DEVELOPING INTERACTIVE MULTIMEDIA BASED MULTIPLE INTELLIGENCE ON WAVES

CHARACTERISTIC SUBJECT FOR PHYSICS IN SENIOR HIGH SCHOOL

Amalia W.1*, Wiyono K.2*, Ismet2

Physics Study Program, Faculty of Teaching and Learning Education
Sriwijaya University
South Sumatera, Indonesia

ABSTRACT

This study aimed to produce a valid and practical interactive multimedia based multiple intelligence
on waves characteristic subject and to know the potential effect of its use. The method used in
this study was development study. The interactive multimedia was developed through five stages,
adopted from Luther development model that consisting of: 1) concept stage; 2) design stage; 3)
materials collecting stage; 4) development stage; and 5) evaluation stage. The evaluation stage
used in this study was Tessmer formative evaluation, consisting of five stages namely: 1) self
evaluation; 2) expert review; 3) one to one evaluation; 4) small group evaluation; and (5) field test.
The validity of interactive multimedia was evaluated using validation-sheet, the practicality was
evaluated using quistionnaire responses of students, and the potential effect was observed from
students achievement. The result of expert review stage showed that the developed interactive
multimedia was categorized as valid, with validators average score was 85,8 %, and the results of
one-to-one and small group evaluation showed that the practicallity of interactive multimedia was in
very practical category, with average score was 87,6%. Moreover, after using the multimedia,
mostly students achieve better learning outcomes, with N-Gain score was 0,67. From the results,
it can be concluded that the developed interactive multimedia based multiple intelligence on waves
characteristic subject has been valid, practical, and has a medium categorize potential effect on
student learning outcomes.

Keywords: Multimedia interactive; Waves characteristic; Multiple Intelligences

INTRODUCTION physics science that classified as facts,

Physics is a subject studied in senior
highschool and any study program on
college. Physics is important to be studied
because it discuss about matter, energy,
field, and natural phenomenas (Zulaikah,
2009). Through physics subject, human can
understand about various phenomenas in
life. Physics is also a fundamental science
that contributes to the improvement of
various sector of life, such as in medical
sector, agriculture, communication, and
technology.
Naturally, physics can be viewed as
product, process, and demeanour. Physics
as a product means that physics is a
collection of the invention produced by
scientists through experiment activities.
Those inventions were dedicated, collected,
and organized systematically to be learned
and utilized by next generation. Collection of
concepts, principles, laws, and theories,
arent entirely concrete (Sutrisno, 2006).
Many of them are abstract and difficult to be
understood by students.
Along with the improvement of
science and technology, it possible to
visualize and display abstract things in
physics by using interactive multimedia (MMI)
in classroom. The using of MMI as a learning
media is one of innovations that teacher can
do in physics learning. There are so many
study about the using of MMI in physics
learning that have been done in past, some
of them are did by Benson (2011), Wiyono
(2013), and Gunawan (2013). In general, the
results of those study showed that the using
of MMI in physics learning can improve
students achievement. Its because
animations, videos, and simulations in MMI
can visualize abstract concepts and
microscopic matters (Wiyono, 2013). Beside
that, the intregated elements such as text,
picture, animation, video, and simulation, can
optimize students sense in receiving and
storing information in their memories.
Valid and practical interactive
multimedia for physics learning have been
developed on many subject, such as on
electrical (Sarofi, 2014), Kinematics
(Liutamimah, 2013), mechanics, optic, and
thermodynamic subject (Gunawan, 2012).
But, all of them serve the contents on the
same way, not too care about the difference
potential of students. In fact, many theories
of and approaches toward human potential
have been developed, among them is theory
multiple intelligence developed by Gardner.
Gardner (in Suparno, 2008) defined that
there are 8 kinds of intelligence, and basically
everyone was born with a certain intelligence
potential. Diversity of intelligence types
should be able to provide more opportunities
in developing students ability according to
their inteligence potential. Unfortunately,
those kinds of intelligence frequently being
ignored in learning process in Indonesia
(Suparno, 2003). The learning processes that
have been done, were more emphasized on
mathematics-logic intelligence, including in
physics learning. It causes the students who
limited on mathematics intelligence, coupled
with ignorance of their ability on the other
types of intelligence, will be less interested in
learning process and it will be impact on their
learning outcomes.
As an innovation in teaching-
learning process, author wants to integrate
between physics learning, interactive
multimedia, and multiple intelligences. The
problems of this study are : how to develop a
valid and practical interactive multimedia
based multiple intelligence on waves
characteristic subject, and how the potential
effect of that developed interactive
multimedia to students learning outcomes in
XI Science 1, SMAN 5 Palembang.
Certainly, the selection of using interactive
multimedia in learning process has a basic
consideration, such as students
characteristic and subjects needs (Riyana
and Susilana, 2007). Based on syllabus of
physics in curriculum 2013, waves
characteristic is an subject that should be
taught on 11th grade. This subject discusses
about fundamental concepts, types, and
characteristics of wave that generally need to
be visualized through video, animation,
picture, simulation, etc, which those all can
be integrated into an interactive multimedia.
Then, to choose the types of intelligence
applied in developed interactive multimedia,
author conducts a preliminary study using
quistionnaire which adapted from 7 kinds of
Intelligence book. The result showed that
students of XI Science 1 in Senior High
School number 5 mostly have mathematics-
logic (22%) and verbal-linguistic (20%)
intelligence. Since waves characteristic
subject has so many thing that should be
visualized, visual-spatial intelligence was
applied into developed interactive multimedia
too.
METHOD
Research Model
This study used development research
method. Steps of this study were adopted
from Luthers development model, consisting
of: 1) concept stage; 2) design stage; 3)
materials collecting stage; 4) development
stage; and 5) evaluation stage. In evaluation
stage, author used tessmer formative
evaluation, consisting of: 1) self evaluation; 2)
expert review; 3) one to one evaluation; 4)
small group evaluation; and (5) field test, to
evaluate developed product.
Data Collection Techniques
Data collection techniques in this study
include:
(1) walkthrough, a data validation that involve
some expert review to evaluate the first
prototype using validation sheet. Validation
sheet was developed from indicators that
classified into content and lay-out aspect.
(2) quistionnaire, given to students involved
in one-to-one and small group evaluation.
Quistionnaire was developed based on some
criterias that defined by Warsita (2008) to
determine whether second prototype was
practical or not.
(3) Test, conducted twice, pre-test and post
test, by using 20 multiple choice questions
which developed based on learning purposes
in waves characteristic subject.
 Table 1. Validity Categories of expert review
Prototype 1 result/ HVA (Wiyono, 2015)
1 Value (%) Category
Self-Evaluation 86 HVA 100 Very Valid
70 HVA < 86 Valid
56 HVA < 70 Less Valid
Expert Review One-to-one 0 HVA < 56 Invalid
evaluation
Table 2. Practicality categories of one to one
yes and small group result/ HEOS
Valid Praktical
(Wiyono, 2015)
Value (%) Category
no no
86 HEOS 100 Sangat Praktis
Revisi Revisi
70 HEOS < 86 Praktis
56 HEOS < 70 Kurang Praktis
Prototype 2 0 HEOS < 56 Tidak Praktis
21

