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The Influence of Interactive Multimedia Technology to Enhance

Achievement Students on Practice Skills in Mechanical Technology
To cite this article: I Made Rajendra and I Made Sudana 2018 J. Phys.: Conf. Ser. 953 012104

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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
953 (2017) 012104 doi:10.1088/1742-6596/953/1/012104

The Influence of Interactive Multimedia Technology

to Enhance Achievement Students on Practice Skills in
Mechanical Technology
I Made Rajendra1 , I Made Sudana1
1
State Polytechnic of Bali, Department of Mechanical Engineering,
rajendra2508@yahoo.com

Abstract. Interactive multimedia technology empowers the educational process by means of

increased interaction between teachers and the students. The utilization of technology in the
instructional media development has an important role in the increase of the quality of
teaching and learning achievements of students. The application of multimedia technology in
the instructional media development is able to integrate aspects of knowledge and skills. The
success of multimedia technology has revolutionized teaching and learning methods. The
design of the study was quasi-experimental with pre and post. The instrument used is the form
of questionnaires and tests This study reports research findings indicated that there is a
significance difference between the mean performances of students in the experimental group
than those students in the control group. The students in the experimental group performed
better in mechanical technology practice and in retention test than those in the control group.
The study recommended that multimedia instructional tool is an effective tool to enhance
achievement students on practice skills in mechanical Technology.

1. INTRODUCTION
The application of multimedia technology in the learning process, not only provides a concrete
experience, but also help the students integrate the experience. Multimedia technology empowers the
educational process by means of increased interaction between teachers and the students. In the course
of practice, the use of multimedia technology application can help students to understand in depth the
material being taught, as well as overcoming the limitations of space, time and equipment. With regard
to the practice of mechanical technology availability means the practice is still limited. Multimedia
technology can use a variety of interactive means, make originally dull lectures into interactive two-
way information exchange. The cognitive theory of multimedia learning represents a foundation for
the implementation of multimedia educational content presentation8. The presence of interactions and
interactivity in technology based instructional materials have become synonymous with enhanced
learning. The study revealed that most of the activities involving interactions with the interface and
navigation controls were carried out automatically and with low levels of cognitive activity and
processing. Participants in multimedia learning studies have so far been tested only on retention and
transfer performance tests. Multimedia technology empowers the educational process by means of
increased interaction between teachers and the students10. Apart from the fact that multimedia can
provide educators and students with endless possibilities of quality teaching and learning, taking vital
considerations of the pedagogical strengths and limitations of Multimedia, it can be used to its fullest
potency, and reach the eminence of new educational technology tool6.

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Published under licence by IOP Publishing Ltd 1
The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
953 (2017) 012104 doi:10.1088/1742-6596/953/1/012104

2. REVIEW OF LITERATURE
Multimedia is the combination and integration between text, graphics, sound, animation and video.in
education, multimedia technology can provide effective results in teaching and learning. This
approach is capable of transferring a static information1. As multimedia is dynamic, so when it is
embedded in education, a new learning concept exists with a combination of education and
entertainment approach. Multimedia to help students understand a scientific explanation. Multimedia
learning projects are integrated into a course when current teaching methods do not effectively achieve
the learning objectives. Perhaps the laboratory setting for teaching the concepts is too dangerous, the
materials are costly, the time frame is unrealistic, or the opportunities for practice are limited2. The
capacity of multimedia instruction to include learner’s participation can give rise to motivation to be
engaged in multimedia courses learning. Multimedia is multisensory; it engages the senses of the
students. Multimedia can be defined in a variety of ways, but in this chapter, the term “multimedia”
refers to a Web-based interactive computer-mediated application that includes various combinations of
text, sound, still images, audio, video, and graphics9. Multimedia is also interactive; it enables both the
student and the teacher to control the content flow of information. The purported strengths of ICT,
multimedia technology has made multimedia instruction possible in audio files, video or both files3.
Multimedia instruction is a vital instrument for transforming traditional paradigm of learning4.
Multimedia allows students to view actual objects and realistic scenes, see sequences in motion and to
listen to narration (Nazir) Conventional instructional methods cannot picture clearly abstracts, difficult
concepts and illustrations to the learner. In fact, the traditional technique of instruction has contributed
to a lot of frustration among learners especially, the slow learners who always surrender themselves to
excessive rote learning and memorization. Multimedia provides a technology based constructivist
learning environment where students are able to solve a problem by means of self explorations,
collaboration and active participation5. Multimedia facilitates mastering basic skills of a student by
means of drill and practice. It helps in problem solving by means of learning by doing, understanding
abstract concepts, provide enhanced access for teachers and students in remote locations, facilitate
individualized and cooperative learning, helps in management and administration of classroom
activities and learning content, and simulate real life problem handling environments6. Benefits and
advantages of using interactive multimedia in learning are as follows: (1) more learning system; (2) an
innovative and interactive; (3) The teacher will always be required to be innovative in seeking a
breakthrough creative learning; (4) able to combine text, pictures, audio, music, animated images or
video in a unity of mutual support in order to achieve learning goals; (5) increase the motivation of
learners during the learning process to obtain the desired learning objectives; (6) able to visualize the
material which has been hard to be explained merely by an explanation or a conventional props; and
(7) to train more independent learners in gaining knowledge7. Multimedia has been popular in this age
of Science and Technology. It means an integration of sound, still images , animation, video and text
along with computing technology. It helps learning, browsing through encyclopedia and reference
materials starting from the circulatory system to an automatic explosion in commercial presentation,
officials expositions and in creating 3d effects in many ways4.

