Development Learning Media Based Interactive

Multimedia To Increase Students Learning Motivation on

Plant Movement Materials
I Wayan Sumberartha,1, a) A. M. Setiawan,1, b) and Husnul Hotimah2, c)
1)
State University of Malang, Street Semarang Number 5 Malang, Indonesia.
State University of Malang, Indonesia
2)

a)
Electronic mail: wayan.sumberartha.fmipa@um.ac.id
Electronic mail: agung.mulyo.fmipa@um.ac.id
b)

c)
Electronic mail: husnullh13@gmail.com
Abstract. The problem of learning science based on interviews at Junior High School 10 Malang is that students are less focused
on the delivery of material by the teacher. This is because the teacher is still monotonous in carrying out the teaching process,
namely the teacher explains orally without using learning media. In addition, the lack of learning media used to explain concepts
that are difficult to observe with the naked eye. Such a learning process will make students less active and decrease their
motivation to learn science. This study aims to produce learning media in the form of interactive multimedia on valid and
appropriate plant movement material. The science material given the subject of motion in plants. The research activity was
carried out in class 8 th-A and 8th-C at Junior High School 10 Malang, East Java. This type of research as Research and
Development (R&D). This study uses research and deelopment steps according to Borg and Gall. Data collection was done by
interviewing and filling out questionnaires. In this research, validity test, readability test, and effectiveness test were conducted.
The result of the validity test are 86.54% for media and 98.65% for material, the result of the readability test are 91.18%, and the
result of the effectiveness test show an increase in learning motivation from 49.52% to 66.39%. Based on thesse results, it can be
concluded that the learning media developed is valid, feasible, and the able to increase students learning motivation.

INTRODUCTION

Learning media is a connecting tool from the giver to the recipient (Falahuddin, 2014). The benefits of
learning media in the learning process are that it can facilitate and increase learning motivation (Hasanah & Nulhakim,
2015). The forms of the media themselves vary, ranging from text, images, video, animation, and sound. The use of
technology and media can be used as a teacher as a good learning reference for students (Lia, 2015). Over time, media
can be combined with other media called multimedia. Interactive multimedia is a combination of various aspects
including images, videos, animations, and sounds that blend into one and create feedback for users (Novitasari, 2016).
The role of interactive multimedia-based learning media has a significant impact in stimulating students to be able to
respond to the learning material presented and can motivate student learning so that learning is more meaningful and
memorable for students.
Based on the results of interviews during class learning, students often do not focus on the delivery of material
by the teacher. This is because the teacher is still monotonous in carrying out the teaching process, namely the teacher
explains orally to students. Such a learning process will make students less active, and finally students choose to chat
with their peers rather than listen to the teacher's explanation. In addition, the use of media by teachers is still minimal,
for example, printed books and PowerPoint which still seem boring to students. Science learning, especially on plant
motion material, is material that discusses the movements experienced by some plants. The speed of movement of
plants is so slow that it is difficult to see with the naked eye. This is in line with research by Eriawati (2016) which
mentions the obstacle in learning motion material in plants, namely that most students consider plant motion material to
be material in which some plant movements can be observed and some are difficult to observe. As a result, students'
understanding is still lacking. To overcome these problems, educators can use tools as intermediaries in presenting
information known as learning media. The researcher's plan to overcome this problem is to make learning media on the
subject of plant movement. So that this research was carried out with the title "Development Learning Media Based
Interactive Multimedia to Increase Students Learning Motivation on Plant Movement Materials".
The purpose of this development research is to produce learning media in the form of a valid and feasible .exe
format. Limitations in this development research, namely (1) the development of learning media based on KD 3.1,
namely analyzing the motion of living things, the movement system in humans, and efforts to maintain the health of the
class VIII movement system in the science subjects of Junior High School, (2) Research and this development only
resulted in one interactive multimedia-based learning media for class VIII on plant motion material, and (3) this
research was only carried out until field trials to determine the validity, feasibility, and effectiveness in learning. The
novelty of the learning media developed is interactive. In a study conducted by Asyhar (2013), it was stated that the
media developed was not interactive on plant motion material, so that students could not repeat the motion animation of
plants.
 RESEARCH METHOD

This type of research is Research and Development (R&D). The types of data used in this study are
quantitative data and qualitative data. Quantitative data were obtained from validators (validity test) and students
(readability test and effectiveness test). While qualitative data obtained from responses and comments from validators
and students. In this research, validity test, readability test, and effectiveness test were conducted. The research and
development design uses development research steps according to Borg and Gall (1996) in Pradita (2018). In this
study, not all of the steps according to Borg and Gall were implemented. This is due to cost and time constraints. The
following is figure 1 of the development research procedure that will be carried out.

