Improving Student Learning Outcomes Through The Use of

Interactive Visual Learning Media (MIVI)

Mia Nurkanti

, Toto Sutarto Gani Utari

, and Chintia Devi

Departement of Biology Education, Universitas Pasundan, Bandung, Indonesia

Keywords: Cognitive, Affective, Psychomotor, Interactive Multi-Media Aspects.

Abstract: Students' learning outcomes after using visual interactive learning media (MIVI) to study the human motion

system were studied. The purpose of this study is evaluate student learning. The study was conducted in state

high schools in Bandung in the odd semester of the academic year 2017-2018. 35 students were studied using

the Pretest-Posttest One-Group Pretest method. The cognitive aspect scores in a pretest averaged 42.70, and

in the posttest 82.46. The N-Gain test score result was 0.69 which is in the medium category. Then, average

aspect score was 85 and the right category and psychomotor aspect average score was 86 which is in the very

good category. From this data it can be concluded that the use of visual interactive learning media can improve

student learning outcomes in the topic of the human motion system.

1 INTRODUCTION

The developments of the 21

century requires the

community to have greater communication ability

with the wider community that has been supported by

the development of information and communication

technology that is increasingly rapidly. Especially

with the enactment of the free market in Southeast

Asia region Indonesian people should be more

prepared to face globalization that requires better

communication across ASEAN countries.

Increasingly stringent demands require teachers to

provide a good education for all students with

innovative methods, models and learning plans for all

students. This is especially true for biology where

students assume that biology means memorizing

boring lessons. Good learning, which is interactive

and inspirational, can motivate students to learn

actively, has challenges to stimulate students'

adrenaline, can provide enough space for students to

be initiative, creative, and independent according to

their talents and interests and adjusts to the physical

and psychological development of students (rahayu,

2013)

-century learning is learning that prepares

people for 21

century skills. One alternative learning

that can be used to do this is the scientific learning

approach. The scientific learning approach is learning

carried out using a scientific method which consists

of a process of observing, asking questions, gathering

information from various sources, analyzing or

processing information, and communicating to others

(Hapsari and Nurcahyanto, 2015). This is a paradigm

shift in the learning process which was initially

centered on the teacher (teacher centered) to student-

centered learning makes the teacher apply more

interactive learning models and strategies with

various additional components when teaching, such

as preparing tools, materials and learning media.

Learning media is everything that can channel

messages, can stimulate the mind and emotions of

students so that it can stimulate the student learning

processes (Devi, 2017). Rudy Bretz (2012) classifies

media according to its main characteristics into three

elements, namely: 1) sound, 2) visual, and 3) motion.

The three media elements were then developed into

seven media groups, namely: 1) audio-visual-motion

media, 2) audio-visual-silent media, 3) audio-semi-

motion media, 4) visual-motion media, 5) media

visual-silent, 6) audio media, and 7) print media. Of

the seven media, audiovisual motion media is the

most effective media to support interactive learning

expected by a teacher. Audiovisual media with

motion is better known as interactive multimedia.

Interactive multimedia is a form of information

technology used in the optimization of teaching and

learning activities (Sanjaya, 2016). Multimedia

presents different phenomena and processes more

Nurkanti, M., Utari, T. and Devi, C.

Improve Student Learning Outcomes Through The Use of Interactive Visual Learning Media (MIVI).

DOI: 10.5220/0008679500640068

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 64-68

ISBN: 978-989-758-392-6

clearly, simulates complex content, and presents

different levels of abstraction. The process of

simplifying concepts that are considered complicated

in biological material is one of the advantages of

interactive multimedia-based learning. Interactive

multimedia research, shows that it can help improve

students' motivation and achievement in addition to

improving understanding of ideas, concepts and

abstraction process (Rahmatan, 2013). The results of

that study resulted in the use of computer learning to

improve the effectiveness of learning time, creativity,

expertise and critical thinking of students (Rahmatan,

2013).

Given the abstract nature of biological material

that is quite difficult for students to understand,

interactive multimedia-based learning certainly helps

the teaching process carried out by the teacher,

especially in understanding biological concepts that

are systemic such as the digestive system, the motion

system and also inheritance. Mastery of concepts is

expected to increase with the use of interactive

multimedia-based learning in addition to the

interaction process in learning which is also expected

to increase.

2 METHODS

The research method used in this study is a mixed

research method with a pre-experimental research

design with a Pre-Test Post-Test design in One Group

(One-Group Pre-Test Post-Test Design). This study

was conducted on 35 students in the 2017-2018 odd

semester in high school. In this study, the researchers

only used one group of samples (A), and the sample

was given pre-test treatment and post-test. Here is the

research design (One-Group Pre-Test Post-Test

Design) (Creswell, 2016).