Small Group Evaluation Test results were used to know the

potential effect of developed product
(interactive multimedia) that can be known by
no Praktical calculating N-Gain skor as in equation (2)

yes ( ) ( )
< >= (2)
( ) ( )
Revisi Final product
Then to determine its category, N-Gain
Field Test score was confirmed into table 3.

Picture 1. Evaluation Stage Table 3. N-gain categories(Hake, 1998)

Data Analysis
Validation sheets and quistionnaires
were analyzed by using descriptive
quantitative technique, began with the
convertion of 4 categories likert-scale into
score, according to following terms: very
agree (4), agree (3), disagree (2), and very
disagree (1). Next step was calculation of
value by using equation (1).
= 100%
To determine the validity and practicality
categories of developed interactive
multimedia, this study used category as
contained in table 1 and 2.
Kategori N-gain
High (< >) 0,70
Medium 0,70> ( < >)
0,30
Low (< >) < 0,30
FINDINGS AND DISCUSSION
Based on Luthers model, an interactive
multimedia based multiple intelligence on
waves characteristic subject has been
developed in this study through 5 stages as
follows.
(1) 1. Concept Stage
This study was began by analyzing
physics syllabus, and the result showed that
there was a need in waves characteristic
subject to be explained using some medias.
Based on syllabus of physics in curriculum
2013, waves characteristic is an subject that
should be taught on 11th grade. This subject
discuss about fundamental concepts, types,
and characteristics of wave. Through
contents analyze, author obtained that
waves characteristic subject consisting of 8
concrete labels and 1 abstract label. Although
most of them were concrete, it can be seen if
there was a need in waves characteristic
subject to be explained using some medias,
since there were so many examples, like
tsunami, earthquake, etc, that couldnt be
presented directly into classroom, and also
there were so many concepts which couldnt
be explained just by words. Generally,
contains of that subject need to be visualized
through video, animation, picture, simulation,
etc which those all can be integrated into an
interactive multimedia. So, author choosed
waves characteristic subject to be loaded
into product.
Then, to choose the types of
intelligence applied in developed interactive
multimedia, author conducted a preliminary
study using quistionnaire which adopted from
7 kinds of Intelligence book. The result
showed that students of XI Science 1 in
SMAN 5 Palembang mostly have
mathematics-logic (22%) and verbal-linguistic
(20%) intelligence. Since waves
characteristic subject had many content that
should be visualized, visual-spatial
intelligence was applied into developed
interactive multimedia too. Concept stage in
this study have been done as pointed out by
Riyana and susilana (2007) , in where the
selection of using interactive multimedia in
learning process should be have basic
consideration, such as students
characteristic and subjects needs.
4. Development Stage
In development stage, all of those
collected material were integrated and
programmed into an interactive multimedia by
using macromedia flash software. There
were any problems that author faced in this
stage. The first problem was about the
position of simulation (swf) which always
automatically in position (0,0) when inserted
into main frame, and certainly it disturbed the
lay-out of main frame. And the second was
about virtual laboratory which couldnt
internally integrated with macromedia flash.
Both of those problems were solved by
learning other developed interactive
multimedia. Author converted swf format
into fla. by using Sothink Decompiler and
JPEXS Flash Decompiler, so it was possible
to learn and to copy any action script from
other multimedia to solve the problem. First
problem was solved by making a movie clip
with a instance name and then giving
following action script: loadMovie (instance
name. swf,instance name);. The second one
was solved by making an external link
between macromedia flash and virtual
laboratory. The first product in this study,,
called prototype 1, was produced in the end
of this stage, and here are any screenshoots
of prototype 1.

