SUMMARY THESIS

THE EFFECT OF INTERACTIVE MULTIMEDIA BASED ON THE

GOOGLE SITE ON PROBLEM BASED LEARNING MODEL TOWARD
LEARNING OUTCOMES OF CLASS XI SMA NEGERI 2 MAJENE
(Study on Basic Materials of Hydrocarbon)

PUTRI ELISA
1813440007

INTERNATIONAL CLASS PROGRAM OF CHEMISTRY EDUCATION

CHEMISTRY DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
MAKASSAR STATE UNIVERSITY
2022
 ABSTRACT

Putri Elisa, 2022. The Effect of Interactive Multimedia Based on the

Google Site on Problem Based Learning Model on Learning Outcomes of Class XI
SMA Negeri 2 Majene (Studies on the Subject Matter of Hydrocarbon Compound).
Thesis. Chemistry Department, Faculty of Mathematics and Science. State
University of Makassar (supervised by Muh. Yunus and Muhammad Danial).

This is a quasi-experimental research that aims to determine whether there is

an effect of interactive multimedia based on the google site in the problem based
learning model towards the learning outcomes of students in Class XI SMA Negeri
2 Majene towards the material of hydrocarbon compound. The research design use
is a posttest-only control design. The population in this study ere all students of
Class XI MIPA SMA Negeri 2 Majene as many as four classes. From the simple
random sampling technique, class XI MIPA 2 was chosen as the experimental and
class XI MIPA 3 as the control. The results of the descriptive analysis show that the
average learning outcome of the experimental group is 79,72 which is higher than
the control group is 72,85. The results of inferential statistical analysis show that the
experimental class and control class data come from homogeneous populations but
are not normally distributed, so the hypothesis test used is the non-parametric
statistical test, Mann-Whitney with ∝ = 0.05. The result of this test were obtained
Zcount> Ztable (2,61 > 1,64). Thus there is the effect of interactive multimedia based on
the google site in the problem based learning model on student’s learning
outcomes of class XI SMA Negeri 2 Majene study on the subject matter of
hydrocarbon compounds.

Keywords: Google Site, Problem Based Learning, and Learning Outcomes.

I. Introduction

The goal of national education is to improve the quality of Indonesian people,

namely people who have faith and are devoted to God Almighty, have noble
character, have personality, and are skilled and physically and spiritually healthy. To
achieve these national education goals, schools as formal educational institutions,
especially high schools, are required to be able to produce graduates who are
competent and of good quality. Schools must be able to carry out the learning process
optimally in all subjects including chemistry subjects.
Chemistry is the science of matter, its properties, structure, changes/reactions
and the energy that accompanies these changes. Chemistry is specifically divided into
several main areas, namely: analytical chemistry, organic chemistry, inorganic
chemistry, physical chemistry, and biochemistry.
In studying chemistry in SMA/MA, apart from developing a scientific
attitude, there is also a moral message in responding to nature and the majesty of its
Creator. To realize the moral message, it is necessary to equip the teacher so that he
can guide students who study chemistry to become increasingly aware of the majesty
of His creator.
One of the main problems in the learning process in formal education (high
school) is the still weak absorption of students. The inability of students to understand
chemical concepts results in students being less interested in studying chemistry,
including the material of hydrocarbon compounds. The material for hydrocarbon
compounds is a conceptual material that requires an understanding of simpler
concepts as a basis. Solving problems in the material of hydrocarbon compounds
requires students to be more creative and innovative. Based on observations made at
SMA Negeri 2 Majene, the average value of student learning outcomes in the
material for hydrocarbon compounds is still low. The completeness score obtained by
students was around 50% which succeeded in achieving the minimum completeness
criteria (KKM) score of 75. This became one of the indications that the learning
conditions were not optimal in student learning.
The results of interviews conducted with one of the chemistry teachers at
SMA Negeri 2 Majene found that they had used the 2013 curriculum-based learning
model in the implementation of learning. Where the teacher assigns students to study
independently (self-study), after that they will only explain the material when
students have studied independently of course with the duration of time given by the
teacher. The teacher also gives questions using a printed book. This method makes
students do not have enough opportunities to participate actively in obtaining
information or knowledge.
Responding to these problems, the teacher as an important component in the
learning process should try to act as a facilitator and mediator in preparing learning
conditions that enable students to carry out learning activities as well as possible.
Therefore, teachers are required to choose the right learning models and methods in
order to create an effective and fun learning atmosphere in the classroom. one of the
appropriate learning models is the problem based learning model.
In the learning process, of course, media and learning models are needed to
make it easier for students to achieve the desired competencies. One of the learning
models used today is the problem based learning model. One of the learning models
used in the 2013 curriculum is problem based learning which emphasizes conceptual
understanding. According to Duncan & Al-Nakeeb, (2006) problem based learning is
a learning model in a learning environment that can create increased active learning,
work together and get fast feedback. The problem-based learning model can provide
opportunities for students to explore collecting data to solve problems, so that
students are able to think critically, systematically and logically in finding alternative
solutions to problems (Listiowati and Widodo, 2013).
To maximize the problem-based learning model, learning media is needed
whose function is to increase the attractiveness of the subject matter and the attention
of students. There are several benefits of learning media stated by Sudjana and Rivai
(2007), including attracting the attention of students, the material is clearer in
meaning, learning methods are more varied, students are doing more learning
activities, because they not only listen to the teacher's description but also other
activities. such as observing, doing, demonstrating, acting, and others. Therefore, the
education sector must be able to utilize technology to develop multimedia-based
learning media that are increasingly interesting, interactive and comprehensive.
Visual media such as pictures, plans, maps, diagrams, as well as audio-visual media
such as videos, sound slides, are good choices for improving the quality of education.
Learning media is also very useful and beneficial for students if they are directly
involved in using the media.
The advantage shown by multimedia, especially with computers, is that there
is a high response from students with various kinds of learning resources. a
combination of various media that makes full use of the senses of sight and listener is
able to attract interest in learning. but what is more important is the achievement of
effective teaching and learning objectives. In this case, multimedia technology only
acts as a complement, addition, or teaching aid. Multimedia does not take over the
teacher's place and duties, but multimedia is used as the channel of choice in
presenting issues in a more effective way.
Learning with interactive multimedia according to Darmawan (2014: 55-56) is
able to activate students to learn with high motivation due to interest in multimedia
systems that are able to display text, images, videos, sounds, and animations. This
statement is able to show that students can be excited about learning with interactive
multimedia because it looks attractive and supports learning. The combination of text,
images, video, sound and animation can be a learning resource for students. Not only
that, the use of Google site-based interactive multimedia also makes students
understand a problem easily because it can train children to think logically, and
develop students' ideas so they are active, learn in a calm atmosphere, innovative
activities in the learning process, students don't get bored easily.
Based on the description above, the researcher chose to conduct a study
entitled "The effect of Google site-based interactive multimedia on problem-based
learning models on the learning outcomes of class XI students of SMA Negeri 2
Majene on carbon compound cottage material".