Figure 1: Research Design

The study design included one group observed at

the pretest stage followed by treatment and posttest.

The population in this study were all students of class

XI of state high school 20 in Bandung. The study

sample consisted of 60 students The sample was

chosen with several considerations in mind so the

researcher used a purposive sampling technique

(Sugiono, 2016). The object of research that was

tracked was an increase in student learning outcomes

after using Interactive Interactive Multi-Media

learning media (MIVI) on the topic of human motion

systems.

The instruments used in this study were pretest

and posttest instruments consisting of attitude

instruments, skill instruments, and students' cognitive

assessment instruments. The assessment of attitudinal

aspects included curiosity, responsibility, diligence,

discipline, and ways of communicating between

students when implementing interactive multimedia-

based learning. The psychomotor aspect was used to

assess students' skills in using the learning media; the

way students use computers, the way students analyze

material, the ability to answer questions, and the

student notes on the results of analysis of material

gained through learning media. Both of these

instruments are non-test aspects. The cognitive

aspects assessment consisted of 30 multiple choice

questions that have previously been tested on experts.

Cognitive, affective and psychomotor data which

is quantitative data was analysised using N-Gain Test

data processing and statistical data processing,

processing non-test data instruments consisting of

affective and psychomotor assessment using affective

domain assessment format calculation.

3 RESULT AND DISCUSSION

3.1 Result

The results of the study consisted of measurements

obtained from the pre-test and post-test data,

functions of the measurement results, psychomotor

measurement results from the format of student

performance during the learning process and student

response questionnaire about the effect of visual

interactive multimedia learning media (MIVI) on

class XI students biology learning. To determine the

pre-test and post-test scores, the researcher conducted

interactive visual learning experiments.

Analysis of data showed that the cognitive aspects

of mastery of the material before treatment, that is the

pre-test results, had an average score of 42.70 from

the 35 class XI students. This is a relatively low

average score and below the minimum completeness

criteria. Students were then presented with biology-

based interactive multimedia learning for several

class meetings. The post-test results showed that this

had positive results with the average score almost

doubling at 82.46.

Improve Student Learning Outcomes Through The Use of Interactive Visual Learning Media (MIVI)

Table 1: MIVI Score

Value

Research Result Data

Pretest

Posttest

42.70

82.46

8,69

6,42

75.58

41,12

Max

Min

(Data Source: (Devi, 2017))

A normality test on the pre-test and post-test scores

gave a value of > 0.05, the value for the pre-test data

being 0.096 and the post-test data of 0.208, so it can

be concluded that the data are normally distributed. A

homogeneity test demonstrated that pre-test and post-

test data had the same or homogeneous variance, the

results of the homogeneity test being > 0.05 and the

value of 0.124 so that it could be concluded that the

population had homogeneous variance.

As the samples were shown to be normally

distributed and homogeneous hypothesis testing was

performed using the one sample t-test. The results

showed the difference between the pretest and

posttest marks was highly significant using the two

tailed test with t = 0.000 <0.025, so Ho was rejected

and Ha accepted. This result was strengthened by the

average N-gain index of 0.69, which indicates that the

achievement of learning outcomes was in the medium

category. This proves that the achievement of student

learning outcomes using MIVI learning media on

cognitive aspects there are significant and real

differences.

The N-Gain test measured the difference in the the

post-test score data with pre-test score data. This test

was conducted by researchers also to see an increase

in students' ability to understand the concepts of

biology when presented using interactive visual

media (MIVI). The normality test was to avoid bias

before the N-Gain test was conducted. The following

table is the N-Gain test table t:

Figure 2: Graph of analysis of cognitive aspects [3]

The table shows that the highest pretest score was 67

and the lowest 30, while the highest posttest score is

95 and the lowest is 67 giving the N-gain score of 0.69

(medium). It shows that the application of MIVI

learning media on the topic of human motion systems

has a medium impact on improve student learning

outcomes.

Data from the five aspects of the student affective

domain assessment which has been adapted to the

material and student learning abilities is shown in the

chart below:

Figure 3: Graph the results of the affective aspect

assessment analysis

The students obtained an average score of 85 with %

students scoring 75, 5 scoring 80, 15 scoring 85 and

7 scoring 90, and scoring 3 95.