2. Design Stage
In design stage, author produced
flowchart and storyboard as the references to
develop product. Flowchart illustrated link
between menus in interactive multimedia,
while storyboard illustrated the components
contained in each interactive multimedia
frame .

3. Material Collecting Stage

Various learning medias have been
collected in this stage, among them were
videos, animations, simulations, music and Picture 2a.Home
sound, pictures, buttons, and virtual
laboratory developed by PhET. Some of
them were downloaded from any sources,
and the others made by author.
 measured by conducting formative evaluation
developed by Tessmer, that consisting five
stages as follows.

a) Self Evaluation
In self evaluation, author reviewed the
entire frames of prototype 1. As the results,
author found out many content that should
be revised, one of them was revision about
interference experiment step.

Picture 2b. Subject content
5. Evaluation Stage
Validity, practicality, and potential effect
of developed interactive multimedia were
b) Expert Review
Expert review in this study was done by
2 lecturers of physics study program in FKIP
UNSRI, and 1 physics teacher of SMAN 5
Palembang, as content experts and lay out
experts. The results of this stage can be
seen in table 4.

Table 4. The Results of Expert Review towards Interactive Multimedia Based

Multiple Intelligence in Waves Characteristic Subject
Validator Reviewed Aspect Average Percentage
(Expert) Score (%)
Validator 1 Content 3,2 80
Validator 2 Lay-out 3,75 93,75
Validator 3 Content 3,5 86,25
Lay-out 3,4 83,25
Total average of expert review 3,46 85,8

