Ketang Wiyono FKIP Unsri Prosiding SFN ICTAP 2013 des 2014
DEVELOPMENT OF INTERACTIVE MULTIMEDIA
BASED VISUAL LEARNING STYLE IN MODERN PHYSICS COURSE
Ketang Wiyono,*
Physics Education, Sriwijaya University
* Email: [email protected]
Abstract
This research aims to develop interactive multimedia based visual learning style in modern physics
course. The ccharacteristics of interactive multimedia consists of presentation, text, video, simulation,
animation by adapting the visual learning style of students. In this study used research development model
4-D to develop interactive multimedia based visual learning style. Preliminary results of the study indicate
that the modern physics course emphasizes mastery of physics concepts mathematically and not adapting
student learning style differences. The results of material analysis on modern physics course covering the
topics of the theory of relativity, quantum phenomenon, models of atoms, molecules, solids physics, and
statistical physics. Such topics are abstract and microscopically so necessary media to increase students
understanding. Results-based development of interactive multimedia design visual learning style and then
validated in the test limited to students. Validation of the results revealed that the developed multimedia
design valid and the results of limited test students developed the practical media states. It can be concluded
that the interactive multimedia-based visual learning styles feasible to implement in the course of modern
physics.
Keywords: Interactive multimedia, visual learning style, modern physics.
INTRODUCTION
Modern physics is one of education physics course in Sriwijaya University. The aim of this course to
deliver the students that understanding and study of physics phenomenon can explain in factual,
deductive, inductive, logic and ratiolist thougt context. The cncepts in modern physics abstract and
microscopics. Physics Education Technology (PhET) needed in physics learning process now
(Finkelstein, 2006).
Preliminary study results indicate that in the study of modern physics students have difficulties in
understanding the concepts that are abstract and microscopoic because unavailability of adequate media
to visualize these concepts. Media available only in the form of a power point text and images that not
adapting student learning style differences. In order to make concepts of modern physics that abstract and
microscopic easily to understand by students its necessary to innovate in advanced physics course. One
of this innovation in the lecture that integrate information and communication technology in the
interactive multimedia [ 1 ].
Some research of interactive multimedia use in physics lectures has done. Interactive multimedia
could increase the based physics concept understanding 2], increase the understanding concept of
prospective physic’s teacher [ 3, 4 ], solve the student’s based physics misconception [ 5 ] , increase the
critical thinking skills and generic science skills [ 6, 7, 8 ] . Succes of interactive multimedia in based
physics lectures because of students be more active and autonomous [3] , computer’s animation in
interactive multimedia can visualize the some abstract process that cann’t see and imagine [9 ] , could re
show the necessary informations.
Use of interactive multimedia in advanced physics is necessary to help students in understanding
the abstract concepts . Based on McKagan
[10] students would easier understand the quantum
mechanics concept that abstract with interactive software help.
Nowadays, interactive multimedia system generally present the same materials in every user
because assume the characteristic of every user are homogen. In fact, every user has different characterics
in skills, learning style, background and others. Interactive multimedia system supposed give the learning
698
Prosiding ICTAP 2013, 11 Oktober 2013,M alang,Jat im
material that the difficulties level suitable with users level, and the way to presented of material suitable
to the user’s learning style.
Based on problems explanation in background, is necessary to do the research about development
models of interactive multimedia based visual learning style to increase the concept mastery and
students critical thinking skills in modern physics course.
RESEARCH METHODOLOGY
This research is development research with 4-D model to develop interactive multimedia based
visual learning style. Generally the research did in 4 phase there are: 1) define to need assesment, 2)
design of multimedia by storyboard, 3) development of interactive multimedia continue with expert
validation (expert judgement), 4) dessiminate to implementation interactive multimedia.