II. Literature Review

A. Theoritical Review
1. Interactive Multimedia based on Google Site
The use of media in teaching in the classroom is a necessity that cannot be
ignored. This is understandable considering that the learning process experienced by
students is focused on various activities to add knowledge and insight for the
provision of life in the present and the future. One of the efforts that must be taken is
how to create a learning situation that allows the learning experience process to occur
in students by mobilizing all learning resources and learning methods that are
effective and efficient. Consequently, teachers should have an unlimited role in
creating, using or developing learning media. In this case, learning media can
enhance the learning process of students in teaching which in turn is expected to
enhance the learning outcomes to be achieved.
According to Nur (2017), electronic media can help students improve
competence and cognitive understanding, and make it easier for students to learn the
content of material in the media because it is easy to carry anywhere and anytime.
The role and function of learning media besides being a teaching aid is also a
learning resource that must be utilized to the fullest extent possible so as to create a
conducive, effective, efficient and fun learning atmosphere. According to Levied and
Lentz (in Arsyad, Azhar. 2014) learning media has an attentional function, namely
attracting students' attention to concentrate on the lesson content related to the visual
meaning displayed or accompanying learning texts.
Interactive is a process of empowering students to control the learning
environment (Soenarto, 2009). In this context the learning environment in question is
learning by using a computer. Interactive classification within the scope of learning
multimedia does not lie in hardware systems, but rather refers to the learning
characteristics of students in responding to stimuli displayed on a computer monitor
screen. The quality of student interaction with computers is largely determined by the
sophistication of computer programs. One of the media that can carry out such a
function is an interactive multimedia program as a learning medium. The advantages
of interactive multimedia programs, including being interactive, provide an individual
affective climate, increase learning motivation, provide feedback, and control of its
utilization rests entirely with its users (Munadi, 2013).
Interactive multimedia is a combination of images, video, animation and
sound in one software that allows users to interact directly. Multimedia technology
that combines several media is expected to overcome problems in the teaching and
learning process, including errors in understanding concepts. The involvement of
various senses in the learning process can make it easier for students to acquire
knowledge. The more senses involved, the more knowledge gained. When students
are in an effective situation for learning and use multiple senses to absorb various
information, it will be easier for them to understand what they are learning.
Google site is an online application launched by Google to create class,
school, or other websites. According to Dewi, C.K. (2018) that Google site-based
learning has good potential to be used as an effective learning medium because it can
stimulate visual and verbal components. Meanwhile, according to Wicaksono &
Rachmadyanti (2017) states that through the use of the Google site students become
more comfortable and more active in constructing. Making learning media. take
advantage of this google site because the google site can describe information in one
place, namely videos, presentations, attachments, text, and others and can be shared
according to the needs of its users.
The advantages of web-based learning media using Google sites include:
a. Easily accessible anytime and anywhere as long as the device/gadget is connected
to internet access.
b. Easy to make, this learning media can be easily utilized by using a Google
account, especially for beginners.
c. Display may change according to the device used. The appearance of this learning
media can change directly without needing to make certain settings and adjust the
devices we use to open them, these devices can be smartphones, laptops or
tablets.
d. Connected with other Google products, learning media using Google sites can be
connected to Google Drive as a data storage facility, besides that in this learning
media we can also link links from Google products, such as Google Documents,
Google Analytics and others.
e. Can link links as needed, learning, such as youtube and the Phet Colorado
simulation.
f. Available themes and templates, the Google site has provided many themes and
templates that can be selected for use in web creation. This of course will make it
easier to set the web appearance that will be made.
g. Images and videos can be linked, such as linking and arranging images, icons and
learning videos on this media. This of course will make the appearance of
learning media more interesting and not boring when accessed by students.
h. Reader limits can be set, web owners can manage who can access the web address
that has been created, settings can be accessed publicly/free or only for certain
people who have the web link.
2. Problem-Based Learning Models
a. Definition of Problem Based Learning Models
Problem solving is one way how students are able to provide solutions to the
problems given. The learning model is part of the concept delivery process plan so
that students develop thinking skills. The problem-based learning model is a learning
model that was developed to help teachers develop thinking skills and problem-
solving skills in students while they study learning material.
Joyce (Ngalimun, 2012: 7) argues that the learning model is a method used as
a guide in planning learning in the classroom to determine learning tools including
books, curricula, etc., thereby helping students achieve learning objectives. This is
similarly conveyed by Soekamto (Ngalimun, 2013: 8), a learning model is a
conceptual framework that describes a systematic procedure in organizing learning
experiences to achieve certain learning goals and functions as a guide for learning
designers and teachers in planning teaching and learning activities.
Based on some of the opinions above, it can be concluded that learning
models are steps or methods as learning guidelines that are systematically applied by
teachers, to determine learning tools that support learning activities, so that students
achieve the desired competencies and teaching and learning activities run well.
Learning planning carried out by the teacher in presenting the material must be right
on target. Apart from good and appropriate planning, teachers need to have a variety
of learning models that will support the success of the learning process of students.
One learning model that can increase the creativity of students in solving problems is
the problem-based learning model.
Problem based learning is a learner-centered teaching model that involves
learning through problem solving through a real situation. This model is
constructivist in that students are more focused on developing thinking skills and
problem solving skills, as well as skills in communication and collaboration in
conducting investigations, and social skills that require reflection from various
perspectives. Learners are asked to utilize, as much as possible, the expertise of
specialists and group members. The teacher's role is as a facilitator or architect.
According to Dianawati (2017), the problem-based learning model is "a
learning model that is based on real problems that exist in students' lives as a means
of solving problems". Problem based learning is a model that applies constructivist
learning principles, where the principles of problem based learning are students
constructing knowledge actively which is supported by various perspectives in
meaningful contexts. Constructivism's strength lies in its emphasis on learning as a
process of personal understanding and the development of meaning in an active and
interpretive way.
Based on some of the definitions above, it can be concluded that problem-
based learning is learning that requires a long period of time, focuses on student
activities to be able to understand a concept or principle by conducting in-depth
investigations of a problem and looking for solutions that are relevant and
implemented in project work. so that students experience a meaningful learning
process by building their own knowledge. The emphasis on learning lies in the
activities of students to solve problems by applying the skills of researching,
analyzing, creating, up to presenting learning products based on experience.
b. Characteristics of Problem Based Learning Models
The problem-based learning learning method allows students to be able to
work independently or in groups in producing project results that originate from
everyday life problems. Buck Institute for Education (Hosnan, 2014: 321), in learning
problem based learning has the following characteristics:
1) Learners make their own decisions within a predetermined framework
2) Students try to solve a problem or challenge that does not have a definite answer
3) Students participate in designing the process that will be taken in finding
solutions
4) Students are encouraged to think critically, solve problems, collaborate, and try
various forms of communication
5) Students are responsible for finding and managing the information they collect
themselves;
6) Experts in fields related to the project being carried out are often invited to be
guest teachers in certain sessions to provide enlightenment for students
7) Evaluation is carried out continuously throughout the project
8) Students regularly reflect and reflect on what they have done, both in terms of
process and results
9) The product of the end of the project (not necessarily in the form of material, but
can be in the form of presentations, plays, etc.) is presented in public (meaning
not only to the teacher, but also to the teacher's council, parents and others) and is
evaluated quality
10) In the classroom, an atmosphere of tolerance for mistakes and changes is
developed, and encourages feedback and revisions to emerge
According to Tritanto (2007), the characteristics of the problem-based
learning model are:
1) Submission of questions or problems
Problem-based learning organizes learning around questions and problems
that are both socially important and personally meaningful to students. Students face
real situations to avoid simple answers and allow for various solutions to these
situations. There are several things that need to be considered in submitting a
situation, namely:
a. Authentic, namely problems that must be rooted in the real lives of students rather
than rooted in the principles of certain disciplines.
b. Clear, namely problems that must be formulated clearly that do not create new
problems for students which will make it difficult for students to solve.
c. Easy to understand, namely the problems given must be easily understood by
students and in accordance with the level of development of students.
d. Broad and according to learning objectives, problems must cover all learning
material that will be taught according to the time, space and available resources.
e. Useful, namely problems that are useful for students who will solve problems and
teachers as problem makers.
2) Focus on interdisciplinarity
Problem-based learning that is focused on certain subjects and certain
subjects, but the problems chosen are real so that in solving problems students can
review these problems from many subjects.
3) Authentic investigations
Problem based learning requires students to carry out authentic investigations
to find real solutions. Students must analyze, define problems, develop hypotheses
and make predictions, collect and analyze information, carry out experiments (if
possible) make inferences and draw conclusions.
4) Produce products and showcase them
Problem based learning requires students to produce products in the form of
real works and demonstrations that explain or represent the forms of problem solving
found. The product is in the form of debate transcripts, and can be in the form of
reports, physical models, or videos. The work is then demonstrated to peers what has
been learned and alternative reports or papers are provided.
5) Collaborative
Problem based learning is characterized by students working together in small
groups. Working together provides motivation for engagement in complex tasks and
increases opportunities to develop a range of social skills and thinking skills.
c. Problem Based Learning Model Syntax
The syntax of the problem based learning model according to Suprijono
(2009) can be seen in Table 2.1
Table 2.1 Syntax of the Problem Based Learning Model
Stage Teacher Activity Student Activity
The teacher explains the
learning objectives, explains
the logistics needed, Students listen to the
Stage 1 proposes phenomena or learning objectives
Orientation of students demonstrations or stories to conveyed by the teacher
to the problem raise problems, motivates and determine the problem
students to be involved in to be solved.
solving the problem they
choose.
The teacher helps students
Critically review the
Stage 2 to define and organize
problem from various
Organizing students for learning tasks related to
points of view and form
Learning these problems and form
groups.
study groups.
The teacher encourages Learners formulate various
Stage 3 students to collect possible solutions to
Guiding individual as appropriate information, problems according to their
well as group carry out experiments to get knowledge, and look for
investigations explanations and solve and describe information
problems. needed for troubleshooting.
Table Table 2.1 Syntax of the Problem Based Learning Model (Continued)
Stage Teacher Activity Student Activity
The teacher assists students
in planning and preparing
Students present their
Stage 4 appropriate works such as
work in accordance with
Develop and present the reports, videos and models
the problems that have
work and helps them with various
been discussed.
assignments with their
friends.
Teachers help students to Students reflect or
Stage 5
reflect or evaluate their evaluate their
Analyze and evaluate the
investigations and the investigations and the
problem solving process
processes they use. processes used.

