Developing Interactive Multimedia Learning for Teaching Integral

Calculus in College

Nana Sepriyanti

, Remiswal

and Hutomo Atman Maulana

Universitas Islam Negeri Imam Bonjol, Jl. Prof. Mahmud Yunus Lubuk Lintah, Padang, Indonesia

Politeknik Negeri Bengkalis, Jl. Bathin Alam Desa Sungai Alam, Bengkalis, Indonesia

Keywords:

Design Research, Interactive Multimedia Learning, Integral Calculus.

Abstract:

This research aims to develop interactive multimedia learning in the form of Compact Disk by using Macro-

media Flash Professional for teaching Integral Calculus in College. This research refers to the development

model of ADDIE (Analysis, Design, Development, Implementation and Evaluation). The research’s subject

is students of mathematics department UIN Imam Bonjol Padang, Indonesia. Data were collected through ob-

servations, interviews, checklist, videotaping, and analyzing the students’ works. The interactive multimedia

learning was validated by experts in mathematics education and multimedia to meet the criteria of validity

(relevance and consistence). The interactive multimedia learning was implemented and evaluated trough one-

to- one and small group evaluation before it was tried out in a ﬁeld test. The results showed that the interactive

multimedia learning worked as intended in the classroom. Based on the results obtained, it can be concluded

that the interactive multimedia learning is valid, practical and effective.

1 INTRODUCTION

Research suggests that despite the numerous bene-

ﬁts of using technology in mathematics education,

the process of embedding technology in classrooms

is slow and complex (Cuban et al., 2001)(Duderstadt

et al., 2002). It has been suggested that adequate

training and collegial support boost teachers’ willing-

ness to integrate technology into their teaching and to

develop successful technology-assisted teaching prac-

tices (Becker et al., 1999). Supported by their teach-

ers and by using different kinds of instructional mate-

rials (e.g. ‘Traditional’ worksheets on paper, interac-

tive applets, quizzes) students were guided towards

discovering the concepts of derivative and / or in-

tegral. These learning environments were tested in

Austrian high schools with several hundred students

(Embacher et al., 2006). Computer algebra systems

(such as Derive, Mathematica, Maple or MuPAD)

and dynamic geometry software (such as Geometer’s

Sketchpad or Cabri Geometry) are powerful techno-

logical tools for teaching mathematics. Numerous re-

search results suggest that these software packages

can be used to encourage discovery and experimen-

tation in classrooms and their visualization features

can be effectively employed in teaching to generate

conjectures (Draaijers et al., 2004)(Lavicza, 2007).

The material in Differential Calculus includes

number systems, multiple function operations, func-

tion limits, continuous functions, function derivatives

and application of derived concepts. The material

in integral calculus includes integrals, integral us-

age, transcendent functions, integration techniques,

and unnatural indeterminate and integral forms. The

purpose of studying calculus as proposed by Zhang,

(Zhang, 2003) is that students understand mathemat-

ical ideas and to develop logical, profound and cre-

ative thinking skills. Moreover, it has functions to

enhance the intellectual and imaginative abilities, so

that students will gain skills in arithmetic and obtain

useful tools for future needs. The successful of the

students in understanding the material of this calcu-

lus will make it easier for the students to understand

the material in a course that uses mathematics in their

discussion.

Calculus consists of abstract concepts and has a lot

of prerequisite knowledge. As a lecturer, we must be

able to simplify the concept of abstract calculus into

things that are easy to understand, innovate and cre-

ate learning quality for calculus and fun in the class-

room. Pleasant learning will certainly have an im-

pact on the results of the studies obtained by students.

Based on the observations in the Department of Math-

ematics, Faculty of Mathematics and Teacher Train-

426

Sepriyanti, N., Remiswal, . and Maulana, H.

Developing Interactive Multimedia Learning for Teaching Integral Calculus in College.

DOI: 10.5220/0009185104260432

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industrial

Revolution 4.0, pages 426-432

ISBN: 978-989-758-464-0

ing in UIN Imam Bonjol Padang, the effectiveness of

calculus learning is low. This is seen from the low of

students’ learning outcomes. The percentage of stu-

dents who got A grade for a calculus course in the

last 3 years only average 19.4%, and for the value of

B only 49.2%, the remaining got the values of C, D

and E. The low of effectiveness in learning calculus is

also experienced by other students from another col-

lege. Several researchers have examined the problem

of the low effectiveness of calculus learning, such as

(Dhoruri et al., 2007)(Sepriyanti et al., 2017)(Yuan,

2002)(Zhang, 2003).

