that shows
3.2 Learning stages of the basic design to be simple and easy to learn is
According to Hamalik, "Learning is a composition of the ADDIE. The five phases or stages of the ADDIE model need
human element, material, facilities, equipment and procedures to be conducted systematically [25].
that affect each other to achieve the learning objectives" [15]. 3.6 Game
According to Gagne "learning is a set of events that affect The word game is derived from gamen (Old-Middle
object in such a way so the process of teaching and learning English) means sport, joy, mirth, pastime, game, amusement,
can happen" [16]. This opinion was later acomplished by
pleasure. In dictionary of Indonesian Language permainan
(game) originated from the word main (play) which is doing
for fun by having tools or not. According to Encarta, game is
activity or contest regulated by specific rules [26]. Meanwhile,
according to Prensky, "games have goals, rules and win states
that give users structure and motivation" [27].
A statement by Prensky said that a game should have a
purpose and rules, which is also supported by Sadiman, "game
is every context between the players who interact with one
another by following certain rules in order to achieve certain
objectives" [28].
According to Dwi Cahyo based on genre and the way the
game goes (gameplay), game is classified [12]:
1. Action Game is a type of game that emphasizes
physical challenges, including hand-eye coordination
and reaction time
2. Adventure Game is a type of game where the player
is assumed as the main character in the interactive
story supported by exploration and puzzle.
3. Puzzle Game is a type of game that emphasizes
solving puzzles. The puzzle can test the ability to
solve many problems including logic, strategy,
pattern recognition, and word settlement.
4. Role Playing Game (RPG) is a game of playing role,
which has an emphasis on the character or the role of
representative players in the game, usually the main
character, where as we play it, the characters may be
changing and evolving into a desired direction of the
player (usually become more excellent, more
powerful, more influential, etc) in various parameters,
are usually determined by the rising levels, from the
intelligence, speed and strength of character, the
weapon or number of friends or pet creature.
5. Simulation Game is a type of game with simulation
by players in the game.
IV. METHODOLOGY
In this study, researchers used experimental research
methods, in which there is a treatment. The treatment is in the
form of adventure game-based multimedia learning by
applying the ADDIE model. Furthermore, the form was
changed into "pre-Experimental Design" where there is still
external variables such as the intelligence level of students,
experiences, the role of the teacher, classroom atmosphere and
so on that can affect dependent variables.
The research design used is one group of pre-test and post-
test. The design used only one of the groups, in which the
treatment given, so that did not require a control group.
The population in this study was students of 10th grade of
SMK Negeri 2 Bandung. Whereas the sample was only taken
on class X of the Department of Information Communication
and Technology in SMK Negeri 2 Bandung year 2015-2016.
The sample was 36 students of class X of Technology
Computer and Information I (Software Engineering).
The research procedure carried out in three stages, namely
(1) preparation, (2) implementation and (3) data processing
and analysis.
Preparation consists of the study field, curriculum review
of basic programming subject, problem analysis and
curriculum review, making lesson plan (RPP) and instruments.
Implementation stage is a stage where the researchers refer
to stages available in ADDIE model since it used by the
researchers to develop adventure game-based multimedia
learning.
In data processing and analysis, the researcher conducted
data processing of students’ mark based on pre-test and post-
test result, students’ evaluation on adventure game-based
multimedia learning by applying the ADDIE model, data
analysis research results by doing a test of normality,
homogeneity, gain and hypothesis, as well as withdrawing the
conclusions of the study results.
The instruments used to obtain the data were non- tests
and tests. The test instrument of comprehension ability was
developed in the form of 40 multiple choices, consisted of 20
items of branching algorithm and 20 items of looping
algorithm. While in a non-test instrument, interview technique,
validation of expert, and students’ evaluation questionnaire
toward multimedia were used.
V. RESULT AND DISCUSSION
The first preparation is field study. The field study
conducted at SMK Negeri 2 Bandung. The researchers visited
the school by bringing a letter of permission from Indonesia
University of Education after conducted the process of
administration. They conveyed the aim of their arrival, to
collect informations on basic programming subject by giving
questionnaire to the students and conducting semi-structured
interview to the teacher of the subject.
