Light Vehicle Learning Media

for Vocational School

Alfrina Mewengkang, Olivia Kembuan, Gladly Caren Rorimpandey, Vivi Peggie Rantung, and

Ferdinan Ivan Sangkop

Universitas Negeri Manado

Keywords: Learning Media, Light Vehicle Engineering, MDLC (Multimedia Development Life Cycle)

Abstract: The purpose of this research is to design light vehicle engineering learning media for Vocational High

Schools. Learning media developed using the Blender 3D software and Adobe Flash CS 5.5. The research

method used in this study is Multimedia Development Life Cycle which has six stages, namely Design,

Obtaining Content Material, Assembly, Testing and finally Distribution. The results of this media

development research are multimedia based learning media applications with 18 MB memory, 1280x720

pixel resolution and compatible with the Windows operating system. This application can be used in

Vocational High Schools to help the teaching and learning process in Light Vehicle Engineering subjects.

1 INTRODUCTION

The learning system in Indonesia mostly used

conventional learning systems which are commonly

called pure lectures or lectures by using white board

aids (Yusri et all, 2015), which are concentrated

with an instructional atmosphere and felt

incompatible with the rapid development of science

and technology. Conventional learning systems are

less flexible in accommodating competency material

development because educators must adapt

intensively to the material (Johnson et all, 2016).

This kind of event is reasonable, because in the

learning process, an educator faces many students

that have different type of personality, potential,

background, as well as different learning problems

(Boud et all, 2014). Teacher also experienced in

terms thus students’ differences in receiving and

understanding the material, of their respective

absorptive abilities. Some are quick to accept and

understand the material presented, some are slow or

slower, and do not rule out the possibility that some

of them cannot understand at all (Williams, 2018)

The educator efforts to innovate in teaching are

needed to overcome these various students’

"learning styles", educators are required not only to

use one method of teaching but also combined

teaching methods so that at least they can

accommodate various students’ "learning styles"

(O'Flaherty and Phillips, 2015). Educators creativity

of in teaching is needed for example by using the

teaching method that supported with computer-based

learning media (Arkorful and Abaidoo, 2015).

Vocational High Schools (SMK) are designed to

produce middle-class workers who are ready to

compete globally (Cantor, 2017), but the common

problem faced by students is that there are still quite

a few who have not been able to achieve satisfactory

learning outcomes. There are many factors that

caused student’ learning outcomes to fail in the

academic field, these different factors are low levels

of intelligence, lack of motivation to learn, less

effective learning methods, lack of frequency and

amount of study time, lack of learning media or

teaching materials, low level of discipline, etc.

Based on preliminary research at SMK Negeri 2

Manado, specifically the Department of Light

Vehicle Engineering Expertise Programs, students

tend to prefer to practice in the workshop than

theoretical learning process in the classroom. In

other words, students' interest in taking classes in the

classroom was lower compared to the interest in

learning in the workshop. With this condition, it is

suspected that the knowledge absorption in the class

will be less than optimal and it affects the students'

ability to follow the practice in the workshop.

In addition, students who have a high

understanding in the classroom may not also be able

to take part in the workshop. The lack of media

476

Mewengkang, A., Kembuan, O., Rorimpandey, G., Rantung, V. and Sangkop, F.

Light Vehicle Learning Media for Vocational School.

DOI: 10.5220/0009013604760480

In Proceedings of the 7th Engineering International Conference on Education, Concept and Application on Green Technology (EIC 2018), pages 476-480

ISBN: 978-989-758-411-4

variation in the learning material presentations

causes students feeling tired and bored of learning in

class. Similar with the lack of teaching materials in

the form of interactive learning media for light

vehicle engineering subjects at SMK Negeri 2

Manado. To solve the problem, several researchers

have suggested the following strategies like using e-

learning (Tuna et all, 2018) and education game

(Mewengkang et all). For this reason, it is necessary

to develop light vehicle engineering learning media

that can attract students to study more in class.