This research done in Sriwijaya University that perform the Education Physics Study Program
for students teacher. Subject of research is physics prospective teacher students in fifth semester of
physics teacher candidates Physics Education Program are following Modern Physics course. The
population of study was all student teachers of physics at the State University in South Sumatera. Samples
were selected by purposive sampling technique. Sample limited test amount to 7 people
In this study used the instrument in sheets of expert validation, to validate the draft software that
has been developed by modern physics and multimedia experts. Questionnaire responses were used to
recruit students respond and suggestions from students about the models developed
RESEARCH RESULT
This study begins with a Preliminary Study of the literature study includes analysis of
competencies, essential materials, analytical concepts and analytical indicators of critical thinking skills
that could developed of interactive multimedia learning model based on learning styles of modern
physics. The next phase was a study on the learning of modern physics. The last part of the preliminary
phase of finding a description that includes description of the results, map results, analysis of weaknesses.
Preliminary results of the study showed the low learning outcomes of modern physics is one of them
caused students difficulty in understanding the concepts of modern physics are abstract and microscopic.
Design development, at this stage of the preparation of the model-based interactive multimedia
learning styles of modern physics. The preparation of the model-based interactive multimedia learning
styles of modern physics is making a storyboard as a guide in developing software.
Then the storyboard made as draft of interactive multimedia based learning styles of modern
physics. Draft design- model of interactive multimedia based learning styles of modern physics is the
preliminary results that have not been validated by experts. Here are some examples of displayinteractive multimedia based learning styles of modern physics such as figure 2.
Figure 2. Example of draft interactive multimedia based learning styles of modern physics
Next draft interactive multimedia based learning styles of modern physics validated and limited
test.
Expert Validation results against Interactive Multimedia -Based Visual Learning Styles in Modern
Physics Course
In this phase the software that has been developed and validated by experts assessed. Assessment
conducted by two experts, there are: the subject matter expert of modern physics interactive multimedia.
Expert assessment results show in Table 1. From table 1 can be obtained that the average percentage of
experts to draft assessment by 92% for the content rubric, 83% for technical rubric and 87% for the
presentation rubric. Besides giving score, experts also provide suggestions, there are: (1) there is some
miss-typed text, (2) backsound not match those of modern physics, (3) there are some animation videos
699
too small, (4) there are some materials such as solid-state physics and molecules that are not animated, (5)
add the example problems solving.
TABLE 1. Experts Assessment to draft interactive multimedia software based learning
styles of modern physics
N
Aspect
o
1 Content
2 TECHNI
CS
3 PRESE
NTATI
ON
Criteria
Verity of concept
Depth of concept
Broadness of concept
The way to solve the problem
Structure of presentation
Flow of presentation
Writing Language
Nar rative language
Link menu dan sub-menu
Navigation link
Help
Multiple choice
Elements of media
Interactivity
Adaptivity
Convinience of user
Clarity
Relevance
Organisation
Attractiveness
Confidence
Satisfaction
Result
Follow-Up
% from ideal skore
98
97
84
70
98
97
98
96
80
68
96
98
82
70
88
84
78
97
94
85
86
82
82
97
Based on the advice and input from experts , draft Modern Physics - Interactive Multimedia Based
Learning Styles then revised both of content and of display software then performed limited testing .
Results of Limited Test Interactive Multimedia Based Visual Learning Styles in Modern Physics
Material
Limited testing conducted to obtain feedback from users Interactive Multimedia -Based Learning
styles , the students of Physicsl Education . Instruments used in these test in questionnaire responses of
students to Modern Physics Interactive Multimedia-Based Learning Styles . Limited test results Modern
Physics Interactive Multimedia Based Learning Styles show in Table 2 . From Table 2 that the percentage
of student responses to the software developed high enough that on average 87 % of the ideal score . This
indicates that the software is able to be used by students , although there needs to be revised and improved
as per the suggestions and feedback from students .