Research and Develop primary from

Planning
information planning of product

Operational fields Operational product

Prelimenery fields
testing revision

Final product revision Final product

Figure 1. Flowchart of Research and Development Procedures

Research procedures according to Borg and Gall (1996) in Pradita (2018) include, (1) research and
information planning, (2) planning, (3) develop primary from of product, (4) prelimenery fields, (5) operational product
revision, (6) operational fields testing, (7) final product revision, and (8) final products. At the stage of research and
data collection, field studies and literature studies were carried out. Field studies are carried out by collecting
information in the field. This information can be in the form of media used in learning and teacher needs that have not
been met when teaching the material. Literature study is carried out by reviewing and studying theories related to the
product being developed. In the literature study there are two steps that must be done, namely reviewing the curriculum
and reviewing the results of previous research. Curriculum identification is carried out so that the learning media that
will be developed is based on theory that is in accordance with the currently applied curriculum, then proceeds with the
identification of KI and KD aimed at knowing the competencies that students must achieve. The second stage is
planning which is done by compiling storyboards. The preparation of the storyboard consists of a product design that
contains an overview or sketch of the product to be developed and consists of information containing supporting
information about the product design such as text, buttons, etc. The purpose of making storyboards is as a benchmark in
making development products (Imbar, 2021). The third stage is the development of a product draft which consists of
product development and evaluation stages. In product development, an initial product will be produced which will
then be tested for validation by the validator (media and materials). The validator subjects were 1 science lecturer at
State University of Malang and 1 science teacher at Junior High School 10 Malang. The criteria for selecting a
validator include understanding and having been involved in this study, having conducted development research, a
minimum rank of III C, and having experience in teaching for teachers. If the validator requires product improvement
then the product must be revised. The evaluation stage is carried out by revising the development product based on
suggestions from the validator.
The fourth stage is the initial field trial or readability test conducted by 27 students of class VIII C at Junior
High School 10 Malang. The product that has been revised and is also valid is then carried out a readability test to
determine student responses to the product developed. The fifth stage is the revision of the test results based on the
readability test. Researchers can revise products that have been developed based on suggestions from students after
treatment. The revision process is carried out after obtaining approval from the supervisor. The sixth stage is field trials
or effectiveness tests conducted by 30 students of class VIII A at Junior High School 10 Malang. The effectiveness test
was conducted to determine the level of students' learning motivation. Products that have been revised and are also
valid are then tested for effectiveness. The seventh stage is the refinement of the product of the test results carried out
by evaluating the results of the effectiveness test. If the results show that there is a decrease in students' learning
motivation, the product must be revised and tested for effectiveness again. The eighth stage is to produce the final
product. After the product is finished, the product is packaged in a folder which is then uploaded via Google Drive and
can be accessed by all students of class VIII A at Junior High School 10 Malang.
The data collection instrument used was in the form of a questionnaire in the form of a checklist. The
questionnaire used by the validator uses a Likert scale and a Guttman scale. Assessment using a Likert scale is used for
the assessment of the media component. The Likert scale can be seen in Table 1.

Table 1. Likert Scale Criteria

Score Description
Score 4 Strongly agree/ very good/ very clear/ very motivating
Score 3 Agree/ good/ clear/ motivating
Disagree / not good / not clear / less motivating
Score 2 Disagree/ not good/ unclear/ not useful
Score 1
Source: Adon (2011) in Pradita (2018).
Assessment using the Guttman scale is used to test the suitability and correctness of the material. The use of the
Guttman scale can be seen in Table 2.

Table 2. Guttman Scale Criteria

Score Description
1 Yes
0 No
Source: Riduwan (2013).
Quantitative analysis techniques were obtained from quantitative data in the form of percentages obtained from 1
science lecturer at UM and 1 science teacher at SMPN 10 Malang. The percentage analysis technique is used to
determine the feasibility level of the learning media. The formula used in calculating the percentage is as follows:

P=
∑ x x 100 % .....................................................................(1)
n
Description:
P = persentage
∑ x = sum of scoring scores
n = total score
(Riduwan, 2013).
Based on the results of data analysis, conclusions can be drawn regarding the feasibility of learning media based on the
criteria for interpretation of feasibility. Eligibility interpretation criteria can be seen in Table 3.

