The Effectiveness of Multimedia-Based Education Game Development on

Students' Learning Psychological Perception of Grade IX Junior High

School in Facing Computer-Based National Exam

Nasrudin1, Ika Agustina2, Akrim3, Syahripal Putra 4

1Politeknik
Negeri Media Kreatif, Jakarta, Indonesia
2Politeknik
Negeri Media Kreatif, Medan, Indonesia
3Universitas Muhammadiyah Sumatera Utara, Medan, Indonesia
4SMA Negeri 19 Medan, Medan, Indonesia

nasrudin_sh_map@yahoo.com, agustina.ika87@gmail.com, akrim-fai@gmail.com, syahripalputra@gmail.com

Keywords: Multimedia-based edu game, psychological perception, Computer-based National Exam

Abstract: This study verifies the effect of Multimedia-based edu game on students’ psychological perception in facing
Computer-based National Exam (UNBK). This research is conducted in Research and Development and the
effectiveness is analyzed by a quantitative approach to the comparative causal method. This study takes
purposive sampling technique at SMP Muhammadiyah 1 Medan. Data are collected by observation, and
questionnaire. The variables of this research are divided into two independent variables (X) and the dependent
variable (Y). The independent variable in this research is the use of Multimedia-based edu game as learning
media. The dependent variable in this research is students’ psychological perception (Y). The testing verifies
that the use of Multimedia-based edu game does not give a significant effect on the positive perception of
facing UNBK. This can be seen from the t-count value is smaller than t-table. In Multimedia-based edu game
variable, t-count <t-table (2,166 <2,771). Multimedia-based edu game proves to have an effect of only 24.8
(25%) on students' positive perceptions.