TABLE 2. Score precentation of student responses to interactive multimedia
software based learning style on modern physics for each aspect
% of score for sub subject
Aspect
No
A
B
C
D
E
F
G
1 Instructions are easy to understand 88
80
86
85
84
89
88
700
Prosiding ICTAP 2013, 11 Oktober 2013,M alang,Jat im
2
The test is easy to understand their
learning styles
3 display of Interactive multimedia
interesting
4 Content of Interactive multimedia
interesting
5 The material is easy to understand
6 Images / animations / videos
easily understand
7 Interactive multimedia easy to
operate
8 Link works well
9 Audio heard clearly
10 Navigation button works fine
83
96
93
92
96
96
95
84
93
96
97
93
93
94
85
83
87
88
84
84
82
85
81
80
80
84
80
83
83
82
85
81
81
80
82
88
85
88
86
86
86
87
90
80
92
94
80
93
95
83
89
92
80
94
93
85
92
95
83
96
91
80
92
Description:
A: Theory of Relativity E: Solids Physics
B: Quantum Symptoms F: Statistical Physics
C: Models of Atom
G: Nuclear Physics
D: Molecules
From table 2 we get the average of student responses on each limited test subjects such as table 3.
TABLE 3. Percentage of student responses to the software- interactive multimedia based learning styles
of modern physics
Code Sub Subject
Percentation
A
Theory of Relativity
88
B
Quantum Symptoms
88
C
Models of Atom
89
D
Molecules
88
E
Solids Physics
87
F
Statistical Physics
89
G
Nuclear Physics
87
Besides scoring the software, students also provide advice and input for improvement of the software
developed, there are: (1) text and images on a display is too small, (2), there is some writing that misstype (3) there are some animation videos too small, (4) there are video animation not running. After the
limited test continue to revise and improve the software with the advice and input from users (students) in
to obtain an Interactive Multimedia-Based Visual Learning Styles in Modern Physics course.
DISCUSSION
Development of interactive multimedia learning model preceded by analysis abtrak concept, and
a concept based on the principles of modern physics material. From the research it appears that expert
assessment and students responses to the model developed is quite high, it is because these models are
equipped with a learning style test, animations and interactive simulations that help students understand
the concepts of modern physics that are abstract and microscopics.
Some research on learning styles suggests that (1) some students have different learning habits to
others , (2) some students learn more effectively when taught with the most preferred method, and (3)
student achievement related to how to learn. Use of interactive multimedia based learning style of
701
learning can: (1) display an appropriate alternate pages with individual characteristics , (2) oriented to a
wider group of users , (3) provide navigation to limit the range of users in finding information
CITATION Sur08 \l 1057 [ HYPERLINK \l "Sur08" 11 ] . One's learning style is a combination of how
a person absorbs and organize and process the information . Learning styles influence the effectiveness of
training, no matter whether the training is done in person or on-line CITATION Sur06 \l 1057 [
HYPERLINK \l "Sur06" 12 ] . It is shows how important the role of learning styles in learning and
teaching. Learning style is often measured using questionnaires or psychometric test CITATION McL99
\l 1057 [ HYPERLINK \l "McL99" 13 ] . Expert validation results and student responses on limited test
also due to the influence of multimedia in the learning function such as: (1) assist students in
understanding abstract concepts and microscopic, make simple of complex calculations, and accelerate
the learning process . Presentation of the information or skills are intact and complete , as well as
designing the scope of information and skills of systematically according to the level of ability and time
allocation, (2) assist students in activating internal psychological functions such as the concentration of
attention and maintain the attention, maintain mental balance, then encourage independent learning
CITATION Ari03 \l 1057 [ HYPERLINK \l "Ari03" 14 ] . Multimedia have some privilege such as: (1)
interactive by giving facilitating feedback, (2) free to determine the topic of learning, (3) systematic
control of the learning process CITATION Mun08 \l 1057 [ HYPERLINK \l "Mun08" 15 ] .
CONCLUSIONS AND SUGGESTIONS
Based on the research about development of interactive multimedia based learning styles models
of modern physics course, concluded that :
1. Interactive multimedia based learning learning styles model make students easy to learn the concepts of
modern physics that are abstract and microscopic, because the model was developed to adapt the
differences of student's learning style .
