Development of Interactive Multimedia Learning to Improve Analytical Thinking Ability of Elementary School Student on Water Cycle Material

Abstract

Development of interactive multimedia is an alternative solution for learning in elementary schools that are not optimally delivered through direct observation, more precise for science learning on water cycle material that has difficulty delivered in the classroom to facilitate the achievement of basic competence that has the same achievement with 21st century competence that is analytical thinking ability. Based on this urgency, this research has a purpose to know the procedure of developing interactive multimedia learning that can improve analytical thinking ability on the water cycle material and know the effectiveness of interactive multimedia developed to improve analytical thinking ability of the elementary student. The method is research and development of Lee and Owens model (assessment and needs analysis, design, development and implementation, and evaluation). The research result was: (1) interactive multimedia learning to improve analytical thinking ability on water cycle material reached standard on validation of three experts (material, media, and language) and four practitioners (all validators in each aspect or 100% validators approve interactive multimedia product to be implemented in learning) as well as student review in the limited group trial of interactive multimedia developed is positive (the percentage gain of each aspect is in excellent interpretation), (2) interactive multimedia learning developed effectively to improving analytical thinking ability of elementary school student.

A systematic review of analytical thinking skills in STEM education settings

“…The seven studies using this design were likely to be interested in exploring the extent to which changes in AT skills can be associated with changes in other learning outcomes or identify patterns or trends in AT skills. Finally, it has been observed that the seven studies under investigation have adopted a research and development (R&D) design (Chuumchuen and Surpare, 2022; Levin and Verner, 2020; Lu Atun Nisa’ et al , 2019; Nur’Azizah et al , 2018; Rodrangsee et al , 2022; Sujatmiko et al , 2021; Thabvithorn and Samat, 2022). In the context of the research study, R&D design may be used to explore potential solutions or develop new products to enhance AT skills.…”

“…Three of these studies used constructivism theory (Anggoro et al , 2021; Khamsaengmat and Kanjug, 2022; Syaiful et al , 2021) to guide their research, while the other two used intelligence theory as their theoretical framework (Azid and Md-Ali, 2020; Rodrangsee et al , 2022). In addition, one of the studies included Dale’s Cone of experience/multimedia theory as the basis of their research (Nur’Azizah et al , 2018). Other research studies have used specific models to guide their investigations and among these frameworks are the guided inquiry model (Rodrangsee et al , 2022), the research-based learning (RBL) model (Chumsukon and Ruangsan, 2021; Suyatman et al , 2021) and the community learning resources (CLR) model (Chumsukon and Ruangsan, 2021), Focusing, exploring, analyzing, conceptual developing, and applying teaching model (Kocabaş and Yücel, 2022) and analytical thinking skills learning model (Phurikultong and Kantathanawat, 2022).…”

“…The intervention that is commonly used is problem-based learning (Andriani and Supiah, 2021; Karenina et al , 2020; Perdana et al , 2019; Putranta and Supahar, 2019; Sari et al , 2019; Suyatman et al , 2021a, 2021b) and followed by the use of learning models such as RBL (Suyatman et al , 2021), CLR (Chumsukon and Ruangsan, 2021), online active learning (OAL) models (Rodrangsee et al , 2022) and the guided inquiry model (Cahyati and Subali, 2022). Other studies used a variety of intervention methods, including open learning (Anggoro et al , 2021), interactive modules based on intelligence theory (Azid and Md-Ali, 2020), think-pair-share techniques (Theabthueng et al , 2022), learning interactive multimedia (Nur’Azizah et al , 2018), flipped classroom (Khamsaengmat and Kanjug, 2022), digital storytelling, inquiry-based learning (IBL) (Phurikultong and Kantathanawat, 2022), concept map in AT-based module (Sundari et al , 2020), YouTube video (Wahyuningtyas et al , 2021), STEM-integrated movement activities (Phuseengoen and Singhchainara, 2022), predict–observe–explain (POE) strategy (Yuenyong and Yuenyong, 2021), andro-webcomic media based on problem-based learning (Sujatmiko et al , 2021), Web-based learning with augmented reality (AR) (Thabvithorn and Samat, 2022), simulation based interactive e-learning course (Chuumchuen and Surpare, 2022), emergency distance (Kocabaş and Yücel, 2022), blended learning, collaborative learning (Wongpratoom and Sranamkam, 2019), popup booklet development (Lu Atun Nisa’ et al , 2019), 3D design and printing (Levin and Verner, 2020) and multimedia learning interactive (Nur’Azizah et al , 2018). One research analysis did not determine the intervention used (Mayarni and Nopiyanti, 2021).…”