Pengembangan multimedia pembelajaran untuk mengembangkan aspek kognitif anak

Abstract

AbstrakPenelitian ini bertujuan: (1) menghasilkan produk multimedia pembelajaran untuk mengembangkan aspek kognitif pada materi mengenal bilangan anak Palm Kids School Yogyakarta, dan (2) mengetahui tingkat kelayakan produk yang dikembangkan. Penelitian ini merupakan penelitian dan pengembangan yang mengacu pada langkah-langkah desain pengembangan Allesi & Trollip, yang dikelompokkan atas tiga prosedur pengembangan, meliputi: (a) planning, (b) design, dan (c) development yang dilengkapi dengan komponen atribut mencakup standards, ongoing evaluation, dan project management. Penelitian ini menghasilkan produk multimedia pembelajaran yang memenuhi kriteria dan dinyatakan layak sebagai media pembelajaran. Skor penilaian kelayakan produk melalui uji alpha pada ahli materi adalah 3,4 (layak) dan pada ahli media adalah 3,36 (layak). Uji beta menunjukkan skor hasil penilaian guru kelas K1 sebesar 3,7 (sangat layak). Kelayakan produk multimedia pembelajaran pada peningkatan perkembangan kognitif didukung oleh peningkatan perolehan skor hasil belajar kognitif anak K1 yang diketahui dari hasil pretes dan postes anak adalah sebesar 8,7. Kata kunci: multimedia pembelajaran, kognitif anak Abstract This study aims to: (1) produce learning multimedia improve the cognitive aspects of the children of Palm Kids School Yogyakarta in understanding numbers, and (2) determine the feasibility level of the developed product. This research was research and development refering to the steps of developmental design proposed by Allesi and Trollip. The design was classified into three developmental procedures including: (a) planning, (b) design, and (c) development, completed with attributes of component including standards, ongoing evaluation, and project management. This study produced teaching multimedia which meet the criteria and the product is declared feasible as teaching media based on the score of product's feasibility assessment through alpha test by material experts which is at 3.4 (feasible) and by media expert at 3.36 (feasible). Furthermore, the beta test conducted by teacher of K1 class showed the score of 3.7 (highly feasible). The product's feasibility assessment of the teaching multimedia in improving the development of cognitive aspects was supported by the score of cognitive learning outcomes of the children in K1 class was observed by pretest and post-test showing 8.7.

Development of Interactive Multimedia Based on Contextual Approaches on Natural Resource Conservation Materials

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Multimedia for Culinary Students: Food and Beverage Processing Subject

“…The magnitude of multimedia's role in education makes multimedia often used to support the learning process. Educators will find it helpful if there are multimedia in the learning process (Lindasari et al, 2019;Pratiwi & Ismaniati, 2017;Zarkasi & Taufik, 2019). In addition, multimedia in the learning process will make the learning atmosphere more interactive, effective, efficient, and fun.…”

Interactive Learning Multimedia Containing Balinese Traditional Games in Thematic Learning

“…Qualifications that are very valid and feasible to use can be achieved due to the suitability of using interactive learning multimedia elements such as text, images, audio, and animation in delivering learning messages, as well as interactivity and packaging that is done well. Submission of learning material using multimedia with elements such as text, images, sound, video, and animation following effective material to clarify the material presented (Pratiwi & Ismaniati, 2017;Saputri et al, 2018). These elements make it easier for students to understand the material presented in learning multimedia (Buchori, 2019;Inceday, 2018).…”