2. expert assessment of the developed models in average 87 %, with the recommendation of model tested
.
3. limited test results showed that the student response in average 88%, this suggests that the model
developed can be used by students .
Based on the research its necessary to do the following things :
1. do the final revisions of developed model to improve the weaknesses of existing models
2. implemented on modern physics course to test the effectiveness of the model in improving the concepts
mastery and critical thinking skills of students .
REFERENCES
1. K. Wiyono, " Model-Based Interactive Multimedia Learning Styles to Increase Mastery of Concepts
Introductory Physics Solids," Indonesian Journal of Physics Education, vol. 8, no. 10, 2012.
2. Y. J. Dori and J. Belcher, "How Does Technology-Enable Active Learning Affect Undergraduate
Student’s Understanding of Electromagnetism Concept?," The Journal of Learning Science, vol. 14,
no. 2, pp. 243-279, 2005.
3. I. W. Darmadi, dkk., " Information Technology-Based Learning to Improve Student Mastery
Concepts of Physics Teacher Candidates," Journal of Science Research, vol. 1, no. 1, 2007.
4. Gunawan, dkk., " Interactive Multimedia-Based Learning Model to Increase Mastery of Concepts
Prospective Teachers to Content Elasticity," Journal of Science Research, vol. 2, no. 1, pp. 11-22,
2008.
5. D. A. Muller and M. D. Sharma, "Tacling Misconception In Introductory Physics Using Multimedia
Presentations," in UniServe Science Teaching and Learning Research, 2007.
6. I. Budiman, dkk., " Interactive Multimedia Learning Model for Improving Particle wave duality
Understanding Concepts and Critical Thinking Skills," Journal of Science Research, vol. 2, no. 1, pp.
702
Prosiding ICTAP 2013, 11 Oktober 2013,M alang,Jat im
48-55, 2008.
7. S. Yahya, dkk., " Interactive Multimedia Learning Model To Boost Optic Physical Concepts Mastery,
Generic Skills Science And Critical Thinking Skills Teacher of Physics," Journal of Science
Research, vol. 2, no. 1, pp. 56-63, 2008.
8. K. Wiyono, dkk., " Interactive Multimedia Learning Model to Improve Special Realtivitas Generic
Science Skills High School Students," Journal of Science Research, vol. 3, no. 1, pp. 21-30, 2009.
9. K. A. Burke, "Developing and Using Conceptual Computer Animation for Chemistry Instruction,"
Journal of Chemical Education, vol. 75, 1998.
10. S. B. McKagan, "Developing and Researching PhET Simulations for Teaching Quantum Mechanics,"
Physics Education Research, vol. I, pp. 0709 :4503.
11. H. D. Surjono and Nurkhamid , " Developing Adaptive E-Learning Model for Student Learning Style
Diversity to Improve Teaching Effectiveness, "State University of Yogyakarta, Competitive Grant
Research Report 2008
12. H. D. Surjono, "Developement and Evaluation of an Adavtive Hypermedia System Based on Multiple
Student Characteristics," southern Cross University, Lismore NSW Australia, Unpublised doctoral
dissertation 2006.
13. C. McLoughlin, "The Implication of Research Literature on Learning Sstyles for the Design of
Instructional Material," Australian Journal of Educational Adaptivity in Learning System, no. Paper
presented at the Knowledge Transfer, London, UK, 1999.
14. M. Arifin, dkk., Teaching and Learning Strategies. London: Department of Chemistry Education
FPMIPA UPI, 2003.
15. Munir, Curriculum-Based Information and Communication Technology. Bandung: ALFABETA,
2008.