2 METHOD

The research method used in this study is the

Multimedia Development Life Cycle. This

development method consists of six stages, namely

Concept, Design, Obtaining Content Material,

Assembly, Testing, and Distribution as shown in

Figure 1 (Sutopo, 2009).

Figure 1: Multimedia development life cycle.

This lightweight interactive learning media was

developed using the Adobe Flash CS5 and Blender

3D to create models and animations in this learning

media.

3 RESEARCH RESULT

The following explanation of the development of

learning media applications that will be developed,

namely:

At the Concept stage, the design of the

multimedia-based light vehicle vehicle engineering

learning application will be made based on personal

computers (PC) with executable format (.exe). Table

1 shows descriptions of this application concept.

Table 1: Concept phase.

Research Title

Vehicle Vehicle Engineering

Development Learning media

Application

name

Lightweight Vehicle

Engineering Learning Media

User

Vocational High Schools

students

Application

contents

1) Cooling System;

2) Lubrication System;

3) Ignition System;

4) 4 stroke car engine system.

Application

Form

Extensions Format (.exe)

Images

Using image files in jpg and

png format

Audio

There is audio buttons and

music in mp3 format and maw

Animation

There are animations on

loading apps and buttons when

pressed

Video

There are videos in the app

with mp4 format

Interaction

Interactive media on the

application are in simulations

and quizzes

The second stage is Design, is the application

design phase by researchers storyboards and

navigation structures.

In the third stage, Obtaining Content Material,

researchers collect material or materials with text,

images, animation, video, audio, etc. These materials

collecting are from books, browsing the internet and

others. The following materials are: 1) Script.

Scripts collected by researchers in the form of

commands or programming languages that are

compiled so the application that will be developed

can be run on the platform that has been determined

in this study. The programming language used is

Actionscript 3.0 for Adobe Flash CS 5.5 software; 2)

For images on the application, the researcher takes

pictures from the internet and creates several image

files himself; 3) For animations contained in the

application the researcher makes his own such as

button animation and application loading; 4) Audio

collection in the application for voice button when

entered the application; 5) For the video that will be

included in the application, the researcher makes it

himself with the 3d Blender, and 6) For the

Light Vehicle Learning Media for Vocational School

477

collection of material the researcher collects data

from research in school by collecting material in the

form of “RPP” and syllabus for Lightweight Vehicle

Engineering materials.

In the Assembly stage, researcher used software

and hardware with specifications as follows: 1)

Blender 3d version 2.78, used as a software for

modeling engine, car, and animation models that

will be included in the application; 2) Adobe

Photoshop CS4 used to create textures on 3D

objects, background design, button design and more;

3) Adobe Flash CS 5.5 is used as an engine or main

software to build this application; 4) Microsoft Visio

2016 is used as software to create application

storyboards.

To build this application researchers use the

following hardware: 1) AMD APU E2-2000 dual-

core 1.75 GHz processor; 2) AMD Radeon HD 7340

graphics; 3) 4 GB DDR3; 4) 500GB HDD; 5) 14.0

”WXGA, HD Color Shine LED 1366 x 768 Pixels;

6) Mouse, functions as an interaction tool for users

and important interaction tool to build this

application; 7) Keyboard, serves to write material

content in applications and also generally as an

important interaction tool to build this application

and 8) Active Speaker, serves to listen to the sound

in the Monitor 14” monitor, serves as a media

interface (interface) or a link between users with the

computer so that the preview of the program can be

seen by researchers.

Application creation begins with making

characters in the application, then creating another

model, then combining all the files that have been

collected, arranging from image files, text, 3d

models, animation, and music. All files are

integrated into the Adobe Flash CS 5.5 program.

Figure 2 shows the process of making a car

model in the 3D blender software which will

become a introduction video of cooling systems,

lubricating systems and ignition systems.

Figure 2: Making car model.

After all the models and the video rendering

process were completed, the researcher imported all

the videos, images, sounds, and included for each

sub-material. After going through several stages of

production by doing the engine with Adobe Flash,

the following is a display of the results of the

learning media after being produced into a stand

alone application.