According to table 4, the developed

interactive multimedia based multiple
intelligence on waves characteristic subject
could be categorized as valid, since total
average that obtained in this stage was 3,46
(85,8%). In other words, it mean that
developed interactive multimedia contained
suitable and width informations, easy to be
understood, not confusing the users,
contained the suitable contents with
curriculum, had attractiveness, and applied
multiple intelligence theory in served the
subject. Even though, there were still many
suggestions given by expert to make the
product be better, such as addition of
interference animation, modification of
subtitle and any lay-out frame. As the
rensponse, author revised the product as
suggested.
c) One to One
This stage began with 3 students who
represented high, medium, and low (ranking)
group, were geared to use the product in self-
learning activities under authors guidance.
In the end of learning activities, they were
asked to evaluate the product using
questionnaire. Practicallity score that
obtained in this study was 86,7%, but that
score had not been able to determine
whether the product was practical or not.
Practicallity of product can be determined by
combining obtained score from one to one
and small group stage. From this stage, there
was a suggestion given by student about
background music in product which disturbed
students concentration. Author did a revision
by adding mute button in product.
d) Small Group
Small group stage involved 9
students of xi science 1 in SMAN 5
Palembang, who divided into 3 groups, where
each group was consisted of 3 students.
Students were geared to use the product in
group-activities. They were given some
problems and asked to find out the solution
by using the product. In the end, they were
asked to fill quistionaire, as same as in
previous stage. The results from this stage
can be seen in table 5.
Tabel 5. Result of Small Group Evaluation
Indikator/ Aspek yang Dinilai % peserta didik tidak mengalami kesulitan yang
Daya tarik penggunaan 87,5
multimedia
Kesesuaian dan kejelasan tes 86
kecerdasan dan isi materi
Kesesuaian antara contoh dan 92
latihan soal dengan materi
Kemudahan dalam memahami 79
dan menggunakan multimedia
Kualitas tampilan dan komposisi 96
warna
Kualitas suara/musik latar 91
% rerata Hasil Penilaian Angket 88,5
Tanggapan Siswa pada Tahap
Small Group Evaluation
Total average obtained from this stage
was 88,5%, then it was combined with one-to
one stages score, and obtained the final
score ( 87,6%).
Berdasarkan data pada Tabel 4.5,
persentase rerata angket hasil tanggapan
peserta didik pada small group evaluation
adalah 88,5 %. Jika hasil small group ini
digabungkan dengan hasil pada tahap One-
to-one evaluation, maka persentase rerata
yang menyatakan kepraktisan MMI
karakteristik gelombang adalah 87,6% dan
dikategorikan sangat praktis sehingga dapat
dilanjutkan ke field test. . Berdasarkan hasil
pengamatan peneliti selama one to one
evaluation dan small group evaluation,
berarti dalam menggunakan multimedia
interaktif yang dikembangkan, meskipun di
awal masih terdapat peserta didik yang
bertanya mengenai pilihan menu dalam
multimedia interaktif.
e) Field Test
Field test was conducted to measure
the potential effect of the product to students
learning outcomes in xi science 1, SMAN 5
Palembang. Began with paper based pre-
test, then learning process using developed
interactive multimedia, and closed by
conducting post-test. Pre-test,post-test and
N-gain score obtained were shown in figure
3.
 80 75 76
68
70 65
62
Rerata Nilai Tes (%) 60 55

50

40
32 32 31
30

20

10

0
Visual-Spasial Verbal-Linguistik Matematis-Logis

Pre-test Post-test N-gain

Gambar 3. Diagram hasil pre-test, post-test, dan N-gain untuk tiap jenis kecerdasan

As seen as in figure 3, in field test, If entirery viewed, most of students n-

students were grouped into 3 difference gain score was categorized as medium, and
intelligence by using multiple intellige test there were only 2 students whose the N-gain
provided in developed interactive multimedia. score was in low category. According to
Absolutely, each group learned based on field test result, it can be concluded that
their intelligences type. Diagram in figure 3 developed product had medium potential
ilustrated that there were learning outcomes effect and could make the improvement to
improvement between pre-test and post tes students learning outcomes in xi science 1,
in each group of intelligence (visual-spatial, SMAN 5 Palembang. It caused by many
verbal-linguistic, and mathematic-logic). things, such as: (1) the developed interactive
Highest N-gain score, 0,65 or 65%, was multimedia was design to be used in both of
obtained on mathematic-logic group self-learning and group-learning process, so
intelligence, and the lowest one was in visual the students can control the learning process
spatial group. The difference N-gain of each according to their ability, (2) combination of
group were not to much, and all of them wer medias that used in developed interactive
categorized in medium category according to multimedia made students easier to
Hake criteria (1998). understand the subject, and (3) the
20 developed interactive multimedia applied
18 multiple intelligence theory in serving the
16 subject content.
14 The following studies had s
12
Jumlah

10 CONCLUSIONS AND SUGESTIONS

8 Based on data analysis, findings, and
6 discussions,it can be cocluded that:
4 1. A valid interactive multimedia based
2 multiple intelligence on waves
0 characteristic subject has been developed
rendah sedang tinggi through concept stage, design stage,
material collecting stage, development
Gambar 4. Diagram kategori N-gain
stage, and expert review evaluation
dari hasil pre-test dan pos-test stage, with the validity score was 85,8%;
peserta didik secara keseluruhan
2. A very practical interactive multimedia
based multiple intelligence on waves
characteristic subject has been developed
through concept stage, design stage,
material collecting stage, development
stage, one to one and small group
evaluation stage, with the practicality
score was 87,6%;
3. The developed interactive multimedia
based multiple intelligence on waves
characteristic subject had medium
categorize potential effect to students
learning outcomes in XI Science 1, SMAN
5 Palembang, with N-Gain score was
0,61.
Adapun saran-saran yang peneliti berikan
antara lain: (1) melakukan penelitian
pengembangan multimedia interaktif berbasis
kecerdasan majemuk untuk materi fisika
lainnya; (2) menerapkan pembelajaran
berbasis komputer untuk materi-materi fisika
yang memiliki kebutuhan untuk
divisualisasikan; dan (3) memperhatikan
keberagaman jenis kecerdasan pada diri
peserta didik dalam pelaksanaan proses
pembelajaran.
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