703
BASED VISUAL LEARNING STYLE IN MODERN PHYSICS COURSE
Ketang Wiyono,*
Physics Education, Sriwijaya University
* Email: [email protected]
Abstract
This research aims to develop interactive multimedia based visual learning style in modern physics
course. The ccharacteristics of interactive multimedia consists of presentation, text, video, simulation,
animation by adapting the visual learning style of students. In this study used research development model
4-D to develop interactive multimedia based visual learning style. Preliminary results of the study indicate
that the modern physics course emphasizes mastery of physics concepts mathematically and not adapting
student learning style differences. The results of material analysis on modern physics course covering the
topics of the theory of relativity, quantum phenomenon, models of atoms, molecules, solids physics, and
statistical physics. Such topics are abstract and microscopically so necessary media to increase students
understanding. Results-based development of interactive multimedia design visual learning style and then
validated in the test limited to students. Validation of the results revealed that the developed multimedia
design valid and the results of limited test students developed the practical media states. It can be concluded
that the interactive multimedia-based visual learning styles feasible to implement in the course of modern
physics.
Keywords: Interactive multimedia, visual learning style, modern physics.
INTRODUCTION
Modern physics is one of education physics course in Sriwijaya University. The aim of this course to
deliver the students that understanding and study of physics phenomenon can explain in factual,
deductive, inductive, logic and ratiolist thougt context. The cncepts in modern physics abstract and
microscopics. Physics Education Technology (PhET) needed in physics learning process now
(Finkelstein, 2006).
Preliminary study results indicate that in the study of modern physics students have difficulties in
understanding the concepts that are abstract and microscopoic because unavailability of adequate media
to visualize these concepts. Media available only in the form of a power point text and images that not
adapting student learning style differences. In order to make concepts of modern physics that abstract and
microscopic easily to understand by students its necessary to innovate in advanced physics course. One
of this innovation in the lecture that integrate information and communication technology in the
interactive multimedia [ 1 ].
Some research of interactive multimedia use in physics lectures has done. Interactive multimedia
could increase the based physics concept understanding 2], increase the understanding concept of
prospective physic’s teacher [ 3, 4 ], solve the student’s based physics misconception [ 5 ] , increase the
critical thinking skills and generic science skills [ 6, 7, 8 ] . Succes of interactive multimedia in based
physics lectures because of students be more active and autonomous [3] , computer’s animation in
interactive multimedia can visualize the some abstract process that cann’t see and imagine [9 ] , could re
show the necessary informations.
Use of interactive multimedia in advanced physics is necessary to help students in understanding
the abstract concepts . Based on McKagan
[10] students would easier understand the quantum
mechanics concept that abstract with interactive software help.
Nowadays, interactive multimedia system generally present the same materials in every user
because assume the characteristic of every user are homogen. In fact, every user has different characterics
in skills, learning style, background and others. Interactive multimedia system supposed give the learning
698
Prosiding ICTAP 2013, 11 Oktober 2013,M alang,Jat im
material that the difficulties level suitable with users level, and the way to presented of material suitable
to the user’s learning style.
Based on problems explanation in background, is necessary to do the research about development
models of interactive multimedia based visual learning style to increase the concept mastery and
students critical thinking skills in modern physics course.
RESEARCH METHODOLOGY
This research is development research with 4-D model to develop interactive multimedia based
visual learning style. Generally the research did in 4 phase there are: 1) define to need assesment, 2)
design of multimedia by storyboard, 3) development of interactive multimedia continue with expert
validation (expert judgement), 4) dessiminate to implementation interactive multimedia.
This research done in Sriwijaya University that perform the Education Physics Study Program
for students teacher. Subject of research is physics prospective teacher students in fifth semester of
physics teacher candidates Physics Education Program are following Modern Physics course. The
population of study was all student teachers of physics at the State University in South Sumatera. Samples
were selected by purposive sampling technique. Sample limited test amount to 7 people
In this study used the instrument in sheets of expert validation, to validate the draft software that
has been developed by modern physics and multimedia experts. Questionnaire responses were used to
recruit students respond and suggestions from students about the models developed
RESEARCH RESULT
This study begins with a Preliminary Study of the literature study includes analysis of
competencies, essential materials, analytical concepts and analytical indicators of critical thinking skills
that could developed of interactive multimedia learning model based on learning styles of modern
physics. The next phase was a study on the learning of modern physics. The last part of the preliminary
phase of finding a description that includes description of the results, map results, analysis of weaknesses.