Table 3. Eligibility Interpretation Criteria

Persentage Worthy Valid

81-100% Very Worthy Very Valid
61-80% Worthy Valid
Decent enough Quite Valid
41-60% less worthy Less Valid
21-40% Not feasible Invalid
0-20%
Source: Riduwan (2013).
Analysis related to the effectiveness test, namely to determine the increase in students' learning motivation can use the
formula:

NA =
∑ x x 100 % .....................................................................(2)
n
Description:
NA = persentage
∑x = sum of scoring sores
n = total score
After obtaining the NA value which is a percentage of the effectiveness test, conclusions can be drawn by looking at the
following table of student motivation criteria.

Table 4. Criteria for Student Learning Motivation

Criteria (%) Classification

0≤NA≤20 Very weak
21≤NA40 Weak
41≤NA≤60 Weak Enough
61≤NA≤80 Strong
81≤NA≤100 Very strong

Source: Bernard & Sunaryo (2020).

Qualitative data analysis techniques were obtained from qualitative data in the form of suggestions and
comments related to learning media that had been developed. Qualitative data were obtained from 1 UM science
lecturer, 1 science teacher at Junior High School 10 Malang, and student responses from Junior High School 10
Malang. The results of qualitative data analysis are used as consideration for making revisions.

RESEARCH FINDING AND DISCUSSION

The research and development carried out has produced interactive learning media products on valid and
feasible plant motion materials. In this research, validity test, readability test, and effectiveness test were conducted.
The following is Table 5 regarding the results of the media validity test and Table 6 regarding the results of the material
validity test.

Table 5. Media Validity Test Results

No. Validator Score Criteria

1. Lecturer 91,34% Very Valid
2. Teacher 81,73% Very Valid
Average 86,54% Very Valid

Table 6. Material Validity Test Results

No. Validator Skor Kriteria

1. Lecturer 100% Very Valid
2. Teacher 97,29% Very Valid
Average 98,65% Very Valid

Aspects assessed on media validity include, design aspects with an average score of 85.00%, animation
aspects with an average score of 80.00%, material aspects presented with an average score of 90.00%, display aspects
with a score of an average of 89.06%, and aspects of media effectiveness with an average score of 87.50%. Then the
aspects that are assessed on the validity of the material include the content aspect, an average score of 93.75% is
obtained, the presentation aspect gets an average score of 100%, the linguistic aspect gets an average score of 100%,
and the truth aspect of the material gets an average score of 100 %. The results of the media validity test obtained an
average score of 86.54%, then the results of the material validity test obtained a score of 98.65%. This means that the
learning media developed is very valid to be used in learning. Based on table 3 regarding the eligibility interpretation
criteria, if the score obtained is >80% then the learning media is categorized as very valid. So the product development
is categorized as very valid. Qualitative data related to the validity test, namely in each quiz, discussion should be
added, so that it can create interactive patterns of students with the media. Suggestions from the validator can be used
as the basis for revising the development product.

