Development of Diesel Engine Learning Multimedia for Acquisition

Learning Outcomes

Barokah

, Parabelem Tinno Dolf Rompas

, Marinus Tappy

, Jozua Huwae

, Jefta Ratela

Yohan Wibisono

Departement of Fisheries & Marine Enginering, Politeknik Kelautan dan Perikanan Bitung, Bitung, Indonesia

Department of Informatics Engineering, Engineering Faculty, Universitas Negeri Manado, Tondano, Indonesia

Engine Departement, Politeknik Pelayaran Surabaya, Surabaya, Indonesia

Keywords: Development, Learning Multimedia, Diesel Engines, Learning Outcomes

Abstract: This research paper analyzed the problem related to the level of passing the final examination, especially the

subjects of diesel engines, which are still low. In such conditions, a solution is needed to find out how to solve

it. The development of multimedia learning for diesel engines is made to increase the acquisition of

understanding and skills in diesel engines lessons. This research uses a qualitative method, collecting data in

a questionnaire, and in-depth interviews with 36 students. The results of the research proved that multimedia

diesel engines developed can increase the acquisition of learning outcomes. In addition to contributing to

learning techniques, this study also found learning outcomes involving multi-sensor. It is better if the results

of multimedia development can be developed to facilitate learning. This research is limited to the scope of

multimedia diesel engines with PowerPoint computer programs.

1 INTRODUCTION

The need for labour in the field of machinery is very

much needed nowadays, in which the era of the

industrial revolution is known to be 4.0 labour, and

requires work to meet job needs. The maritime and

fisheries sector still needs much labour, one of which

is engineering. Energy Preparation for fields needs to

be started from strategies, methods, and learning

techniques.

According to the students' experiences in the

department of fisheries and marine engineering,

students have difficulty in passing the maritime

examination, especially in the eyes of a diesel engine

lesson. Based on this matter, research on learning

technology needs to be done in various domains. One

of the areas in this research is the media scope.

The media developed in this study is multimedia.

Multimedia material incorporates aspects of

motivation into the cognitive theory of multimedia

learning (Mayer and Estrella, 2014). Multimedia also

integrates transformation, motivation, and other

affective variables. Overall, on multimedia features

can improve students' learning by encouraging

generative processes (Park, Plass, and Brünken, 2014;

Heidig, Müller and Reichelt, 2015; Al-hariri and Al-

hattami, 2017).

Media is a combination of tools or system tools

used for communication or other learning stimuli for

students. Multimedia learning that is supported by

information technology equipment, laptops,

cellphones, and tablets enhances positivity towards

the increase in separation results (Mayer, 2014).

Multimedia can help make it easier for students to

learn certain information so that knowledge can easily

be accepted (Najjar, 1996).

As time goes on the media continues to grow, as a

medium that enhances significant development

compared to multimedia with other media such as

types, audio, and visuals. With multimedia, there is

an increase in students' interest and understanding of

learning material (Zaid et al., 2013; Akhondi, 2011;

Aloraini, 2012).

Multimedia consists of several types of media

that are complete in one media package so that it is

more exciting and easy to make because some are not

both audio and visual. In learning to get more senses

involved in learning then the learning process against

lesser and easier lessons.

Barokah, ., Tinno Dolf Rompas, P., Tappy, M., Huwae, J., Ratela, J. and Wibisono, Y.

Development of Diesel Engine Learning Multimedia for Acquisition Learning Outcomes.

DOI: 10.5220/0010622100002967

In Proceedings of the 4th International Conference of Vocational Higher Education (ICVHE 2019) - Empowering Human Capital Towards Sustainable 4.0 Industry, pages 203-206

ISBN: 978-989-758-530-2; ISSN: 2184-9870

203

1.1 Problem Formulation

Learning media is a lot that can be used in learning.

However, the problem is what media and how to

implement it in learning so that the use of media in

learning can help provide meaningful learning

experiences.

From the description above, the problem can be

damaged, namely the first, how is the relevant media

profile to obtain an increase in the learning outcomes

of the diesel engine and the second is how to improve

the learning outcomes achieved after using learning

multimedia.

1.2 Research Aims

This study aims to find relevant media profiles to

obtain an increase in learning outcomes on diesel

engine courses and finds out the improvement in

learning outcomes after using multimedia learning.

2 METHOD

The research method used is the R & D method

(research and development) which includes several

stages of activities.

 Identification: Perform initial analysis and

formulation of learning objectives,

 Planning: Perform format selection and

media selection

 Procedure for development: Arrange

learning design, determine the model &

prototype of learning media, compose

message designs, create storyboards,

develop media.

 Before spread disseminating media

products, it was first validated by several

experts, namely design experts, media

experts, and material experts, then tested

individually, in groups, and mass in the

field. After getting the relevant media, you

then disseminate.

Multimedia products were tested on 36 students.

3 RESULT AND DISCUSSION

The study was conducted in several stages including

Preliminary analysis, Analysis of characteristic,

Need analysis, Expert validation, Individual trials,

Group trials, and Field trials.

3.1 Preliminary Analysis

The initial analysis was carried out to determine the

graduation rate for the last two years. The graduation

rate is 73.1% and 88.3%. With these conditions, the

researchers concluded that there was a need for

research and development to find learning methods to

increase graduation to achieve more than before.