d. Strengths and Weaknesses of Problem Based Learning Models

Each learning model that is applied certainly has advantages and
disadvantages of each. According to Warsono and Hariyanto (2013), the advantages
of the problem based learning model are:
1) Students will be accustomed to facing problems and feel challenged to solve
problems, not only related to learning in class, but also in everyday life.
2) Cultivate social solidarity by getting used to discussing with group mates then
discussing with their classmates.
3) Increasingly familiarizing educators with students.
4) Familiarize students in applying the experimental method.
Meanwhile, according to Rerung (2017), the advantages of the problem-based
learning model are as follows:
1) Students are encouraged to have the ability to solve problems in real situations.
2) Students have the ability to build their own knowledge through learning activities.
3) Learning focuses on problems so that material that has nothing to do with it does
not need to be studied by students at that time. This reduces the burden on
students to memorize or store information.
4) Scientific activity occurs in students through group work
5) Students are accustomed to using knowledge sources both from the library, the
internet, interviews and observations.
Based on the description above, it can be concluded that the problem-based
learning model has many advantages including developing thinking skills and solving
problems, making education in schools more relevant to life outside of school,
training students' skills to solve problems critically and scientifically and training
students think critically, analytically, creatively and thoroughly because in the
learning process students are trained to highlight problems from various aspects.
Besides the advantages of problem-based learning, there are also several
weaknesses in problem based learning according to Trianto (2011), including:
1) Complex learning preparation, including preparation of problems, tools and
concepts
2) The difficulty of finding relevant problems for students
3) Miss-conceptions often occur
4) Consume a lot of time
3. Interactive Multimedia Based on Google Site with Problem Based Learning
Model
Google site-based interactive multimedia with a problem-based learning
model is a teaching material in the form of learning media that contains text, images,
video, sound and music whose presentation is combined with the syntax of the
problem-based learning model. The use of interactive multimedia is expected to help
teachers in the learning process. As stated by Danim (2008: 7) regarding the function
of learning media that learning media is a set of auxiliary or complementary tools
used by teachers or educators in order to communicate with students.
In this interactive multimedia learning design, it contains a learning design
that includes learning task descriptions and message designs. Message design
contains learning acquisition, learning content, message design models and
evaluation. This prepared design really helps the teacher in the learning process, it is
said to be helpful because in this learning design the components appear clearer and
complete so it is very helpful. This is in line with Sugandi's opinion in Hamdani
(2011: 48) who says that learning components include objectives, learning subjects,
subject matter, learning strategies, learning media, and supports that can expedite and
facilitate the learning process. The use of interactive multimedia intended in this
study is the use of interactive multimedia as a learning resource that contains
chemistry learning where later this interactive multimedia is integrated with the
problem based learning (PBL) model which consists of five phases, namely:
a. Orient students to the problem
b. Organizing students to learn
c. Guides investigate independently or in groups
d. Develop and present work results
e. Analyze and evaluate the results of problem solving
The steps for using interactive multimedia in the problem based learning
model can be presented in table 2.2
Table 2. 2 Use of Google Site-based Interactive Multimedia in the Problem
Based Learning model
Phase
Stage 1
Orientation of Learners to Problems
Stage 2
Organizing Students
Stage 3
Guiding Research
Stage 4
Developing and Presenting Works
Stage 5
Analyze and Evaluate the Problem
Solving Results Process
Learners
At this stage the teacher distributes
Google site-based interactive multimedia
links to students and asks students to
observe events and look for problems.
Educators provide opportunities for
students to identify the problems found in
stage 1 and then write them on the LKPD
At this stage the teacher guides students
to collect relevant data and information
through observation. Students can search
for references in interactive multimedia
links based on Google sites
At this stage the teacher helps students in
planning and prepare reports,
documentation, or models and help
students share assignments with friends
and fill out the LKPD that is distributed
At this stage the teacher asks each group
to present the results of their discussion
by way of presentation.