Based on the interviews with students of Tadris

Mathematics class of 2016 with initials HN and DW

it was obtained the information that the students real-

ize that Calculus is very important to learn, but they

faced the fact that the calculus is abstract and difﬁ-

cult, especially if the given problem is a matter of the

story. Calculus is only considered as a collection of

numbers and formulas that have nothing to do with

their daily lives. Though the problems faced in ev-

eryday life cannot be separated from the problems of

calculus.

Based on the results of interviews with the lec-

turer of Calculus, it has obtained information that the

students’ involvement has not been fully in the learn-

ing process, not yet effective in using the media and

has not used multimedia-based interactive media for

learning calculus yet, has not accepted what is ex-

plained by the lecturer either. This resulted in the stu-

dent’s difﬁculties in understanding the concepts that

have been taught by the teacher, it is found that the

students are also difﬁcult in transferring the concept

of calculus into real life. The learning process that

took place has a low result on student learning activi-

ties and student’s results in studying are also low.

The difﬁculty in understanding the abstract of cal-

culus material and being far from everyday life has

always been the pretext of students in studying calcu-

lus. The cause of such difﬁculties can be sourced from

within the student as well as from outside, for exam-

ple the way of presenting the calculus material or the

learning atmosphere that being carried out. The dif-

ﬁculties experienced by learners are also encountered

by Khambari, Luan, & Ayub (Khambari et al., 2010).

They say to overcome these difﬁculties; Information

and Communication Technology (ICT) can be an al-

ternative solution. Information and Communication

Technology such as computers, props, or other media

are expected to improve the effectiveness of learning.

Many countries consider ICT as a vehicle for upgrad-

ing the education system to a better degree and in-

terpret ICT as an improvement and development of

e-generation-based learning that will make efﬁciency

in classroom activities.

By the 21st century is now Indonesia’s educational

experience a paradigm shift from behaviorists to con-

structivist. Responding to these changes, (Priyanto,

2009)(Rusman and berbasis Komputer, 2013) states

that teachers / lecturers are not just teaching (trans-

fer of knowledge) but must be a learning manager.

It means that every lecturer is expected to be able to

integrate the information and communication of tech-

nology (ICT) into learning activities, create learning

conditions that challenge, creativity toward student

activities, motivate students, use multimedia, multi

methods, and various learning resources in order to

achieve the expected learning objectives.

The rapid development of computer technology

has been felt in various sectors of life, so that in learn-

ing the development of technology is needed. This

is in line with the opinion expressed by (Aks¸an and

Eryılmaz, 2011) in the education sector, for example

the use of computers has been developed not only as

a tool that is only used for administrative affairs, but

also it is very possible to be used as a means of oper-

ating the learning media. For example, the existence

of a multimedia computer is capable of displaying im-

ages and writings that are still and moving and vocal.

This kind of thing should be responded positively by

the teachers / lecturers so that computers can be one

tool that helps in developing learning.

NCTM (1973) states that the use of computers as

learning media actually has long been developed in

many countries such as America and Britain. As a

medium, the computer is useful for teachers as a tool

in preparing teaching materials and organizing learn-

ing activities. Currently the use of computers as a

medium of learning mathematics is rarely applied in

schools because not many manufacturers offer special

software of mathematics learning, so it takes expertise

and tenacity of teachers to take advantage of software

potluck. Therefore, the use of computers is dependent

on the teacher as a facilitator in designing computers

as a medium of learning mathematics.

(Arsyaz, 1997)(Muhson, 2010)(Sudjana and Ri-

vai, 2010) revealed that various studies have been

conducted on the use of instructional media in teach-

ing and learning process to the conclusion that the

process and result of student learning showed signif-

icant difference between learning without media and

learning by using the media. Therefore, the use of

learning media in teaching and learning process is

highly recommended to enhance the quality of learn-

ing, including computer media. Based on these fac-

tors felt the importance of developing multimedia-

based calculus learning media in the form of Macro-

media Flash Professional.

Developing Interactive Multimedia Learning for Teaching Integral Calculus in College

427

Research development in learning mathematics at

the level of Higher Education is relatively new and

not much studied, including research on the devel-

opment of Interactive Multimedia-based learning by

using Macromedia Flash Professional. Though prob-

lems in college, especially in mathematics education

cannot be solved by only composing experimental re-

search on strategies or learning methods.

Some researchers have observed this problem,

such as (Khairani and Febrinal, 2016)(Sepriyanti

et al., 2018) with the results of research indicates

that the learning media developed valid, practical

and effective because it can improve students ’con-

cept understanding and improve students’ positive re-

sponses in learning. Fahmi (Fahmi, 2014), the re-

sults showed that the learning media developed had

an impact on students’ mathematics learning behav-

ior. Sinurat (Sinurat et al., 2015), the results showed

that the media used in the mathematics learning can

improve students ’mathematical skills and the last is

(Saﬁtri et al., 2013), with the results of research me-

dia Macromedia Flash learning developed effectively

to improve students’ conceptual understanding.

