PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF MATA PELAJARAN BAHASA INDONESIA UNTUK PEMBELAJARAN MANDIRI SISWA KELAS VIII - ., Ni Made Penawati; ., Dr. I Made Tegeh, S.Pd., M.Pd.; ., I Komang Sudarma,S.Pd, M.Pd. (Jurnal EDUTECH Undiksha, 2015)
Penelitian ini bertujuan untuk: (1) mendeskripsikan rancang bangun pengembangan multimedia interaktif untuk mata pelajaran Bahasa Indonesia, (2) mengetahui kualitas hasil pengembangan multimedia interaktif menurut review ahli, dan uji coba yang dilakukan siswa, serta (3) mengetahui efektivitas multimedia interaktif untuk mata pelajaran Bahasa Indonesia. Penelitian ini adalah penelitian pengembangan yang menggunakan model Hannafin and Peck. Model Hannafin and Peck terdiri atas tiga tahap, yaitu (1) analisis kebutuhan, (2) desain, dan (3) pengembangan dan implementasi. Ketiga tahap model pengembangan ini dijadikan acuan dalam memproduksi, dan memvalidasi multimedia interaktif yang dikembangkan. Validasi multimedia interaktif dilakukan oleh satu ahli isi mata pelajaran, satu ahli desain pembelajaran, satu ahli media pembelajaran, 3 siswa uji coba perorangan, 12 siswa uji coba kelompok kecil, dan 30 siswa uji coba lapangan. Uji efektivitas multimedia interaktif pada oleh 30 orang siswa uji efektifitas menggunakan desain penelitian pre-test dan post-test. Data dikumpulkan dengan metode kuesioner dan tes. Analisis data menggunakan analisis deskriptif kualitatif, deskritif kuantitatif dan statistik inferensial/induktif uji-t. Hasil penelitian pengembangan ini adalah (1) deskripsi rancang bangun pengembangan multimedia interaktif, mulai dari langkah analisis peserta didik, menyatakan tujuan, memilih metode, media, dan materi, penggunaan media dan bahan, partisipasi peserta didik di kelas, serta penilaian dan revisi; (2) kualitas hasil pengembangan media menurut review ahli dan siswa. Hasil validasi media yang dilakukan oleh: (a) ahli isi mata pelajaran 93,33%; (b) ahli desain pembelajaran 92%; (c) ahli media pembelajaran 91,66% yang ketiganya ada pada kategori sangat baik serta (d) uji coba perorangan 93,33% dengan kategori sangat baik, uji coba kelompok kecil 87,30%, yang katagori baik dan uji coba lapangan 93,27% yang kategori sangat baik; (3) uji efektivitas hasil pengembangan multimedia interaktif menunjukkan bahwa thitung = 13,345 > ttabel =2,000. Ini berarti terdapat perbedaan yang signifikan hasil belajar siswa sebelum dan sesudah menggunakan multimedia interaktif. Kata Kunci : pengembangan, multimedia interaktif, Bahasa Indonesia This research is aimed at: (1) describing the design of interactive multimedia development for Indonesian subjects, (2) determining the quality of interactive multimedia development, according to expert review and trials performed by the students, and (3) determining the effectiveness of interactive multimedia for Indonesian subjects. This research is a developing research which used Hannafin and Peck models. Hannafin and Peck models consist of three stages: (1) needs analysis, (2) design, and (3) development and implementation. These three stages of development models were used as references in producing and validating the developed interactive multimedia. The validations of this interactive multimedia were done by an expert of content, an expert of instructional design, an expert of instructional media, 3 students for individual trial, 12 students for small group trial, and 30 students for field trial. The effectiveness tests of interactive multimedia which were done by 30 students used pre-test and post-test research designs. The data were collected by questionnaire and tests. The analysis of data using descriptive qualitative analysis, descriptive quantitative and inferential statistical / inductive t-test. The results of this research showed: (1) the description of the design of interactive multimedia development, starting from the learners analysis, stated about the objectives, methods selection, media, and materials, the use of media and materials, participation of students in the class, as well as assessment and revision; (2) the quality of media development according to the expert review and students showed (a) 93.33% from content expert; (B) 92% from the instructional design expert; (C) 91.66% from instructional media expert which three of them were in very good category and (d) 93.33% from individual trial which was in excellent category, 87.30% from small group trial which was in good category and 93,27% from field trial which was in very good category; (3) The result of effectiveness test showed that t = 13.345> t table = 2.000 which meant that there were significant differences in student learning outcomes before and after using this interactive multimedia. keyword : development, interactive multimedia, Indonesian subject