4. Definition of learning outcomes

Learning is defined as a process in which an organism changes its behavior as
a result of experience. Learning and teaching are two concepts that cannot be
separated from one another. These two concepts become integrated in one activity
where there is interaction between the teacher and students and students and students
during learning. One of the benchmarks for the success of the teaching and learning
process in learning activities is learning outcomes (Susanto, 2016).
According to Hamalik (2007), learning outcomes are changes in behavior in a
person that can be observed and measured in the form of knowledge, attitudes and
skills. This change can be interpreted as an increase and development that is better
than before and those who do not know become aware. From this explanation it says
that learning outcomes are the implementation of a learning process that is passed by
someone.
Meanwhile, according to Prayitno (2009), learning outcomes are changes that
occur after following a series of learning processes. Concretely, the formulation of
learning outcomes is from not knowing to knowing, from not being able to being able
to, and from not being used to being used to it. The learning outcomes of students are
essentially changes in behavior as a result of learning from students, in a broader
sense covering the cognitive, affective and psychomotor fields. The form of change in
question is, of course, positive change. Fields or aspects of education that exist in
students must be developed through the learning process (Sudjana 2009).
Learning outcomes show the actual ability of students who have experienced
the process of transferring knowledge from someone who can be said to be mature or
has less knowledge. So with the learning outcomes, people can find out how far
students can catch, understand, have certain subject matter. On that basis educators
can determine better teaching and learning strategies. Learning outcomes are not
absolute in the form of grades, but can be in the form of changes, reasoning,
discipline, skills (Hamalik, 2007).
Student learning outcomes are divided into five categories, namely verbal
information, intellectual skills, motor skills, attitudes and cognitive strategies
(Djiwandono, 2002). According to Sudjana (2005) the factors that influence learning
outcomes are:
a) From within the students (internal) are their abilities, learning motivation, interest
and attention, attitudes and study habits, perseverance, socio-economic, physical
and psychological factors.
b) From outside the students themselves (external), namely family, environment,
curriculum, teaching materials, learning methods and models, facilities and
teaching staff.
According to Susanto (2016) learning outcomes have been achieved when the
following two indicators have been fulfilled, namely:
a) Absorption of teaching materials taught achieves high achievement, both
individually and in groups.
b) The behavior outlined in the specific teaching/instructional objectives has been
achieved by students both individually and in groups.
Measurement of student learning outcomes can be done with a learning
achievement test. what is meant by the learning outcomes test is a test used to assess
the results of lessons that have been given by the teacher to his students within a
certain period of time (Purwanto, 2012). In this case the provision of learning
outcomes tests must be adjusted to which type of learning outcomes will be assessed.
B. Overview of Hydrocarbon Compound Material
1. Time allocation
In the 2013 curriculum, material on hydrocarbon compounds is taught in
senior high schools in class XI MIPA in the even semester. Learning was carried out
5 times with an allocation of 2 × 45 minutes for each meeting, 4 meetings for the
learning process and 1 meeting for the final test (posttest) related to the material of
hydrocarbon compounds.
2. Basic Competency and Competency Achievement Indicators
Basic competencies
3.1 Analyzing the structure and properties of hydrocarbon compounds based on an
understanding of the uniqueness of carbon atoms and the classification of their
compounds.
3.2 Processing and analyzing the structure and properties of hydrocarbon
compounds based on understanding the characteristics of carbon atoms and
their classification.
Indicators of Competence Achievement
Pertemuan I 3.1.1 Identifying hydrocarbon compounds in everyday life
3.1.2 Describe the peculiarities of carbon atoms
3.1.3 Analyzing the type of C atom based on the number of
C atoms bonded to a chain of carbon atoms (primary,
secondary, tertiary, and quaternary C atoms)
Pertemuan 2 3.1.4 Determining hydrocarbon compounds based on the
bonds contained in the carbon chain
3.1.5 Determine the structure and nomenclature of alkanes,
alkenes, and alkynes based on IUPAC rules
3.1.6 Analyzing the properties of hydrocarbon compounds
Pertemuan 3 3.1.7 Predict the type of isomer (isomer frame, position,
geometry) of a hydrocarbon compound
Pertemuan 4 3.1.8 Analyzing simple reactions on alkanes, alkenes, and
alkynes (oxidation, substitution, addition, elimination
reactions).

III. Research Methods

A. Types of Research
This research is a quasi-experimental research involving two classes, namely
the experimental class and the control class. This study aims to determine the effect
of google site-based interactive multimedia on the problem-based learning model on
the learning outcomes of class XI students at SMA Negeri 2 Majene on the subject
matter of hydrocarbon compounds.
B. Time and Place of Research
This research was conducted in October, even semester of the 2022/2023
academic year at SMA Negeri 2 Majene, East Banggae District, Majene Regency,
West Sulawesi Province.
C. Research Design
The research design used in this research is the Posttest-Only Control Group
Design.The research design is presented in table 3.1
Table 3. 1 Posttest-Only Control Group Research Design
Group Treatment Final Test
Experiment T1 O1
Control T2 O2

Information :
T1 : Treatment using interactive multimedia based on Google site on a problem based
learning model)
T2 : Treatment using a problem based learning model
O1: Results of the experimental group's Posttest scores
O2: Results of the control group's Posttest scores

D. Population and Sample

1. Population
The population in this study were all class XI MIPA students at SMA Negeri
2 Majene which were held in odd semesters, the 2022/2023 academic year, which
consisted of 4 classes.
2. Samples
The sample in this study was taken using a simple random sampling
technique, that is, the sample was taken from a random population of XI MIPA class
at SMA Negeri 2 Majene. From the ramdon results, two classes were selected,
namely class XI MIPA 2 as the experimental group, where the group that was given
treatment in the form of an interactive multimedia method based on Google site on
the problem-based learning model while in class XI MIPA 3 as a control group was
not given interactive multimedia methods based on Google. site on the problem based
learning model.