Based on researches that have been done by pre-

vious researchers, it gives an evidence that the use

of Macromedia ﬂash in learning is to give a poten-

tial impact on the process, attitudes, abilities and stu-

dent learning outcomes. Therefore, the development

of learning media Macromedia ﬂash professional is in

college is also very necessary.

2 METHODOLOGY

This research used the ADDIE model to develop

the product. Expert validation is conducted to keep

the quality of the product that consist of two con-

tents/material experts and two media experts. The

standard of the product isachieved if the experts gave

at leastvalid for each criterion. The quality of in-

structional media (practicality) is carried out to 8

(eight) students of Tadris Mathematics Department

UIN Imam Bonjol Padang who have taken Inte-

gral Calculus courses selected randomly from three

classes, they are class A, B, and C. Time and place

of this research were conducted on June 1, 2017 un-

til September 20, 2017 at UIN Imam Bonjol Padang.

In this study there are ﬁve procedures performed 1)

Analytical phase (Analysis), 2) Design stage, 3) De-

velopment stage, 4) Implementation stage, 5) Evalua-

tion stage. Data collection was obtained from several

techniques, namely: observation, interview, and liter-

ature.

3 RESULTS & DISCUSSION

The initial design/prototype of interactive multimedia

as follows:

• Opening page view

The opening page that appears on the learning media

when it is run. This page has one button, the start

button to go to the main page. It is shown in Figure 1.

Figure 1: Preview of opening page.

• Main page view

This main page consists of Pendahuluan (introduc-

tion), Materi (contents), Latihan (exercises), Evaluasi

(evaluations), Referensi (references), and Proﬁl (pro-

ﬁles). This page comes with a back sound once the

view is opened. Each page on the main menu will be

linked to the main page using the menu button.

Figure 2: This caption has one line so it is centered.

• The introduction main menu

If the introduction button on the main page is clicked,

then it will show learning matrix as shown in Figure 3.

This learning matrix contains the learning outcomes

and contents that must be mastered by students on a

ICoSEEH 2019 - The Second International Conference on Social, Economy, Education, and Humanity

428

Figure 3: This caption has one line so it is centered.

weekly basis or meeting. It will help the student to

adjust the time for each content.

• The contents main menu

Main menu of the contents consists of four main top-

ics as shown in Figure 4. These topics were built

by using a learning matrix that provided in introduc-

tion menu. The student must learn the topics se-

quentially from Integral (the deﬁnite integral), Pen-

erapan Integral (applications of the integral), Fungsi

Transenden (transcendental functions), and Teknik

Integrasi (techniques of integration).

Figure 4: This caption has one line so it is centered.

• The exercise main menu

Exercise can be accessed by clicking Latihan onthe

main page. There are four exercise packages based on

the topics of study. The student can answer each ex-

ercise by inputting the answer in the box that has pro-

vided. They also can check whether correct or wrong

the answer by clicking periksa button. Every correct

answer will be marked by a green checklist next to the

answer, while the wrong answer will be marked with

a red cross as shown in Figure 5. Students can repeat

typing the answer again by pressing cobalagi button

so that the answer box will be blank.

Figure 5: This caption has one line so it is centered.

Students can re-try to answer the questions in the

ﬁelds provided and re-examine the answers. How-

ever, students can also directly see the correct answer

by pressing the (?) button so that the solution will ap-

pear as shown in Figure 6. The solution can be closed

by clicking (X) button.

Figure 6: This caption has one line so it is centered.

• The evaluation main menu

Evaluation can be accessed by clicking evaluasi but-

ton onthe main page. Evaluation-1 is an evaluation

aimed at measuring learning outcomes for integral

review materials and application, while Evaluation-2

for transcendent functions and integration techniques.

Evaluation can be selected by clicking on one of the

buttons available on the page. Before starting the

evaluation, it will be given an instruction at ﬁrst page

as shown in Figure 7. In each evaluation there were 10

questions to be answered with a duration of 60 min-

utes.

Problems will appear randomly, so that among

students who one with another small will get the same

Developing Interactive Multimedia Learning for Teaching Integral Calculus in College

429

Figure 7: This caption has one line so it is centered.

problem even though done simultaneously. Evalua-

tion can be started by clicking MULAI (start) button

on the page. On the top right there is a time indicat-

ing the remaining time available to answer the ques-

tion. The problems will be answered by clicking on

one of the available answer options. After the whole

question is answered, then the value of the evaluation

results can be known and included part of the mate-

rial that has not been mastered by students as shown

in Figure 8. Student who have not mastered the mate-

rial can re-understand the material or try to answer the

problem back by clicking cobalagi button once again.