Figure 3 is a preview of Lightweight Vehicle

Learning Learning Media. The main menu is made

according to the design of the storyboard as in Image

3. There are 7 buttons on the main menu, namely: 1)

SK & KD; 2) Indicators; 3) Material; 4) Evaluation;

5) Profile; 6). Instructions and 7) Exit.

Figure 3: Main menu preview.

Main menu preview material is made according

to the design of the storyboard as in Image 4. There

are 7 buttons on the main menu, namely: 1) Cooling

System 2. Lubrication System 3) Ignition System 4)

Car Engine System 5) Profile 6) Instructions 7) Exit.

For the Material Menu preview can be seen in

Figure 4.

Figure 4: Material menu preview.

Simulation Display made according to the design

of the storyboards as in Figure 5. There are 11

buttons on the main menu, namely: 1) Settings; 2)

EIC 2018 - The 7th Engineering International Conference (EIC), Engineering International Conference on Education, Concept and

Application on Green Technology

478

Instructions 3) Profile; 4) Exit; 5) Back; 6) Material;

7) Video; 8) Simulation; 9) Play; 10) Pause, and 11)

Stop.

Figure 5: Application simulation preview.

The fourth stage is Testing. After the application

is complete, the next step is to test the system and

user test where the system testing aims to find out

whether the learning media application is in

accordance with the overall design and function or

not. The testing phase is carried out after the

manufacturing stage and all materials have been

included. Testing is done using Black Box Testing,

this Black box method is testing the program based

on the function of the program. The researcher tests

each button to ensure that the application that has

been made is in accordance with the design.

The sixth stage is distribution. This stage is the

last stage in the Multimedia Development Life Cycle

(MDLC) method. This stage is the stage of

procurement and dissemination of applications that

have been developed by researchers. Applications

that have undergone the build process in the form of

an .exe file with settings in the Adobe Flash

software, then the application that has been built will

be inserted into compact dick (CD).

The result of this study is interactive learning

media product with the title "Learning of Light

Vehicle Engineering Media". In the process, the

experts tried to use and examine the learning media

to test the application functions, giving comments

and feedbacks related to the functions. App experts

will test the learning media based on the media,

while for the material experts will test the learning

media based on the material contained in the

learning media so that the resulting product is truly

worth to use.

After doing Alpha Testing by app experts and

material experts, Beta Testing was carried out by

students as respondents to evaluate the reactions of

students who used Light Vehicle Engineering

learning media. This test involved 7 students of class

XI students of the Light Vehicle Engineering

Program in Manado Vocational High School. The

test was conducted on Friday, June 18th 2018 in the

Manado 2 Vocational Classroom room.

While testing, students are asked to use the app,

study the material as a whole and work on

evaluations. After that, students are asked to fill out

a blackbox testing form for students.

As a product of development, this learning app

has advantages and disadvantages. The advantage of

this learning media is that it uses 3-dimensional

animation that would attracts students to learn. The

lack of learning media only addresses one

competency standard and one basic competence

only.

4 CONCLUSIONS

Designing lightweight vehicle engineering learning

media using MDLC 6, can be used in vocational

schools in Indonesia. The concept stage produces

goals, types, and concepts of media, learning

materials, users oriented and objectives. The design

stage produces a storyboard media. At the material

collection stage, researcher collected material in the

form of text, images, animation, audio, videos and

so on. The building app stage produces learning

media in accordance with the storyboard that has

been designed. In the testing phase, the researcher

conducted a media trial with 2 stages, Alpha Testing

(app expert and material expert) and Beta Testing

(student / respondent). And at the distribution stage

produces interactive learning media in the form of *

.exe files that packaged in the form of Compact Disk

(CD).

Research that has been carried out is a

development research with the aim of producing

products and testing level of feasibility. Researcher

hopes that there will be more development research

carried out to find out the effect of products on

students, namely the increase in students' knowledge

and understanding. In addition, learning media is

also better tested the level of effectiveness in

learning activities.

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Application on Green Technology

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