1 BACKGROUND mandated by the Government Regulation of the

The National Examination is one of the
requirements of graduation from educational unit as
mandated by Government Regulation of the Republic
of Indonesia Number 19 Year 2005 regarding
National Education Standards Article number 72
paragraph (1) Students are declared to graduate from
education unit in primary and secondary education
after:
1. complete the entire learning program;
2. earns a minimum score both on the final
assessment for all subjects of religious
subjects and morals, civics and personality
classes, aesthetic subjects, and physical,
sports, and health subjects;
3. passing school / madrasah examinations for
science and technology subjects; and
4. pass the National Exam.
In school, students should be familiar with
the assessment of learning outcomes done by
educators (teachers) and schools. This is because
Republic of Indonesia Number 19 Year 2005 on
National Education Standards Article number 63
paragraph (1) Assessment of education at the level of
primary and secondary education consists of
Assessment of learning outcomes by:
a. educators;
b. educational unit;
c. government.
Assessment of learning outcomes by
educators is done continuously to monitor the
process, progress, and improvement of results in the
form of daily repetition, midterm replay, semester
final repetition, and repeat class increase. Assessment
of learning outcomes by educators is used to assess
the achievement of the competencies of learners;
preparation of reports of learning outcomes; and
improve the learning process. Assessment of learning
outcomes by educational unit aims to assess the
achievement of graduate competency standards for all
subjects. Assessment of the results of learning by the
government in the form of National Exam aims to
assess the achievement of national graduate
competence on certain subjects in science and
technology subjects. National examination is
conducted in an objective, fair, and accountable
manner. National exam results are used as a
consideration for: (a) mapping of program quality and
/ or educational unit; (b) the basis for selection of
entry into the next level of education; (c)
determination of students' graduation from education
programs and / or units; and coaching and assisting
the educational unit in its efforts to improve the
quality of education.
In preparation for the UN, students in
addition to studying the subjects tested also need to
prepare themselves in terms of psychological in order
to follow the UN optimally. Many students are smart,
smart in a variety of successful subjects in national
exams. Similarly, students who are smart and smart
in the subjects feel pessimistic, looking for leaks
about, buy answer keys, receive keys from SMS less
fit. Some students do not know anymore, and resign
in distress, memory degradation, unstructured and
tangled memories of the test, shadows of the mind
haunting the failures of the test, the chaotic mind, rush
of shyness and the fear of not being able to answer the
true exam questions. Such psychological conditions
of students are important to obtain a solution to be
successful in the National Exam. Psychological
conditions of students vary in the face of National
Examination; this is due to the psychic dynamics that
vary in students. Students who have good psychic
dynamics do not experience anxiety or fear in facing
the national exam. Conversely, students who are
psychic dynamics are not good will experience
anxiety or fear in the face of National Examination.
Anxiety arises because of various causes, one of
which is a stressful learning situation. Teachers play
an important role in finding alternatives to overcome
student anxiety, such as by creating a structured,
enjoyable, and enjoyable learning situation and
experience that can provide students with a sense of
security. Psychiatric conditions are filled with
pressure requires the handling of learning conditions
that affect the condition of calm and fun. Learning
experience refers to the interaction between learners
and their external conditions. The external conditions
in question are ICT, competence (educator
performance and teaching method applied by
educator), environment, learning process, skill, class
condition, and instructional media. One of the factors
that influence the learning experience is learning
media. Appropriate and interesting learning media
can improve and direct the attention of the child so
that it can create comfort and tranquility. Thus, the
relationship between the learning experience and
learning outcomes is the learning experience is one of
the factors that affect the student learning outcomes.
Arsyad (2002) argues that the practical benefits of
using instructional media in teaching and learning are
to clarify the presentation of messages and
information to facilitate and improve the learning
process and outcomes. In its development, learning
media follow the development of technology. The
grouping of various types of media when viewed in
terms of technological developments by Seels &
Glasgow (1990) is divided into two broad categories,
namely the choice of traditional media and the choice
of cutting-edge media technology. In the latest media
technology there is a microprocessor-based media
one such example is computer games (Arsyad, 2002).
Educational games are a fairly popular medium and
are being developed to support the learning process in
the classroom. Educational game is a game that aims
to provoke interest in children's learning while
playing in accordance with that proposed by Henry
(2007) that educational games actually refers more to
the content and purpose of the game, not included in
the genre of the actual game and aims to lure
children's interest while learning. Therefore required
the existence of a media in the form of educational
games that can provide interesting and fun effects for
students in the learning process. Making this
educational game based on multimedia, where
multimedia is a combination of several elements of
text, audio, graphics, animation and video to process
and communicate information. The use of this
Educational Game requires a computer or laptop as
its platform, and in the making of this educational
game the author uses adobe Flash Professional CS6
and Corel Draw X7 authoring software as a
supporting medium for the design and appearance in
the design of this application.
2 METHODOLOGY
This research uses Research and Development
and to see how far the Edu Game influence the
students’ learning psycological perception, the
researcher applies a quantitative approach to the
comparative causal method. This method is used to
analyze the effectness of using Multimedia-based
Edu Game on students’ psychological perception to
face UNBK (Computer-based National Exam). The
data used in this research is quantitative data
supported by qualitative data. Quantitative data is
obtained from the measurement. Meanwhile,
qualitative data is descriptive data obtained from the
behavior of the people observed (Arikunto, 2012). Table 1: Validity Test Result
The sample technique of the study was purposive
Variables Item Correlation
sampling. The sample of this research is 30 students
r- r-table Note
students of SMP Muhammadiyah 1 Medan chosen count
randomly. Multimedia- 1 0,405 0,367 Valid
The research variables are divided into two: based Edu 2 0,405 0,367 Valid
independent variable (x) and the dependent variable Game (X1) 3 0,404 0,367 Valid
(y). Independent variables are variables that affect or 4 0,405 0,367 Valid
cause other problems occur, while the dependent 5 0,407 0,367 Valid
variable is a variable that is influenced by other 6 0,387 0,367 Valid
independent variables. The independent variable in 7 0,723 0,367 Valid
8 0,397 0,367 Valid
this research is using Multimedia-based Edu Game
9 0,682 0,367 Valid
(X). The dependent variable in this research is 10 1 0,367 Valid
students’ psychological perception to face UNBK Students’ 1 0,378 0,367 Valid
(Computer-based National Exam). learning 2 0,389 0,367 Valid
Quantitative data are examined using SPSS 19 psychological 3 0,455 0,367 Valid
application and the qualitative data are analyzed and perception 4 0,487 0,367 Valid
elaborated. The data collected and tested the validity (Y) 5 0,398 0,367 Valid
and reliability to see how far the reliability of the 6 0,455 0,367 Valid
questionnaire and multiple linear regression analysis 7 0,433 0,367 Valid
to see the effect of using Multimedia-based Edu 8 0,377 0,367 Valid
9 0,378 0,367 Valid
Game on students’ psychological perception to face 10 0,389 0,367 Valid
UNBK (Computer-based National Exam).
From table 1, it can be seen that all the questions
for each variable are valid and feasible to be given
3 RESULT IN AND DISCUSSION to the respondent.