Table 7. Readability Test Results

No. Subject Average Criteria

Score
1. Class VIII C 91,18% Very Worthy

Aspects assessed in the readability test by students include design aspects with an average score of 91.72%,
animation aspects with an average score of 94.82%, material aspects presented with an average score of 94.72%,
display aspects with an average score of 91.67%, and media effectiveness aspects with an average score of 97.19%.
Quantitative data from the readability test based on Table 7 obtained an average score of 91.18%, then for qualitative
data, most students wrote that the product developed was good, equipped with animation, colors, and supporting
images. This is in line with the theory according to Yuniati (2011) that so that students are more interested in abstract
learning, educators can create interactive learning media which include animation, sound, images, and text. So that the
learning media developed is very suitable for use in learning. The initial description of the learning media developed by
the researcher is in the form of cover pages, apperceptions, instructions for using media, table of contents, plant motion
materials, and quizzes. Each page of the learning media layer is equipped with several navigation buttons such as
background music, play, pause, stop, back, next, and home buttons. The existence of these navigation buttons can make
it easier for students to access so as to create an interactive pattern between the learning media and the user. The use of
interactive media aims to make students' mental representations awaken from the delivery of material (Putri &
Harahap, 2016). Interactive learning media has the most important characteristic, namely students not only pay
attention to the media, but also there is an interaction created between students and the media (Tarigan & Siagian,
2015) On the cover page contains the title of the material, namely "Motion in Plants" and there is a “Start” button to
move to the next layer. Furthermore, on the "Table of Contents" layer there are several menus, including the "KD,
GPA, and Learning Objectives" menu, the "Material" menu, and the "Quiz" menu. Each menu will be connected to a
layer that has been adjusted. The “Learning Materials” layer is also equipped with several menus, including the
“Endonomic Motion” menu, “Hygroscopic Motion” menu, and “Esionomic Motion” menu. Each of these menus will
be connected to a layer that has been adjusted. In this material layer there is an animation that can explain the concept.
In the quiz layer, five questions are presented, where in each question there is an appropriate answer key and also a
discussion. At the end of the quiz, the score obtained by the user is also presented after completing the quiz. The
existence of materials and quizzes contained in the learning media can also train students' cognitive processes
The effectiveness test in this study was conducted to measure the increase in learning motivation. Motivation
is an impulse in a person who can be influenced by intrinsic or extrinsic factors to carry out certain activities.
Motivation can also be interpreted as the energy contained in each individual who has the characteristics of feeling in
the individual and is preceded by a response to the goal (Cleopatra, 2015). Motivation is an individual's urge to do
something, the urge can be a psychological condition (Nurmala, 2014). Based on several definitions of motivation, it
can be concluded that motivation is an encouragement that comes from internal factors or external factors in order to
increase a person's willingness to do and also complete a job so that the goals that have been set can be achieved.
The subjects of the effectiveness test were students of class VIII A of Junior High School 10 Malang. The
effectiveness test was conducted to determine the level of students' learning motivation. At the beginning of learning,
students were asked to fill out a learning motivation questionnaire and data on students' early learning motivation were
obtained. After using the learning media, students were also asked to fill out a learning motivation questionnaire and
get a student's final motivation score. Table 8 below is a comparison table of the results of the student's initial
motivation questionnaire and the results of the student's final motivational questionnaire.

Table 8. Comparison of Students' Early Learning Motivation Questionnaire Results with Students' Late Learning
Motivation Questionnaire Results

No. Indicator Motivation Learning Score Pretest Score Postest

Motivation Motivation
1. Persevere in the face of tasks 40.00% 60.83%
(quite weak) (strong)
2. Resilience in the face of adversity 39.79% 61.88%
(quite weak) (strong)
3. Shows interest in various problems 45.20% 70.21%
(quite weak) (strong)
4. Prefer to work independently 45.00% 72.08%
(quite weak) (strong)
5. Get bored quickly on routine tasks 45.00% 62.22%
(quite weak) (strong)
6. Can defend his opinion 39.72% 63.33%
(quite weak) (strong)
7. Enjoy finding and solving problems 44.17% 74.17%
(quite weak) (strong)
Average 49.52% 66.39%
(quite weak) (strong)

Based on Table 8, it is obtained that the average early learning motivation of students is 49.52% and the
average final motivation of students is 66.39%. So if you look at the learning motivation criteria in table 4, there is an
increase in learning motivation from "quite weak" to "strong". This is in accordance with the theory according to
Nurseto (2011) which is one of the benefits of interactive learning media is that students' learning motivation will
continue to develop. This is because learning is more fun. The role of interactive multimedia-based learning media has
a significant impact in stimulating students to be able to respond to the learning material presented and can motivate
student learning so that learning is more meaningful and memorable for students. Based on the description that has
been mentioned, the product development is categorized as feasible and valid so that it can be used to assist students in
understanding concepts and building students' learning motivation on the material of motion in plants.

CONCLUSION

A. Conclusion
Based on the research that has been carried out, the researchers produce valid and appropriate learning media.
The results of the validity test are 86.54% for the media and 98.65% for the material so that the learning media is
categorized as very valid. Then the results of the readability test are 91.18% and have very decent criteria. The results
of the effectiveness test showed an increase in learning motivation from 49.52% to 66.39%.
B. Suggestion
The learning media developed by the researcher is only PC-based, so it is recommended for further
researchers to develop android-based learning media so that students can access it more easily. In addition, this
research was carried out until the stage of perfecting the product of the trial results according to Borg and Gall, so it is
recommended for further researchers to continue the research stage until the distribution of the product. Assessment of
learning motivation is done based on a questionnaire only, so it is advisable to conduct research through observation as
well.

NOTE THANK-YOU

The researcher would like to thank the science teachers at SMP Negeri 10 Malang who have helped the course of this
research. In addition, thank you for taking the time to collect data even though the schedule for teaching and learning in
schools is already packed. Thanks are also conveyed to the State University of Malang which has contributed positively
in this development research.

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