PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF IPA TERPADU TEMA MAKANAN BERFORMALIN

Abstract

Abstrak

Telah dilaksanakan penelitian pengembangan untuk  mendapatkan kelayakan multimedia pembelajaran interaktif IPA Terpadu tema makanan berformalin yang dikembangkan sebagai multimedia pembelajaran. Multimedia pembelajaran yang telah dikembangkan diujikan secara terbatas kepada 28 siswa dan dinilai oleh 3 guru IPA. Penelitian pengembangan ini mengacu pada model 4-D yang dikemukakan Thiagarajan, yaitu: 1) tahap pendefinisian (define), 2) tahap perencanaan (design), 3) tahap pengembangan (develop), dan 4) tahap penyebaran (disseminate). Pada penelitian ini dibatasi hanya sampai 3 tahap, untuk tahap 4 tidak dilaksanakan. Kelayakan multimedia pembelajaran interaktif IPA Terpadu tema makanan berformalin didasarkan pada hasil validasi ahli multimedia, hasil penilaian guru IPA dan respons siswa. Validasi ahli multimedia meliputi desain tampilan, penggunaan bahasa, pemilihan suara, dan tombol navigasi. Penilaian guru meliputi tampilan multimedia, kejelasan bahasa, keterbacaan teks, keserasian warna, kejelasan narator, kesesuaian mu sik pengiring, dan kemudahan dalam penggunaan multimedia. Untuk kelayakan materi, aspek yang diukur adalah aspek kesesuaian materi dengan tema, sistematika penyusunan materi, kesesuaian materi dengan indikator pembelajaran, kesesuaian video dengan materi, kesesuaian gambar dengan materi, kebenaran konsep, penekanan pada konsep-konsep penting, kemutakhiran contoh, kesesuaian soal evaluasi dengan indikator, dan kesesuaian multimedia dengan kemampuan siswa. Respons siswa meliputi tampilan multimedia, kejelasan bahasa, keterbacaan teks, keserasian warna, kejelasan narator, kesesuaian musik pengiring, kemudahan penggunaan multimedia, kemudahan memahami materi, kesesuaian video terhadap materi, kesesuaian gambar terhadap materi, ketertarikan belajar menggunakan multimedia, dan ketertarikan apabila materi lainnya disampaikan menggunakan multimedia pembelajaran interaktif. Hasil validasi ahli multimedia diperoleh persentase sebesar 79,4%, penilaian guru IPA diperoleh persentase sebesar 84,8% dan berdasarkan  respons  siswa sebesar 83,9%. Jika persentase tersebut diinterpretasikan, multimedia pembelajaran interaktif IPA Terpadu tema makanan berformalin dikategorikan sangat layak untuk digunakan.

Kata Kunci: Multimedia pembelajaran interaktif IPA Terpadu tema makanan berformalin, kelayakan multimedia.

Abstract

Development research has been carried out to obtain the feasibility of learning interactive multimedia of integrated science themed foods containing formaldehyde is developed as a multimedia learning. Multimedia learning that have been developed tested are limited to 28 students and assessed by 3 science teachers. This refers to the development of research models proposed 4-D Thiagarajan, namely: 1) the define, 2) design, 3) develop, and 4) disseminate. In this study, limited to 3 stages, for stage 4 is not implemented. Feasibility of learning interactive multimedia of integrated science themed foods containing formaldehyde based on the results of the expert validation of multimedia, science teachers assessment results and students responses. Multimedia expert validation include display design, language use, voting, and navigation buttons. Teachers assessment includes multimedia display, language clarity, legibility of text, harmony of color, clarity narrator, suitability musical accompaniment, and the ease of use of multimedia. For eligibility material, measured aspect is the suitability of the material aspects of the theme, the systematic preparation of materials, compliance with the indicators of learning material, video material suitability, suitability pictures with the material, the concept of truth, the emphasis on important concepts, recency example, an evaluation about the suitability with indicators, and compliance with the multimedia capabilities of students. Students responses include multimedia display, language clarity, legibility of text, harmony of color, clarity narrator, suitability musical, multimedia ease of use, ease of understanding the material, the material suitability video, image appropriateness of the content, interest in learning to use multimedia, and other materials of interest if delivered using interactive learning multimedia. Multimedia expert validation results obtained percentage of 79.4%, science teachers assessment obtained percentage of 84.8% and by 83.9% of students responses. If the percentage is interpreted, learning interactive multimedia of integrated science themed foods containing formaldehyde categorized as very feasible to use.

Keywords: Learning interactive multimedia of integrated science themed foods containing formaldehyde, multimedia eligibility