Assessment of aspects of students psycho-motor

skills was obtained from observations of students'

performance in the classroom with the 35 students

getting an average score of 86 which is in the

excellent category. For more details, can be seen in

Figure 4 below:

Figure 4: Graph of analysis of psychomotor aspects

75 80 85 90 95

The Number of Students

Scores

75 81 88 94

The Number of Students

Scores

ICED-QA 2018 - International Conference On Education Development And Quality Assurance

The student response questionnaire consisted of 4

positive statements and 3 negative statements. 86%

of the students chose positive statements in almost all

categories and 72% chose negative statements from

more than half the categories. Then the overall

average of the positive response rate of students was

79% and reached in almost all categories.

3.2 Discussion

Student assessments in cognitive, affective and

psychomotor areas when learning biology using

visual interactive multimedia (MIVI) showed

improvement. In the cognitive assessment, students

mean score which was 42.70 before the MIVI lessons

and below the minimum completeness criteria

became 82.46. This supports the hypothesis that

MIVI supported learning can improve student

learning outcomes in the topic of human motion

systems.

Learning media is everything that functions as an

intermediary or means or a tool in conveying a

message so that the message to be conveyed can be

easily understood (Rahayu, 2013). Students as

recipients of the message will certainly experience

difficulties if the material presented has very complex

abstractions, with interactive visual learning media

students understand the concepts which are conveyed

visually more easily. This supports a previous study

that found that learning using audiovisual technology

will improve learning abilities by 50% without using

learning media (Munir, 2014).

Improving students' biology learning at the

secondary level requires simplification of abstraction,

Siman and Pedaste (2014) explains that a biology

curriculum should focus more on the learning process

that the structure of learning. The 3D concept of

visual interactive multimedia (MIVI) provided by

researchers was chosen to be age appropriate so that

it would be more useful because understanding the

level of complexity of the corresponding 3D content

is dependent on the age or level of prior knowledge

of the students (Siman and Pedaste, 2014). By

improving student learning outcomes with the use of

(MIVI) and providing a visual learning experience

students' learning motivation will be increased as

well. The function of learning media is known to be

a tool that provides visual experience to students in

order to encourage motivation in learning, clarifying

and simplifying complex concepts, and results in

students' attention to learning will be higher with

more interesting content (Aina, 2013).

The affective aspect assessment score of 85 places

it in the good category. Before learning took place the

teacher explained several things to be considered by

students during learning on a powerpoint slide. In the

field of science education, students may have more

learning experience in different learning

environments so influencing the attitudes students

develop during interactive multimedia learning (Shah

and Khan, 2015). The learning environment was

arranged in such a way to increase student motivation.

Initial learning settings and games arrangement on

interactive multimedia are several factors which will

improve students' attitudes and motivation during

learning. Students' attitudes can be predicted to be

positive if the person has mastered the material

(Sudjana, 2014). This can be used as a reference for

researchers if they see the results of the pre-test that

has been given at the beginning of learning.

The psychomotor aspects assessment had an

average score of 86 (very good category) with the

highest score being 94 This was made possible

because of several factors including the teacher's

explanation about what would be assessed during

learning activities so that students understood what to

do. The lowest score of 75 might be due students

being less serious in learning and less precise in

answering questions.

The use of technology in learning makes students

use their hands when in analyzing available

multimedia displays. Technology can change the

traditional learning process of hearing, seeing and

imitating things that come from a teacher or textbook

(Widayat, 2014). Using technology students can

construct knowledge with social understanding so

that the process of collaboration in the group will take

place well.

The student response questionnaire assessment

showed 86% agreement with the positive statements

in almost all categories and 72% with negative

statements in more than half the categories, the

overall average number was 79% in almost all

categories. Assessment of the results of student

response questionnaires used values ranging from 0-

100 with interpretation as follows: all: 100, almost

entirely: 76-99, more than half: 51-75, half: 50 ,

almost half: 26-49, a small percentage: 1-25, none: 0

(Meidawati, 2013). Thus the results of the assessment

of student responses to learning with an overall

average of 79% could be said to be more than half.

Therefore, the results of student response

questionnaires can strengthen the results of the study

that show an increase in learning outcomes after

applying MIVI learning media to the topic of human

motion systems.

Based on the results of cognitive, affective, and

psychomotor data analysis, the use of MIVI learning

Improve Student Learning Outcomes Through The Use of Interactive Visual Learning Media (MIVI)

media can improve student learning outcomes. This

is supported by the results of student response

questionnaires.

4 CONCLUSION

Based on the research data it can be concluded that

the Interactive Visual Multimedia learning media

(MIVI) can improve student learning outcomes in the

topic of human motion systems with medium N-Gain

results of 0.69 for affective aspects with a good

catergory score of 85, psychomotor aspects score of

86 and student responses showing 79% of students

have a positive response to learning.

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