3.1 Validity Test 3.2 Reliability Test

To find questionnaire validity, then it was tested
to 30 respondents by providing 10 questions to test
the validity and reliability of all questions.
Standardized questionnaires were conducted after a
try-out of 30 respondents. The questionnaire is
divided into two main variables namely using
Multimedia-based Edu Game variables.
Multimedia-based Edu Game variables were divided
into several indicators that must possess positive
meaning, quality, competitiveness, positive image,
the foreign language used comes from the language
of the country with a good image the selected name
has the meaning corresponding to the product.
Validity test was done by Product Moment
Pearson correlation formula was processed
automatically through SPSS program 19. For the
validity level was tested significance by comparing
the value of r arithmetic with r value table. The
freedom degree (df) = n-2, in this case, n is the
number of correspondents. In this case, the
magnitude of df can be estimated 30-3 or df = 27
with alpha 0.05 obtained r-table 0.367, if the r-count
is higher than r-table, then the question was stated to
be valid.
A variable is said to be reliable if it has
Cronbach Alpha larger than r-table. By looking at
the r distribution table, for n = 30 it can be seen that
the r-table is 0.367. The results of calculation of
reliability with SPSS 19 program is depicted in the
table below.
Table 2: Reliability Test Result
Reliability Statistics
Cronbach's N of
Alpha Items
0.558 32
Based on the above table, it can be displayed
that variable X and Y has Cronbach Alpha higher
than 0.367 Then it can be concluded tested
instrument is reliable.
3.3 Normality Test
Normality test proposed to test if in the regression the
dependent and independent variables having a normal
distribution. In this study, the normality test was
performed using the Kolmogorov-Smirnov formula.
 3.5 Heteroscedasticity Test
Table 3: Normality Test Result The heteroscedasticity test result obtained in this
Unstandardized study can be seen in Table 5.
Residual
N Table 5: Heteroscedasticity Test
30 Unstandard Stand.
Coefficients Coeffic.
Norm Mean .0000000
al Model B Std. Error Beta T Sig.
Parameter Std. Deviation 1.42354362 1 -2.213 15.962 -0.139 0.891
sa,,b X1 0.548 0.253 0.386 2.166 0.039
Most Absolute 0.196 X2 0.506 0.189 0.478 2.682 0.012
Extreme Positive 0.172
Difference
Negative -0.196 Based on table 5 it can be seen that the
s
significance value (sig) of the three independent
Kolmogorov-Smirnov Z 1.074 variables is more than 0.05. Thus, it can be decided
Asymp. Sig. (2-tailed) 0.199 that no heteroscedasticity got in the regression
design.
The data is said to be normally distributed
because table 2 shows that normality test by using 3.6 Regression Test
Kolmogorov- Smirnov results in an Asymp value. a. Multiple Linear Regression Analysis
Sig. (2-tailed)> 0.05. Multiple linear regression analysis is an
analysis used to see whether there is the influence of
3.4 Multicollinearity Test Multimedia-based Edu Game on students’ positive
Multicollinearity check was intended to examine perception. Below is the table from the results of
if in a model of regression detected a correlation Multiple Linear Regression Analysis obtained with
between independent variables. A good regression SPSS 19 program.
design must not experience multicollinearity (no
correlation between independent variables). If the Table 6: Multiple Linear Regression Test Result
Tolerance value is higher than 0.10, and the Variance Unstandard. Standard.
Inflation Factor (VIP) value is less than 10 it can be Coefficients Coeffic
stated that no multicollinearity between independent Std.
variables. Model B Error Beta T Sig.
1 -2.213 15.962 -0.139 0.891
Table 4: Multicollinearity Test Result X1 0.548 0.253 0.386 2.166 0.039
Stand. X2 0.506 0.189 0.478 2.682 0.012
Unstandardized Coefficie Collinearity
Coefficients nts Statistics
From result of regression analysis obtained
Std. Toler
Model B Error Beta T Sig. ance VIF
coefficient for variable of Using Multimedia-based
Edu Game (X) equal to 0,548 with constant equal to
1 -2.213 15.962 - 0.891
0.139 -2.213 so regression equation model obtained:
X 0.548 0.253 0.386 2.166 0.039 0.878 1.139
Y = -2.213 + 0.548 X