E. Variables and Variable Operational Definitions

1. Research Variables
The variables in this study consist of two variables as follows:
a. Independent variable
Independent variables are variables that influence or cause change. In the
research the independent variable is google site-based interactive multimedia in
problem-based learning.
b. Dependent variable
The dependent variable is the variable that is affected or is the result. In this
study, the dependent variable was the learning outcomes of class XI MIPA students at
SMA Negeri 2 Majene on the subject matter of hydrocarbon compounds.
2. Variable Operational Definition
The variables involved in the research are operationally defined as follows:
a. Google site-based interactive multimedia is a combination of images, video,
animation and sound in one software that allows users to interact directly. where
each student in the team is responsible for writing down the problems in the
questions.
b. Problem based learning is a problem-oriented learning activity. This problem will
be solved by students through the process of discussion and data collection with
learning syntax, namely problem orientation, organizing students to learn, guiding
investigations, developing and presenting work, as well as analyzing and
evaluating the problem solving process.
c. Learning outcomes are post-test results in the form of multiple choices with
cognitive abilities through the learning process on the material of hydrocarbon
compounds by using interactive multimedia based on google site in the
experimental group and without interactive multimedia based on google site in the
control group

F. Research Procedures
This research was conducted in the even semester of the 2022/2023 school
year at SMA Negeri 2 Majene in four meetings. Each meeting consists of two
meeting hours (2x45). The learning process was carried out in four meetings (4x2
JP), and the post-test was administered in one meeting (1x 2 JP). The steps of this
stage include:
1. Preparatory stage
In the preparation stage the activities carried out are as follows:
a. Conduct observations at schools and consult with chemistry teachers for class XI
regarding the class to be used, the time of research, the condition of students and
the material to be studied.
b. Request permission from the agency related to the research to be carried out.
c. Develop learning tools. The learning tools in this study include compiling lesson
plans, worksheets, media and learning aids.
d. Developing instruments and evaluation tools.
e. Perform instrument validation by experts.
2. Implementation Stage
The steps taken in the implementation stage are:
a. Convey the aims and objectives of the research.
b. The experimental group was divided into 5 groups consisting of 7 students, the
group division was carried out heterogeneously. In the control group it was done
in the same way.
c. Carry out learning activities in accordance with the learning implementation plan
(RPP) in groups, using interactive multimedia based on Google sites in the
problem based learning model in the experimental group and the problem based
learning model in the control group.
3. Final Stage
a. Giving a post-test to students in the experimental group and the control group at
the final meeting.
b. Processing the results of the post-test assessment of student learning outcomes
after participating in learning using interactive multimedia based on Google site
in the problem based learning model for the experimental group and without
using interactive multimedia based on Google site in the problem based learning
model in the control group.
c. Provide conclusions based on the results obtained from data analysis.

G. Research Instruments
1. Learning Outcomes Test
The instrument used in this study was the learning outcomes test (post-test),
namely the value of the cognitive aspect in the form of multiple choice questions to
find out the learning outcomes of students after participating in learning activities.
This learning outcomes test consists of 25 multiple choice questions that have gone
through a content validation process by an expert validator and then tested on 30
students of class XII MIPA 4 and processed to determine the validity of the test. In
addition, item validation was also carried out. Item validation was carried out
including determining the index of difficulty, discriminating power, validation using
the correlation of product moments with rough numbers and reliability. Item
Validation Results can be seen in Appendix C.1
a. Difficulty index
The difficulty index shows the difficulty level of the question. The formula
for finding the index of difficulty (Arikunto, 2016), namely:
B
P=
JS
Information :
P = index of difficulty/proportion
B = the number of students who answered correctly on the question
JS = the total number of students who were tested
b. Discriminating Power
The discriminating power of the item is the ability of the item to distinguish
between high-ability students and low-ability students (Arikunto, 2016). The formula
for calculating the discriminating power of questions is:
JBA JBB
D= - atau D = PA – PB
JTA JTB

Information :
D = power of discrimination or discrimination
JBA = the number of students who answered correctly at the top
JTA = total number of students at the top
JBB = the number of students who answered correctly at the bottom
JTB = total number of students at the bottom
PA = upper difficulty index
PB = bottom difficulty index
c. validity
According to Arikunto (2016), a test can be said to be valid if the test
measures what it is intended to measure. The technique used to determine alignment
is the product moment correlation technique proposed by Pearson. There are 2
product moment correlation formulas, namely product moment correlation with
deviations and product moment correlation with rough numbers. Product moment
correlation formula with rough numbers:
rxy = N ∑ XY −¿¿ ¿

Information :
rxy = correlation coefficient between variable X and variable Y, the two variables are
correlated
d. Reliability
Reliability is the determination of a test when it is tested on the same subject. In order
to find out this provision, basically it is seen from the parallel results (Arikunto,
2016). The criteria used to determine determination are outside the test (external
consistency) and on the test itself (internal consistency). To determine the reliability
of all tests, the Spearman-Brown formula must be used as follows:
 1/ 21 /2
2r
r11 = 1 /2 1 /2
(1+r )

Information
r ½ ½ = correlation between the scores of each half of the test
r11 = adjusted reliability coefficient

2. Learning Implementation Observation Sheet

The data collection technique used to measure the implementation of learning
observation sheets is by providing observation sheets of the implementation of
learning to observers regarding the suitability of the implementation of learning with
the learning model used. The suitability in question is the suitability between the use
of Google site-based interactive multimedia with the syntax of the problem-based
learning model and what is implemented. This instrument is validated by a learning
expert lecturer. Observation of the learning process was carried out by two observers
by observing the learning process.

H. Data Collection Techniques

1. Learning Outcomes Test
Data collection techniques carried out by the experimental group and the
control group were given a final test (post-test) to find out whether there was any
influence of the google site-based interactive multimedia method on the problem
based learning model on student learning outcomes on the subject matter of
hydrocarbon compounds at the end of learning. The data obtained is in the form of
students' post-test scores which will be converted into grades.
2. Learning Implementation Observation Sheet
The data was obtained from the observation sheet which was filled in by the
observer when the teacher carried out the learning process from start to finish. The
observer will put a check mark (√) in the column (Yes/No) provided on the
observation sheet of the implementation of learning. Put a check mark (√) in the "yes"
column if the activity description is carried out, but put a check mark (√) in the "no"
column if the activity description is not carried out. The indicators observed in the
observation sheet of the implementation of learning are preliminary activities (saying
greetings and checking the presence of students), core activities (providing
stimulation, identifying problems, collecting data, processing data, proving, and
drawing conclusions) and closing activities. The observation sheet of the
implementation of learning is made based on the syntax of the problem based
learning model contained in the lesson plans.
I. Data Analysis Techniques
The data analysis technique of this research was carried out by means of
statistical analysis descriptive and inferential statistical analysis.
1. Descriptive Analysis
a. Learning outcomes
Descriptive analysis is a statistical analysis that is used by describing the data that has
been collected. To find out the value obtained by students is a score, then the score
will be converted to a value using the formula:
score obtained
Value = x 100%
maximum score

