DEVELOPMENT OF INTERACTIVE MULTIMEDIA USING WRITING TO-LEARN STRATEGY ON ELECTROLYTE AND NONELECTROLYTE SOLUTION TOPIC FOR DEAF SENIOR HIGH AND VOCATIONAL SCHOOLSTUDENT IN INCLUSIVE CLASS

Abstract

The aim of the research is determine the feasibility of Interactive Multimedia (MMI) using writing-to-learn (WTL) strategy on electrolyte solution topic for deaf senior high and vocational school student in inclusive class. The method used is the Research and Development (R & D) with Instructional Development Cycle for the media development. MMI is evaluated and validated by expert in chemistry and inclusive education. The evaluation and validation result of MMI is analyzed descriptively. The research instruments used are evaluation and validation sheet, scoring WTL activity sheet and student response questioner. MMI tested to two students in senior high and two students in vocational school with hearing impairment in inclusive class. The results showed that the MMI with WTL strategy on electrolyte solution topic has been developed very worthy theoretically and empirically to be used as a learning media. It is shown from validation’s percentage which in terms of the validity of the theoretically that consist criteria of content, presentation and linguistic gain 82.3%. While the empirical validity of student responses gain 72.5%.

Keywords: MMI, the strategy of writing-to-learn, electrolyte solution and nonelectrolytes topic, inclusive

Penelitian ini bertujuan untuk mengetahui kelayakan Multimedia Interaktif (MMI) menggunakan strategi writing-to-learn (WTL) pada materi pembelajaran larutan elektrolit dan nonelektrolit untuk siswa SMA dan SMK tunarungu di kelas inklusif. Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan media Instructional Development Cycle.MMI ditelaah dan divalidasi oleh para ahli dibidang pendidikan kimia dan inklusif. Instrumen penelitian yang digunakan meliputi lembar telaah, validasi, penilaian aktivitas WTL dan angket respon siswa.Data hasil telaah dan validasi MMI dianalisis secara deskriptif. MMI diujicobakan secara terbatas pada 2 siswa SMA dan 2 siswa SMK tunarungu di kelas inklusif. Hasil penelitian menunjukkan  bahwa MMI dengan strategi WTL pada materi pembelajaran larutan elektrolit dan nonelektrolit yang dikembangkan telah sangat layak secara teoritis dan empiris untuk digunakan sebagai media pembelajaran. Hal ini ditunjukkan dari prosentase hasil penilaianyang ditinjau dari validitas teoritis yaitu pada kriteria isi, penyajian dan kebahasaanmendapatkan presentase sebesar 82,3%.  Sedangkan validitas empiris yaitu respon siswamendapatkan prosentase sebesar 72,5%.

Kata kunci: MMI, strategi writing-to-learn, larutan elektrolit dan nonelektrolit, inklusif.