Preliminary results of the study showed the low learning outcomes of modern physics is one of them
caused students difficulty in understanding the concepts of modern physics are abstract and microscopic.
Design development, at this stage of the preparation of the model-based interactive multimedia
learning styles of modern physics. The preparation of the model-based interactive multimedia learning
styles of modern physics is making a storyboard as a guide in developing software.
Then the storyboard made as draft of interactive multimedia based learning styles of modern
physics. Draft design- model of interactive multimedia based learning styles of modern physics is the
preliminary results that have not been validated by experts. Here are some examples of displayinteractive multimedia based learning styles of modern physics such as figure 2.
Figure 2. Example of draft interactive multimedia based learning styles of modern physics
Next draft interactive multimedia based learning styles of modern physics validated and limited
test.
Expert Validation results against Interactive Multimedia -Based Visual Learning Styles in Modern
Physics Course
In this phase the software that has been developed and validated by experts assessed. Assessment
conducted by two experts, there are: the subject matter expert of modern physics interactive multimedia.
Expert assessment results show in Table 1. From table 1 can be obtained that the average percentage of
experts to draft assessment by 92% for the content rubric, 83% for technical rubric and 87% for the
presentation rubric. Besides giving score, experts also provide suggestions, there are: (1) there is some
miss-typed text, (2) backsound not match those of modern physics, (3) there are some animation videos
699
too small, (4) there are some materials such as solid-state physics and molecules that are not animated, (5)
add the example problems solving.
TABLE 1. Experts Assessment to draft interactive multimedia software based learning
styles of modern physics
N
Aspect
o
1 Content
2 TECHNI
CS
3 PRESE
NTATI
ON
Criteria
Verity of concept
Depth of concept
Broadness of concept
The way to solve the problem
Structure of presentation
Flow of presentation
Writing Language
Nar rative language
Link menu dan sub-menu
Navigation link
Help
Multiple choice
Elements of media
Interactivity
Adaptivity
Convinience of user
Clarity
Relevance
Organisation
Attractiveness
Confidence
Satisfaction
Result
Follow-Up
% from ideal skore
98
97
84
70
98
97
98
96
80
68
96
98
82
70
88
84
78
97
94
85
86
82
82
97
Based on the advice and input from experts , draft Modern Physics - Interactive Multimedia Based
Learning Styles then revised both of content and of display software then performed limited testing .
Results of Limited Test Interactive Multimedia Based Visual Learning Styles in Modern Physics
Material
Limited testing conducted to obtain feedback from users Interactive Multimedia -Based Learning
styles , the students of Physicsl Education . Instruments used in these test in questionnaire responses of
students to Modern Physics Interactive Multimedia-Based Learning Styles . Limited test results Modern
Physics Interactive Multimedia Based Learning Styles show in Table 2 . From Table 2 that the percentage
of student responses to the software developed high enough that on average 87 % of the ideal score . This
indicates that the software is able to be used by students , although there needs to be revised and improved
as per the suggestions and feedback from students .
TABLE 2. Score precentation of student responses to interactive multimedia
software based learning style on modern physics for each aspect
% of score for sub subject
Aspect
No
A
B
C
D
E
F
G
1 Instructions are easy to understand 88
80
86
85
84
89
88
700
Prosiding ICTAP 2013, 11 Oktober 2013,M alang,Jat im
2
The test is easy to understand their
learning styles
3 display of Interactive multimedia
interesting
4 Content of Interactive multimedia
interesting
5 The material is easy to understand
6 Images / animations / videos
easily understand
7 Interactive multimedia easy to
operate
8 Link works well
9 Audio heard clearly
10 Navigation button works fine
83
96
93
92
96
96
95
84
93
96
97
93
93
94
85
83
87
88
84
84
82
85
81
80
80
84
80
83
83
82
85
81
81
80
82
88
85
88
86
86
86
87
90
80
92
94
80
93
95
83
89
92
80
94
93
85
92
95
83
96
91
80
92
Description:
A: Theory of Relativity E: Solids Physics
B: Quantum Symptoms F: Statistical Physics
C: Models of Atom
G: Nuclear Physics
D: Molecules
From table 2 we get the average of student responses on each limited test subjects such as table 3.