Descriptive analysis is used to provide an overview of the post-test achievement of

students in both the experimental group and the control group in understanding the
material of hydrocarbon compounds. The descriptive statistics sought include the
presentation of tables, diagrams, average values, highest values, low scores, and
standard deviations.
1) Individual Completeness
JB
Tp = x 100
JS
Information:
Tp = Complete individual
JB = Score of each student
JS = Maximum score

Table 3. 2 Criteria for Student Completeness Values

Score Category
≥75 Complete
<75 Incomplete
(Source : SMA Negeri 2 Majene)

2) Class completeness
∑ Tp
Tk = X 100%
n

Information:
Tk : Finish class
∑Tp : Completed number of individuals
n : Number of students

Table 3. 3 Class Class Completeness Classification of Class XI Students at SMA

Negeri 2 Majene
Complete Class Category
≥75% Complete
< 75% Incomplete
(Source : SMA Negeri 2 Majene)

b. Learning Implementation Observation Sheet

The observation sheets of the implementation of the learning process in the
experimental group and the control group were analyzed by adding up the scores. The
results of the observation data on the implementation of learning are then changed
using the formula:

Percentage implementation =
∑ X x 100%
N

Information:
Σx= total score of each item
N = maximum score
2. Inferential statistical analysis
a. Prerequisite Test
1) Normality Test
The normality test is used to determine whether the data under study comes
from a normally distributed population or not. Test the normality of the data using the
following formula:
2 (Oi−Ei)2
x =∑ va
Ei

Information:
2
x = Kai square (Chi square )
Oi = observation frequency
Ei = Expected frequency
If the calculated Chi squared value is smaller or equal to the table Chi Squared
price ( x 2count ≤ x 2table) then the distribution is declared normal, and if it is greater ( x 2count
< x 2table) is declared abnormal (Sugiyono, 2010).
2) Homogeneity Test
 Homogeneity test aims to determine whether the two groups of data obtained
are homogeneous or not. Homogeneity testing is carried out using the following
formula:
Big Varians
F count =
Small Varians
The criteria for testing homogeneity with a significant level of α = 0.05,
namely if Fcount˂Ftable, then the data is homogeneous (Subana et al, 2000).
3) Hypothesis Test
Hypothesis testing is carried out using a parametric statistical test, namely
the Mann-Whitmey test with the following hypotheses:
H0 ¿ μ1 ≤ μ2
H1 ¿ μ1 ¿ μ2
Information :
H0 = There is no effect of the use of google site-based interactive multimedia on the
problem based learning model on the learning outcomes of class XI MIPA
students at SMA Negeri 2 Majene in the material of hydrocarbon compounds.
H1 = There is an effect of the use of google site-based interactive multimedia on the
problem based learning model on the learning outcomes of class XI MIPA
students at SMA Negeri 2 Majene in the material of hydrocarbon compounds.
µ1 = Average learning outcomes of the experimental population.
µ2 = Average learning outcomes of the control population.
The Mann-Whitmey test was used because the samples used were not
normally distributed. The Mann-Whitney test is carried out in the following steps:
a) Combine data from the two groups and then arrange the data from high to low.
b) Give the order (rank) of each value contained in the two groups with a range of 1
to N = n1 + n2. Ranking starts from the same data, so the rating is the average of the
same data ranking.
c) Separate again according to the group and add up the order (rank) of each group.
Total ranking for group n1=R1 and total ranking for group n2=R2.
d) Calculating the value of U using the formula:
n 1(n 1+ 1) n 1(n 1+ 1)
U1 =n1.n2 + ( -∑R1) or U2 = n1n2 + ( -∑R2)
1 1
The value of U that is the smallest is the value sought
e) Calculate the value of Z using the formula:
n xn
U 1 2
U −μU 2
Z hitung= =

√
σU n1 n2 (n1 +n2 +1)
12
Information :
n1 = the number of experimental group data
n2 = Number of data for the control group
Σ 𝑅1 = number of orders (rank) of the experimental group
Σ 𝑅2 = number of orders (rank) of the control group
𝜎𝑈 = standard deviation
μ 𝖴 = Mean

Test criteria:
The criteria for testing the hypothesis are at the level α = 0.05. If Z count > Ztable
then H0 is rejected and H1 is accepted. This means that there is an influence of
interactive multimedia based on Google site on the problem based learning model on
the learning outcomes of class XI students of SMA Negeri 2 Majene on the material
of hydrocarbon compounds. Conversely, if Zcount < Ztable, then H0 is accepted and H1 is
rejected, meaning that there is no effect of interactive multimedia based on Google
site on the problem-based learning model on the learning outcomes of class XI
students at SMA Negeri 2 Majene on the material of hydrocarbon compounds.

IV. Research Results and Discussion

A. Research Results
1. Descriptive Statistical Analysis
a. Student Learning Outcomes
The learning outcomes of students at SMA Negeri 2 Majene in the material
for hydrocarbon compounds were analyzed using descriptive statistics to provide an
overview of the characteristics of the achievement of student learning outcomes in the
experimental group and the control group. Based on a descriptive analysis of the
learning outcomes of students in class XI MIPA 2 as the experimental group who
were taught using interactive multimedia based on Google site on the problem based
learning model and class XI MIPA 3 as the control group who were taught using the
problem based learning model without interactive multimedia based on google site,
then the results of descriptive analysis are obtained as in Table 4.1
Table 4. 1 Descriptive Statistical Analysis of Learning Outcomes of Experiment
Group and Control Group Students
Statistical Value
Statistic
Experiment Group Experiment Group
Sample 35 33
Lowest value 52 48
 The highest score 96 92
Average value 79,72 72,85
Mode 80,35 73,75
Median 80,3 79,55
Standard Deviation 103,477 134,007
Table 4.1 shows the learning outcomes of students in the experimental group
and the control group have differences based on the results of the post-test. The
average value of the experimental group is higher than the average value of the
control group. The existence of differences in the values of each group indicates that
there is an influence from the treatment given. Student learning outcomes can be
grouped based on the criteria for the completeness score of student learning outcomes
for each experimental group and control group at SMA Negeri 2 Majene as presented
in Table 4.2
Table 4. 2 Percentage of Completeness of Learning Outcomes of Experiment
Group and Control Group Students
Score Criteria Experiment Group Control Group
Frequency Percentage Frequency Percentage
≥ 75 Complete 26 74,29% 19 57,58%
< 75 Incomplete 9 25,71% 14 42,42%

Table 4.2 shows that the percentage of completeness of student learning

outcomes in the material for hydrocarbon compounds for the experimental group is
higher than the control group. This shows that the learning outcomes achieved by
students in the experimental group using interactive multimedia based on Google site
on the problem based learning model were higher than the control group using the
problem based learning model without the help of interactive multimedia based on
Google site.
If the data on student learning test results can be classified based on the
completeness of the indicator, then the average percentage of indicator completeness
for the experimental group and the control group is obtained which is presented in
table 4.3