3.2 Analysis of Characteristic

Data Characteristic analysis is essential to determine

the increase in student achievement in the learning

process (Cantabella et al., 2019). Based on the

analysis of student characteristics conducted through

observation and interviews, from the knowledge and

understanding of diesel engines, 15 students have

studied diesel engines, and 21 students have never

studied diesel engines.

Learning style analysis shows that auditory style

22, visual style 26, and kinesthetic styles 36. Not all

students have sufficient knowledge of diesel engines

so that they need to increase understanding of diesel

engines. In general, they have multi learning styles,

namely visual, auditory, and kinesthetic styles.

3.3 Need Analysis

To make the product relevant, the researcher analyzes

the students about several components, namely,

media usage, media type, media quality, components,

and content of the show. The description of the

findings of the analysis of needs derived from these

data can be seen that:

 The learning of diesel motors already uses

learning media.

 The dominant media used are computer and

LCD projectors and teaching aids. While

images, films/videos, and animations are

still very minimal to use.

 The quality of the media is passable. Almost

every class of the school is equipped with an

LCD projector and a computer that are

installed regularly.

 Most of them want learning media that has

been packaged and contains the title,

instructions, goals, content framework,

material, and contains practice questions.

 The contents of the show you want besides

PowerPoint also contain animation, sound,

and film. Based on the results of the analysis

above, researchers develop learning media

that is interactive multimedia following the

learning needs of students.

ICVHE 2019 - The International Conference of Vocational Higher Education (ICVHE) “Empowering Human Capital Towards Sustainable

4.0 Industry”

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Multimedia is based on PowerPoint, contains

instructions for use, the content of learning, and

evaluation (Lee, Hsiao, and Ho, 2014), (Lari, 2014).

Figure 1: Product Development of Multi-Media Diesel

Engine Learning.

3.4 Expert Validation

Multimedia drafts, before developed, were first

validated by several experts, namely design experts,

media, and material (Abdul, 2010). The assessment

of experts for each interactive multimedia instrument

described that the score for the criteria is very good

and good, reaching 66 of the maximum score of 134.

The achievement of the score can be 49.25, very

good, 49.25 good, and only two scores with good

enough criteria. From the data and description above,

the researcher continues to test the product at the next

stage.

3.5 Individual Trials

This trial was conducted by three representatives

from grade 1 students in the Department of Fisheries,

and Marine Engineering took one person from the top

rank, one person middle rank, and one person lower

rank. Everyone is given an interactive multimedia CD

operated independently in the audiovisual room.

Three students conducted individual trials.

Fourteen components were assessed in multimedia.

No revision was made. Then proceed to the next trial

that is a group trial conducted.

3.6 Group Trials

In the group trials, nine students were taken out and

shared with an interactive multimedia CD each

person one piece. The CD is operated independently.

Nine students give the assessment that out of the 14

elements in the assessment instrument, all students

recommended that multimedia be used for learning

diesel engines.

3.7 Field Trials

All of the 36 students did this trial. Students are given

an interactive multimedia CD for each person. Then

they operate independently. All students can perform

it because the CD has been designed autorun.

Students can be interactive, and learn according to the

discussion they want to know. Based on the results of

the field trial value, most students assessed both

interactive multimedia.

The number that judges very well reaches 75.99

percent while the rate is reasonable by 22.81. The rest

gave a pretty good rating. From the results of these

assessments, interactive multimedia media for

learning can be declared feasible to use.

3.8 Learning Outcomes

Students need to be observed individually at the time

of multimedia operations to ensure an increase in

learning outcomes. From the results of observations

of students, 36 people can operate multimedia well

and smoothly. Then after the trial of multimedia

products finished, the students worked on the

problem. The results of their answers were compared

with the previous test. Learning outcomes can be seen

in the following graph.

Figure 2: Acquisition Learning Outcomes of Diesel Engine

Learning.

From the graph, it can be explained that students who

experienced an increase in the value of 55 percent by

20 people while those with a fixed score of 45 percent

were 16 people, the total number of pre-tests was 253

and post-tests 287 so that there were 34 points added.

Eleven students were experiencing a significant

increase, from a value of 4.5.6 to a value of 8.

Development of Diesel Engine Learning Multimedia for Acquisition Learning Outcomes

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4 CONCLUSIONS

The results of the development of multimedia diesel

engine learning were carried out by adopting a 4-D

development model. The development results of

multimedia learning for diesel engine learning have

been thoroughly tested, starting from expert trials or

validation, individual trials, group trials, and field

trials. The majority of assessments showed to be very

good. Thus no revisions were made.

One thing that can be concluded from learning

with multimedia is that it can improve the enthusiasm

for learning. Students are actively involved in

learning events and want to know everything in it.

Students want to complete their studies because they

are engaged in learning experiences that involve all

their senses.

Multimedia learning for diesel engines that are

designed interactively can bridge the differences in

the level of understanding between students while

harmonizing the rhythm of learning from various

characteristics of cadets. For those who feel they don't

understand, they can repeat it independently, because

multimedia can be used anytime, anywhere and in

conditions like anything or along with the guard, and

even though the lecturer is unable to attend, Students

can learn independently to complete their studies.

ACKNOWLEDGEMENTS

We would like to express our gratitude to the Director

of Bitung Marine and Fisheries Polytechnic as the

place to carry out this research.

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4.0 Industry”

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