From the regression equation, it can be

The result of calculation of tolerance value
shows independent variable having tolerance value
more than 0,10 that is for the variable of Using
Multimedia-based Edu Game equal to 0,878
variable equal to 0,878 meaning, not
Multicollinearity. The VIP calculation results also
show the same thing where the independent variable
has a VIF value of less than 10. Based on table 4 it
can be verified that no multicollinearity among
independent variables in the study.
interpreted and taken the conclusions:
1. The constant of -2.213 states that if there is no
Multimedia-based Edu Game variable then the
students’ perception of culinary in the city of
Medan amounted to -2.213.
2. The regression coefficient of 0.548 indicates
that every increase of Using Multimedia-based
Edu Game activity as much as 1 time then
students’ learning psychological perception
towards facing UNBK will increase by 0.548.
b. The coefficient of Determination (R2)
The coefficient of determination which has a
function to explain how far independent variable
(Using Multimedia-based Edu Game) can influence
dependent variable (students’ learning psychological
perception ). It can be displayed in table 7.
Table 7: Coefficient of Determination Result
Std. The error
Adjusted of the
Model R R Square R Square Estimate
1 0.498a 0.248 0.193 2.779
The number R Square or Coefficient of
Determination is 0.248. This means the variable of
students’ learning psychological perception is
influenced by a variable of Using Multimedia-based
Edu Game equals to 24,8% (25%). While the rest
(100% - 25% = 75%) is influenced by other factors
not examined in this study.
3.7 Hypothetical Test
a. Simultaneous Test or F Test
F Test has the objective to decide if the
independent variables simultaneously affect the
dependent variable. This simultaneous test intends to
examine or confirm the hypothesis that explains "Is
there any influence of Multimedia-based Edu Game
on students’ learning psychological perceptions of
facing UNBK”. The result of F test analysis is
described in table 8
Table 8: F Test Result
Sum of Mean
Model Squares Df Square F Sig. psycological perceptions of UNBK will increase by
1 Regression 68.854 2 34.427 3.258 0.061a 0.548. From the answers of the SMP students on the
Residual 208.513 27 7.723
Total 277.367 29
From ANOVA test, it can be known F-count
as 3.258 with significant value 0.021 To know F-
table, first calculated df1 = 3-1 = 2 while df2 = 30-3
= 27. By looking at the distribution table f, it is known
that F - the table is 3.35. Then the value of F-count
(3.258) <F-tabel (3.35) and the substantial value is
higher than the probability value (0.061> 0.05). From
the comparison result then Ha is rejected and H0
accepted. So it can be drawn that Multimedia-based
Edu Game variable has no significant influence on
the positive perception of facing Computer-based
National Exam.
From the calculation using SPSS, it can be
known Variable X is said to affect Y if the value t-
count> t-table or if the significance value <0.05. In
this case, the t-table can be figured in the distribution
table t with df = n-k, where n is the total of
respondents and k is the sum of all variables (df = 30-
3: 27), so the known t-table is 2,771. Therefore, some
conclusions regarding this partial test can be drawn:
1. In Multimedia-based Edu Game variable, t-
count <t-table (2,166 <2,771) with significance
value higher than 0.05. Thus, Ho accepted and
Ha rejected, meaning Multimedia-based Edu
Game does not have a significant effect on
students’ learning psychological perception to
face Computer-based National Exam.
3.8. The Effect of Using Multimedia-based
Edu Game to Students’ learning
psychological perception
Regarding the result of tests conducted,
Multimedia-based Edu Game is the type of learning
media that mostly influential on the positive
perception of consumers. This is evidenced by the
results of partial test calculations using the program
SPSS 19 where t-count> t-table (2.166 <2.771) with
a significance value greater than 0.05. Thus, it can be
concluded Using Multimedia-based Edu Game there
is a significant efffect on students’ learning
psychological perception to face Computer-based
National Exam .
In addition, from the results of multiple linear
regression analysis found that the regression
coefficient on Using Multimedia-based Edu Game
amounted to 0.548 which means that every learning
media with Using Multimedia-based Edu Game
occurs an increase of 1 time then the positive learning
questionnaire sheet that the researchers distributed, it
was found that 30 respondents thought that learning
media using Multimedia-based Edu Game only had
an effect of 24.8 (25%) on their perception to face
Computer-based National Exam .
The use of Using Multimedia-based Edu Game is
not significantly influenced in improving students’
learning psychological perception because Using
Multimedia-based Edu Game can only give 25%
influence on students’ learning psychological
perception to face Computer-based National Exam.
4 CONCLUSIONS
Based on the results of research and
discussion can be concluded that learning media of
Multimedia-based Edu Game is well implemeted to
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ACKNOWLEDGMENTS
The researchers would like to expand their
heartfelt thanks to those who shared and supported to
the study. Next, sincere gratitude to Politeknik Negeri
Media Kreatif, SMP Muhammadiyah 1 Medan
supporting the research on the effect of Learning
media of Multimedia-based Edu Game on students’
learning psychological perception. As the expression
gives ‘close to perfection’ would seem a bit difficult
to achieve, but they had done to fulfill the standard
requirements. It is expected that this article would be
constructive and contributive in education technology
and academic process.