3. METHODOLOGY
This study has used quasi experimental designs. A design is quasi-experimental if subjects are not
randomly assigned to groups but statistical controls are used instead. There may still be a control or
comparison group. The approach used in this study is a quantitative approach, meaning that all
information or data realized in the form of numbers. the instruments used in this study were writing
test and questionnaire. Data were analyzed statistically, then the result was described. Then, data were
analyzed statistically using t-test.

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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
953 (2017) 012104 doi:10.1088/1742-6596/953/1/012104

Groups Pretes Treatment Posttest

Treated Group O X O
Control Group O O
Figure 1. The Experimental Design

4. EXPERIMENTAL RESULT
Based on Table 1 and Figure 2, shows the comparison between the performance of the experimental
and control groups before and after treatment. It is obvious that the experimental group gained more
than the control group. Gain of the experimental group is 77.59, where as gain of the control group is
70.55. There is significant difference in the achievement scores (gains) of both groups. This shows
the positive impact of multimedia teaching on students’ academic achievement.

Table 1. Mean and Standard Deviation of Posttest and Retention Test of Experimental
and Control Group

Group Statistics

Groups N Mean Std. Deviation Std. Error Mean

pretes Control 27 59,8148 7,26973 1,39906

experiment 27 59,4444 5,25015 1,01039
posttes Control 27 70,5556 5,06370 ,97451
experiment 27 77,5926 5,61084 1,07981

Figure 2. Academic Achievement of The Experimental and Control Groups

Based on the analysis of data in Table 2, between the control group and experimental, in the pretest
retrieved value significance (p) = 0.831 or value of 0.05 means > p did not differ significantly or are
considered equal on the post test obtained p value = 0.000 or p 0.05 means there are < significant
differences between experimental and control group. Based on the analysis of Students perception is
one of the factors that affect the success because of the perception the student will determine how
students learn and understand a concept. The results showed that the experimental group had higher

3
The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
953 (2017) 012104 doi:10.1088/1742-6596/953/1/012104

mean performance than the control group in the post-test in practical test. This finding indicates that
multimedia instructional has a positive effect on students’ academic achievement.

Table 2. Significant differences between Experimental and Control group

Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Sig. Mean Interval of the
(2- Differenc Std. Error Difference
F Sig. t df tailed) e Difference Lower Upper
pretes Equal
-
variances 2,317 ,134 ,215 52 ,831 ,37037 1,72576 3,83337
3,09263
assumed
Equal
47,32 -
variances not ,215 ,831 ,37037 1,72576 3,84154
1 3,10080
assumed
postes Equal
- -
variances ,310 ,580 52 ,000 -7,03704 1,45453 -4,11832
4,838 9,95576
assumed
Equal
- 51,46 -
variances not ,000 -7,03704 1,45453 -4,11759
4,838 2 9,95649
assumed

5. CONCLUSIONS
In conclusion, information and communication technologies present significant opportunities
in the near future for the chemistry education programs. They may also be a beneficial and
effective tool in the development of new methods and techniques. This research has important
educational and theoretical implications. Students taught with job sheet interactive multimedia
instruction performed higher in the post-test than those taught with text job sheet instruction, as the
result of the effectiveness of the method used. There was significant difference in the retention
abilities in cognitive and psychomotor skills of students taught with interactive multimedia
technology. Multimedia instruction is effective on teaching cognitive skills, psychomotor skills and it
consolidates retention of learning content.

6. ACKNOWLEDGMENT
This research project was supported by DRPM_DIKTI research grant and also thank to P3M-Bali
State Polytechnic for some advises and the kind assistance

7. REFERENCES
[1] Sharon E. Smaldino, Deborah L. Lowther, James D. Russell, Instrutional Technology and Media
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[2] Barbara A. Frey, Jann Marie Sutton, A Model for Developing Multimedia Learning Projects,
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[4] Gourav Mahajan . Multimedia in Teacher Education: Perceptions & Uses. Journal of
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[5] Neo, M., & Neo, T.-K. (2009). Engaging students in multimedia-mediated Constructivist learning
Students’ perceptions. Educational Technology & Society, 12 (2), 254–266.

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The 2nd International Joint Conference on Science and Technology (IJCST) 2017 IOP Publishing
IOP Conf. Series: Journal of Physics: Conf. Series 1234567890
953 (2017) 012104 doi:10.1088/1742-6596/953/1/012104

[6] S. Malik, A. Agarwal, Use of Multimedia as a New Educational Technology Tool–A Study.
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[7] R. Silaban and Husni Wardi Tanjung. 2015. Model-Based Learning Development of Interactive
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[8] Milos Ljubojevic, Vojkan Vaskovic, Srecko Stankovic, and Jelena Vaskovic. 2014. Using
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[9] Hsiu-Ping Yueh, Weijane Lin, Jo-Yi Huang, Horn-Jiunn Sheen, Effect of student engagement on
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