Figure 8: This caption has one line so it is centered.

• Display Reference Menu

The reference menu contains reference-related infor-

mation used in the development of learning media

in the form of contents/study materials, practice and

evaluation questions and some theories used in devel-

oping an interactive learning media. Reference can be

accessed by clicking Referensi in the main page.

Expert validation is conducted to assess the de-

signed product so that it can know its strengths and

weaknesses. Validation is done by showing the design

of the design and then the experts are asked to judge

it. Expert validation consists of expert in media and in

Figure 9: This caption has one line so it is centered.

content. Validation from the expert in media side was

done by the lecturer of mathematics education study

program at the State University of Padang and lec-

turer of tadris mathematics at State Islamic Univer-

sity Imam Bonjol Padang. The experts see and listen

to the learning media, then they judge by using closed

and open questionnaire instruments. The result of va-

lidity as a whole is categorized as valid. However,

if viewed from each aspect. Expert media validation

results are shown in the Table1.

Table 1: The Expert Media Validation Result.

No. Aspect of as-

sessment

Percentage Description

1 Coloring 75.00 Valid

2 The use of

words and

language

80.00 Valid

3 The screen

display

83.30 Very Valid

4 Animation 75.00 Valid

5 Menu com-

mand

90.00 Very Valid

6 Design dis-

play

100 Very Valid

Total (overall) 83.85 Very Valid

Validation from the expert in contents side was

done by two lecturers of calculus of tadris mathemat-

ics at State Islamic University Imam Bonjol Padang.

The result of contents/materials validation results are

shown in Table 2:

Table 2: The Validation Result of The Content Experts.

No. Aspect of as-

sessment

Percentage Description

1 Instruction 75.00 Valid

2 Curriculum 85.30 Very Valid

3 Material 83.30 Very Valid

Total (overall) 81.80 Very Valid

The results of validity are categorized as valid,

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430

both in terms of learning, curriculum, and material

content.

• Implementation Phase

Once the learning media is validated and declared eli-

gible for trial, then it will continue to the implementa-

tion stage. At this stage, the product is carried out in a

small group that consist of 8 students of mathematics

Tadris UIN Imam Bonjol Padang who took the inte-

gral calculus courses. Furthermore, each student was

given a questionnaire to assess the learning media in

terms of practicality.

• Evaluation Phase

An evaluation is conducted to know the results of

the implementation of instructional media in terms of

practicality by students. The results can be seen in Ta-

ble 3, seen as a whole learning media is categorized

very practical.

Table 3: The Result Of Practicality Test.

No. Aspect of as-

sessment

Percentage Description

1 Operation 95.00 Very practical

2 User reaction 95.00 Very practical

3 The safety of

the program

92.50 Very practical

4 Additional

support

facilities

92.50 Very practical

Total (overall) 94.25 Very practical

Based on the result of student’s calculus integral

test step shows that the obtain effectivity percentage

value with effective category with an average score

of 71.39 %. The percentage of students who got A

grade for Calculus Integral course average 25 %, for

the value of B is 46.43 %, for the value of C is 25 %

and for the value of D is only 3.57 %.

Table 4: The Result Of Effectivity Test.

No Grade Percentage

1 A 25.00%

2 B 46.43%

3 C 25.00%

4 D 3.57%

4 CONCLUSIONS

CD interactive multimedia-based learning as the out-

put of this research is a good learning media and it

can be used independently by the student self. In or-

der to save costs and use of the CD, these learning

media can be copied and installed to the smartphone

directly. Based on the results of the study, the CD in-

teractive multimedia-based learning of Integral Cal-

culus has validity assessment in very valid criterion

with an average score of 82.83 %. This validity is

assessed from two criteria, namely: 1) Media expert

validation criteria show that the qualitative media ob-

tained is very valid with the percentage of 83.85%.

So that the learning media is suitable for learning.

2) Contents/material expert validation criteria show-

ing the qualitative which is the category is very valid,

with percentage 81.80 %. So that learning media can

already be used for learning.

The quality of instructional media is based on the

aspect of practicality. Practicality is assessed from

one criterion that is the quality of technical crite-

ria (technical quality). Multimedia-based interactive

multimedia learning media developed according to

user trial subjects that has met the practical criteria

that can be used with the percentage of practicality

94.25% and was produced in accordance with aspects

of effectivity assessment so that the developed CD In-

teractive multimedia-based learning is included in ef-

fective criterion with an average score of 71.39 %. So,

it is concluded that the learning media is suitable for

the use as an interactive learning media.

ACKNOWLEDGEMENTS

This study was supported by DIPA Universitas Islam

Negeri Imam Bonjol Padang 2017.

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