Table 4. 3 The percentage of achievement of each indicator for the experimental

group and the control group
Experiment Group Control Group
No Indicator
Percentage Ket Percentage Ket

1 Identifying hydrocarbon
compounds in everyday 72.85% Incomplete 62,15% Incomplete
 life
2 Describe the
characteristics of the 90,47% Complete 83,83% Complete
carbon atom
Experiment Group Control Group
No Indicator
Percentage Ket Percentage Ket
4 Determining hydrocarbon
compounds based on bond 79,09% Complete 63,64% Incomplete
saturation
5 Determine the structure
and nomenclature of
alkanes, alkenes and 81,9% Complete 77,78% Complete
alkynes based on IUPAC
rules
6 Analyze the properties of
hydrocarbon compounds 65,71% Incomplete 64,49% Incomplete

7 Predict the type of isomer

(isomer frame, position,
79,99% Complete 66,63% Incomplete
geometry) of a
hydrocarbon compound
8. Analyzing simple
reactions on alkanes,
alkenes, and alkynes
(oxidation reactions, 71,79% Incomplete 73,34% Incomplete
addition reactions,
substitution reactions and
elimination reactions).

Table 4.3 shows that the mastery of students' learning outcomes in the subject
matter of hydrocarbon compounds for the experimental group has higher mastery
compared to the mastery of students in the control group. Achievement of
completeness indicators of the experimental group of the eight indicators only five
indicators met the completeness criteria, while for the control group of the eight
indicators only three met the completeness criteria.
b. Observation Results of Learning Implementation
Observation of the implementation of student learning using interactive
multimedia based on google site in the problem based learning model in the
experimental group and learning without using interactive multimedia based on
google site in the problem based learning model in the control group. Observation of
the implementation of learning involves two observers, then the value is averaged.
Based on the results of observations made in the experimental group and the control
group, the percentage of learning achievement is obtained in Table 4.4

Table 4. 4 Percentage of Student Learning Implementation

Meeting Percentage
Group
I II III IV Average
Experiment 95,15% 100% 96,15% 96,15% 97.11%
Control 95,15% 94% 92,30% 96,15% 96,15%

Table 4.4 shows that the implementation of the learning process in the
experimental group and the control group has an average percentage value in the very
good category. The table explains that each phase in the syntax of the problem-based
learning model using interactive multimedia based on Google sites or cannot be
carried out very well, although there are phases that are not carried out in the control
group and the experimental group.
2. Inferential Statistical Analysis
a. Testing Prerequisite analysis
Inferential statistical analysis was used to test the research hypothesis, namely
that there was an effect of interactive multimedia based on Google site on the
problem-based learning model on the learning outcomes of class XI students at SMA
Negeri 2 Majene. Before testing the hypothesis, the normality test and homogeneity
test are first carried out as a prerequisite in determining the type of test used in
hypothesis testing.
1) Normality Test
The normality test aims to determine whether the data used comes from a
normally distributed population or not. The technique for testing the normality of
student learning outcomes data is carried out using Chi Square ( x 2) at a significant
level α = 0.05, with the criteria for normally distributed data x 2count < x 2table
From the calculation results for the experimental group, it is obtained that x 2
2
count = 11.35 and x table at the confidence level (𝛼) = 0.05 and degrees of freedom (dk)

= 3, x 2table = 7.81. Thus the experimental group obtained x 2count (11.35) > x 2table (7.81),
meaning that the samples in the experimental group were not normally distributed.
Whereas for the control group, based on the calculation results, it was obtained x 2count
= 12.99 and x 2table at the confidence level (𝛼) = 0.05 and degrees of freedom (dk) = 4,
2 2 2
x table = 9.48. Thus in the control group obtained x count (12.99) > x table (9.48), meaning
that the sample in the control group is not normally distributed. The normality test in
the experimental group and the control group is presented in table 4.5

Table 4. 5 Normality Test Results

Experimet Groups Control Groups

x 2count x 2table Information x 2count x 2table Information

11,35 7,81 Abnormal 12,99 9,48 Abnormal

2). Homogeneity Test

Homogeneity testing was carried out to determine whether the data obtained
from the experimental group or the control group came from a homogeneous
population or not. The homogeneity test criterion used is if F count<Ftable then the two
sample groups come from homogeneous populations. Based on the results of the
homogeneity test using the variance of the experimental group as the largest variance
and the variance of the control group as the smallest variance, the data obtained F count
= 1.29 while Ftable at the significance level (𝛼) = 0.05 with dk quantifier = 32 and dk
denominator = 34, so that Ftable = 1.78 is obtained. Because Fcount (1.29) < Ftable (1.78),
it can be concluded that the experimental group and the control group come from a
homogeneous population. The results of the normality test in the experimental group
and the control group are presented in Table 4.6
Table 4. 6 Homogeneity Test Results
Groups Fcount Ftable Information
Experiment
1,29 1,78 Homogeneous
Control

b. Hypothesis testing
Hypothesis testing is used to test the hypotheses that have been formulated
namely to determine whether there is influence of interactive multimedia based on
google site on the problem based learning learning model on the learning outcomes of
class XI SMAN 2 Majene students on the subject matter of hydrocarbon compounds.
Based on the prerequisite tests that have been carried out, information is obtained that
the learning outcomes data from the experimental and control groups are not
normally distributed, and both groups come from homogeneous populations.
Furthermore, one-sided t-test cannot be used to test the hypothesis because the
samples obtained are not normally distributed, therefore hypothesis testing can be
carried out using non-parametric statistical tests, namely the Mann-Whitney test with
statistical hypotheses: H0 : 𝜇̅1 ≤ 𝜇2 H1 : 𝜇̅1 > 𝜇2. Based on the calculation results from
the Mann-Whitney test, Zcount = 2.61 and Ztable = 1.64 at a confidence level of 0.05.
Because Zcount>Ztable (2.61 > 1.64) then H1 is accepted and H0 is rejected, so it can be
concluded that there is an influence of interactive multimedia based on google site on
the problem based learning model on the learning outcomes of class XI students at
SMA Negeri 2 Majene on the subject matter Hydrocarbon Compounds.