Based on the questionnaire results, 23% of the respondents
said that the Basic Programming subject is not very appealing,
66% said that the subject is not interesting, while 11% stated
that the subject is interesting, and none of the respondents
stated that it is very interesting. While for the adventure game-
based multimedia learning, 71% of the respondents said that it
is very interesting, 29% is interested in learning basic
programming if game-based multimedia learning used, while
no respondents who said that, they are not interested in
learning basic programming with the use of game-based
multimedia learning.
Based on the questionnire results, the researchers now
must change the student's assumption against the basic
programming subject that was originally to be unattractive.
In the implementation stage, the researchers conducted
media development. The development includes stages on
ADDIE model:
1. Analysis
The analysis consists of two parts, namely performance
analysis and need analysis. On the performance analysis,
material obtained by branching and looping was one of the
elusive materials so that development on materials and
teaching media needed. On the need analysis, the preparation
of necessity such as hardware and software required in order
to develop or use adventure game-based multimedia learning.
2. Design
The design phase is the phase after the analysis process by
which this stage is an advanced or core activities of analysis.
The phase divided into several points consisting of the design
of the flowchart, storyboards and interface. Here is the
flowchart design (Figure 1).

Fig. 3. Interface Display of Game Intro

3. Development
The development of the adventure game-based multimedia
learning made with RPG Maker VX Ace since it is essentially
an application to build and develop the game with adventure
genre (adventure game). There are two (2) types of stages i.e.
encoding using Ruby Game Scripting System (RGSS), and the
game logic—event which is used to make the flow of the
game.
After the multimedia made through stages of coding and
event, the next step is the validation of the multimedia by the
experts of multimedia and material. The following are the
Fig. 1. Flowchart of the Initial Menu of Adventure Game-based Multimedia results of the testing carried out by the experts of multimedia
Learning and material by using Learning Objects Review Instrument
version 1.5 (Table I & Table II):
While the storybard design is as follows (Figure 2):
TABLE I. TEST RESULT OF MULTIMEDIA EXPERT
Presentation User
Accessibility Re-Use Standard
Design Interaction
90 86.67 85 90 90
Average
Score 88.33
(%)
Category Excellent

TABLE II. TEST RESULT OF MATERIAL EXPERT

Quality of
Learning Feedback Motivation
Content
75 70 80 70
Average
Fig. 2. Display Page of Game Intro Score 73.75
(%)
The storyboard is a base of the interface design in making
adventure game-based multimedia learning. Here are some of Category Good
the interfaces (Figure 3).
 4. Implementation (1.757), which means the data tested is homogeneous data; H0
of homogeneity test received
Implementation carried out four times. The research
consists of the pre-test, treatment and post-test. The use of the After the tests of homogeneity and normality conducted
adventure game-based multimedia learning itself conducted at and both results are normal and homogeneous, then the
the stage of data collection, data processing, and verification. researchers are able to conduct gain test. The gain test
performed to measure the increased understanding of students
5. Evaluation before and after the adventure game-based multimedia
To find out the student responses toward the adventure learning implemented. The test result obtained gain index (g)
game-based multimedia learning, an evaluation should be held. of 0.591, which included in a medium category with a
Students are given questionnaire to assess with three aspects, percentage of 16.66%; means that six students with high gain
the software, the learning aspect, and visual communication. belong to the middle group. The percentage of gain value
The questionnaire consists of four choices of answer from a categorized as middle is located on the central group by
scale of 1 to 4. The student responses seen in the following 47.22% or 17 students. In addition, 3.125% or 1 student with
table (Tabke III): low gain value also lies in the middle and lower group. It
shows that the adventure game-based multimedia learning
TABLE III. EVALUATION RESULT OF STUDENTS TOWARD THE developed with the ADDIE model improved the middle group.
MULTIMEDIA
The researchers also conducted hypothesis to test whether
Software Learning
Visual the application of ADDIE model in the development of the
Communication adventure game-based multimedia learning can improve
87.96 88.10 83.61 students. The hypothesis conducted by using paired t-test.
