![](bg4.png)
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.
REFERENCES
Arkorful, V., & Abaidoo, N., 2015. “The role of e-
learning, advantages and disadvantages of its adoption
in higher education”. International Journal of
Instructional Technology and Distance Learning, Vol.
12, No. 1, pp. 29-42.
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