B. Discussion
Google site-based interactive multimedia is a learning method designed to
assist students in determining and compiling the core of learning material in the form
of links to create class, school, or other websites. This research was conducted with
the aim of knowing whether or not there is influence of interactive multimedia based
on Google site on the problem based learning model on student learning outcomes in
class XI SMA Negeri 2 Majene on the subject matter of hydrocarbon compounds. In
this study, the sample used consisted of two classes, namely class XI MIPA 2 as the
experimental group which was given interactive multimedia based on Google site on
the problem based learning model and class XI MIPA 3 as the control group without
using interactive multimedia based on google site on the problem model. based
learning. The difference in treatment in the learning process produces differences in
student learning outcomes shown in the data from the descriptive analysis of table
4.1.
Based on the table shows that the average value of the experimental group is
higher than the average value of the control group. The average value obtained in the
experimental group was 79.72 while the average value in the control group was
72.85. In addition, there are also differences in the standard deviation value, the
experimental group has a lower standard deviation value than the control group. This
means that the results of data deviations in the experimental group using google site-
based interactive multimedia in the problem based learning model were less than the
control group without using google site-based interactive multimedia in the problem
based learning model. In the experimental group, Google site-based interactive
multimedia was embedded in all syntaxes. The learning material provided is material
for hydrocarbon compounds, where the material for hydrocarbon compounds is
explained as many as eight indicators of competency achievement and distributed in
five meetings with one post-test.
 Table 4.2. presents the percentage of completeness of each group. Based on
the complete and incomplete categories, the percentage of completeness in the
experimental group was higher than that of the control group. Where in the
experimental group the frequency met the completeness criteria, namely 26 students
out of 35 with a percentage of 74.29% while in the control group which met the
completeness criteria, namely 19 students out of 33 with a percentage of 57.58%.
This illustrates that the achievement of student learning outcomes in the experimental
group using interactive multimedia based on Google site in the problem based
learning model can attract the attention of students to concentrate. This is in
accordance with the research conducted by Levied and Lentz (in Arsyad, 2014)
learning media has an attentional function, namely attracting students' attention to
concentrate on lesson content related to the visual meaning displayed or
accompanying learning texts. In addition to class completeness, the percentage of
achievement of each indicator on the material of hydrocarbon compounds for the
experimental group and control group can be seen in table 4.3
Judging from the average percentage of achievement of each indicator on the
learning outcomes of the experimental group is higher than the average percentage of
achievement of each indicator on the learning outcomes of the control group.
However, even though the achievement of the indicators of learning outcomes in the
experimental group was higher than the control group, there was one indicator of
learning outcomes, where the control group obtained a higher percentage of scores
than the experimental group. This is because the use of interactive multimedia based
on Google site is not suitable for this indicator.
Based on table 4.3, it shows that in the experimental group there were three
indicators that were incomplete while in the control group there were five
indicators that do not reach its completeness. The failure of indicators in the
experimental group can show that learning using interactive multimedia based on
Google sites in the problem based learning model is not optimal in helping students to
understand the concept of indicators of hydrocarbon compounds. This is seen from
the incomplete indicators in the experimental group and the control group, namely
indicators identifying hydrocarbon compounds in everyday life. This is because
students cannot explain hydrocarbon compounds as organic compounds consisting of
the elements carbon and hydrogen, students are also unable to explain that hydrogen
is an organic compound. Next is an indicator on analyzing the properties of
hydrocarbon compounds based on their compound groups (alkanes, alkenes, and
alkynes). The incompleteness of these indicators is because students have not been
able to analyze the relationship between boiling point and relative atomic mass and its
structure. as well as indicators on analyzing simple reactions in alkanes, alkenes, and
alkynes (oxidation reactions, addition reactions, substitution reactions and elimination
reactions). Where students are still wrong in writing reactions to hydrocarbon
compounds.
The indicators which were also incomplete in the control group but completed
in the experimental group were indicators of determining hydrocarbon compounds
based on bond saturation. Inadequateness in these indicators, students have not been
able to distinguish hydrocarbon compounds based on the saturation of their bonds. As
well as on indicators regarding predicting the type of isomer (isomer frame, position,
function, geometry) of hydrocarbon compounds. Where in these indicators, students
understand more about positional isomers so that in these indicators many students do
not complete.
Based on the description of the percentage of completeness of each indicator
above, although there are indicators that are incomplete. In general, it can be
concluded that the use of google site-based interactive multimedia in the experimental
group's problem-based learning model can help students understand the material so as
to improve student learning outcomes. Where the average percentage of mastery
indicators in the experimental group was 78.27% higher than the average percentage
of mastery indicators in the control group, namely 71.89%. This is in accordance with
Nur (2017), electronic media can help students to improve competence and cognitive
understanding, as well as make it easier for students to learn the content of material in
the media because it is easy to carry anywhere and anytime.
Inferential analysis which aims to test the truth of the hypothesis proposed,
accepted or rejected. Before testing the hypothesis, prerequisite tests are first carried
out, namely the normality test and homogeneity test. Based on the normality test, it
was stated that both the experimental group and the control group came from
populations that were not normally distributed. The homogeneity test based on the
calculation results shows that the data from the experimental group and the control
group come from a homogeneous variance. Therefore hypothesis testing cannot be
carried out using parametric statistics (t-test) because it does not meet the test
requirements, but hypothesis testing is carried out using nonparametric statistics
(Mann-Whitney test).
Based on the results of hypothesis testing, Zcount > Ztable (2.61 > 1.64), thus the
proposed hypothesis is accepted, namely the influence of interactive multimedia
based on Google site on the problem based learning model on student learning
outcomes in class XI SMA Negeri 2 Majene in the study the main ingredient of
hydrocarbon compounds.
 The use of google site-based interactive multimedia on the model
problem based learning in the learning process has an important influence
because with this media, the learning process will take place in an active, creative and
effective and fun way. This is in accordance with research conducted by Wicaksono
& Rachmadyanti (2017) stating that through the use of the Google site students
become more comfortable and more active in constructing. The existence of
interactive multimedia based on Google sites using problem based learning models
can help students understand the material of hydrocarbon compounds. Where the use
of google site-based interactive multimedia in problem-based learning models can
visualize hydrocarbon compound material in the form of images, video, text, audio
and animation. This, according to the results said by Darmawan (2014: 55-56) is able
to activate students to learn with high motivation because of their interest in
multimedia systems that are able to display text, images, videos, sounds, and
animations.
In addition, the use of google site-based interactive multimedia in the
problem-based learning model for learning outcomes can provide opportunities for
students to be actively involved in the learning process and find a concept for
themselves in solving the given problem. When viewed as a whole, learning media
using interactive multimedia based on Google sites is suitable to be combined with
problem-based learning models, where the learning outcomes of students in the
experimental group are higher than the percentage in the control group. This is in line
with Dewi's opinion, C.K. (2018) which states that Google site-based learning has
good potential to be used as an effective learning medium because it can stimulate
visual and verbal components.

V. Conclusions and Suggestion

A. Conclusion
Based on the results of data analysis and discussion, it can be it can be
concluded that H0 is rejected and H1 is accepted, which means that there is the effect
of google site-based interactive multimedia on the problem-based learning model on
the learning outcomes of class XI MIPA students at SMA Negeri 2 Majene on the
material of hydrocarbon compounds.
B. Suggestion
Based on the results obtained from this study, a suggestion is made, which is
expected for future researchers who wish to research this media so that they are able
to manage the time allocation appropriately and prepare themselves as well as
possible to control the situation and condition of the class.
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