Pengembangan Multimedia Pembelajaran Fisika Berbasis Gaya Belajar untuk Meningkatkan Prestasi Belajar Siswa Kelas X SMA

Abstract

Penelitian ini bertujuan untuk mendeskripsikan (1) rancang bangun draf produk pengembangan, (2) tanggapan ahli isi, ahli media, dan ahli desain pembelajaran, (3) tanggapan guru mata pelajaran, (4) tanggapan siswa dalam uji lapangan terhadap draf produk multimedia pembelajaran fisika berbasis gaya belajar, dan (5) perbedaan skor-skor postest dibandingkan dengan pretest setelah produk diterapkan dalam pembelajaran. Metode penelitian yang digunakan yaitu penelitian pengembangan dengan mengacu pada model pengembangan ADDIE (Analysis, Design, Development, Implementation, dan Evaluation). Hasil tanggapan ahli isi mata pelajaran terhadap produk pengembangan mencapai tingkat persentase 88,9%, ahli media isi pembelajaran 100%, ahli media komputer 90,8%, ahli desain pembelajaran 95,00%. tanggapan guru mata pelajaran 98,00%, tanggapan siswa dalam uji coba lapangan 90,2%. Hasil uji-t menunjukkan bahwa terdapat perbedaan yang signifikan antara nilai pretes dan postes sehingga H0 ditolak. Nilai rata-rata pretes dan rata-rata postes adalah sebesar 44,4 dan 88,7.
Kata Kunci : Kata kunci: gaya belajar, multimedia pembelajaran, pengembangan, prestasi belajar.

This study aimed at describing (1) the design of development product draft, (2) the responses of content experts, media experts, and learning design experts, (3) the subject teachers’ responses, (4) students’ responses toward the learning styles based multimedia learning physics product draft in the field test, and (5) the differences of scores of post-test compared with the pre-test after the product is applied in teaching. The method used in this research is development research which referred to the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). The result of the content expert response towards the development product reaches the percentage level 88.9%, 100% for media learning content learning media expert, 90.8% for computer media expert, 95% for learning design expert, 98.00% for subject teacher response, and 90.2% for students’ responses in the field trial test. The results of t-test shows that there are significant differences between the pre-test and post-test, so H0 is rejected. The average value of pre-test and post-test are 44.4 and 88.7.
keyword : academic achievement, development, learning style, multimedia learning.