From the test result, ttest (17.75) where the value of ttest is
Average Score (%) 86.56
greater than the value of ttable (2.03) that makes H0 rejected and
Category Excellent the H1 is accepted. Thus, there is a significant increase in
students understanding before and after adventure game-based
multimedia learning with the ADDIE model applied.
Before learning activities using adventure game-based
multimedia learning conducted, the researchers provided pre-
test to students. Pre-test (initial test) given to find out the
students understanding of the material. From pre-test VI. CONCLUSION
conducted to 36 students of class X TKI I (RPL) of SMK Based on the study, the application of ADDIE model in
Negeri 2 Bandung, an average score of 55.00 obtained, with the development of adventure game-based multimedia
minimum value of 32.5 and maximum value of 72.5. After learning to improve students understanding of basic
pretest given, the learning process by applying adventure programming concluded that the design and development of
game-based multimedia learning conducted. The post-test adventure game-based multimedia learning by using ADDIE
results obtained the average value of 81.60, with the minimum model took five stages of the framework, namely (A)nalysis,
value of 60 and the maximum value of 100 (Table IV). (D)esign, (D)evelopment, (I)mplementation, and (E)valuation.
The analysis consists of two parts i.e. performance
TABLE IV. GAIN INDEX
analysis and need analysis. On the performance analysis,
Lowest Score Highest Score Average Score material obtained by branching and looping was one of the
Gain elusive materials so that development on materials and
Pre- Post- Pre- Post- Pre- Post- Index teaching media needed. On the need analysis, the preparation
test test test test test test of necessity such as hardware and software required in order
to develop or use adventure game-based multimedia learning.
32.5 60 72.5 100 55.00 81.60 0.591
The design phase divided into the design of the flowchart,
Gain Criteria Medium storyboards, and interface.
The development phase divided into coding and event.
After the multimedia made through stages of coding and event,
From the pre-test and post-test results, the researchers the next step is the validation of the multimedia by the experts
analyzed the data by performing a normality and gain test. of multimedia and material.
The normality test aimed to see whether the data retrieved is
normal or not. From the normality test results using the From the validation result, the multimedia deserves to be
Kolmogorov-Smirnov equation | Ft – Fs | max pre-test (0.091) implemented into the learning process. The discovery-learning
< Kolmogorov table (0.221), | Ft – Fs | max posttest (0.091) < model used in the implementation phase as learning
Kolmogorov table (0.221), showed that both criterias are media/tools.
normal. On the phase of evaluation, students evaluate three aspects
Based on the calculations of homogeneity by using Ftest, of the media namely software, learning and visual
Ftest = 1.211 and Ftable with 35 degrees of freedom and a 5% communication and categorized excellent.
significance level = 1.757. Thus, Ftest (1.211) < Ftable Based on the result of pre-test and post-test of the
implementation phase, a gain test conducted to find out
students understanding of basic programming using gain
criteria with medium category obtained. This emphasized by
hypothesis test result by using t of two paired groups—there is
a significance improvement of students understanding before
and after basic programming subject with adventure game-
based multimedia learning and ADDIE model applied.
Based on gain test results of student evaluation towards
adventure game-based multimedia learning with ADDIE
model, there is improvement with gain index 0.591 or 59.1%,
which is relative proportional to the response given by
students toward multimedia. Thus, the students who gave high
score in gain test will provide evaluation result as good or
excellent.
From the study above, the researchers would like to
provide suggestions or recommendations for further research.
The multimedia should be re-developed to improve other [15]
aspects. Support in the form of web or mobile played in a
multi-platform and connected to a network, is an example; so [16]
it can be accessed and played simultaneously or independently.
For further research, a similar one can be conducted by having
[17]
different method, model or learning material.
The adventure game-based multimedia learning developed
with ADDIE model might be useful as an alternative learning
media to improve students understanding on Basic
Programming subject. Therefore, teachers expected to use the
multimedia by having different model and learning method.
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