TABLE 3. Percentage of student responses to the software- interactive multimedia based learning styles
of modern physics
Code Sub Subject
Percentation
A
Theory of Relativity
88
B
Quantum Symptoms
88
C
Models of Atom
89
D
Molecules
88
E
Solids Physics
87
F
Statistical Physics
89
G
Nuclear Physics
87
Besides scoring the software, students also provide advice and input for improvement of the software
developed, there are: (1) text and images on a display is too small, (2), there is some writing that misstype (3) there are some animation videos too small, (4) there are video animation not running. After the
limited test continue to revise and improve the software with the advice and input from users (students) in
to obtain an Interactive Multimedia-Based Visual Learning Styles in Modern Physics course.
DISCUSSION
Development of interactive multimedia learning model preceded by analysis abtrak concept, and
a concept based on the principles of modern physics material. From the research it appears that expert
assessment and students responses to the model developed is quite high, it is because these models are
equipped with a learning style test, animations and interactive simulations that help students understand
the concepts of modern physics that are abstract and microscopics.
Some research on learning styles suggests that (1) some students have different learning habits to
others , (2) some students learn more effectively when taught with the most preferred method, and (3)
student achievement related to how to learn. Use of interactive multimedia based learning style of
701
learning can: (1) display an appropriate alternate pages with individual characteristics , (2) oriented to a
wider group of users , (3) provide navigation to limit the range of users in finding information
CITATION Sur08 \l 1057 [ HYPERLINK \l "Sur08" 11 ] . One's learning style is a combination of how
a person absorbs and organize and process the information . Learning styles influence the effectiveness of
training, no matter whether the training is done in person or on-line CITATION Sur06 \l 1057 [
HYPERLINK \l "Sur06" 12 ] . It is shows how important the role of learning styles in learning and
teaching. Learning style is often measured using questionnaires or psychometric test CITATION McL99
\l 1057 [ HYPERLINK \l "McL99" 13 ] . Expert validation results and student responses on limited test
also due to the influence of multimedia in the learning function such as: (1) assist students in
understanding abstract concepts and microscopic, make simple of complex calculations, and accelerate
the learning process . Presentation of the information or skills are intact and complete , as well as
designing the scope of information and skills of systematically according to the level of ability and time
allocation, (2) assist students in activating internal psychological functions such as the concentration of
attention and maintain the attention, maintain mental balance, then encourage independent learning
CITATION Ari03 \l 1057 [ HYPERLINK \l "Ari03" 14 ] . Multimedia have some privilege such as: (1)
interactive by giving facilitating feedback, (2) free to determine the topic of learning, (3) systematic
control of the learning process CITATION Mun08 \l 1057 [ HYPERLINK \l "Mun08" 15 ] .
CONCLUSIONS AND SUGGESTIONS
Based on the research about development of interactive multimedia based learning styles models
of modern physics course, concluded that :
1. Interactive multimedia based learning learning styles model make students easy to learn the concepts of
modern physics that are abstract and microscopic, because the model was developed to adapt the
differences of student's learning style .
2. expert assessment of the developed models in average 87 %, with the recommendation of model tested
.
3. limited test results showed that the student response in average 88%, this suggests that the model
developed can be used by students .
Based on the research its necessary to do the following things :
1. do the final revisions of developed model to improve the weaknesses of existing models
2. implemented on modern physics course to test the effectiveness of the model in improving the concepts
mastery and critical thinking skills of students .
REFERENCES
1. K. Wiyono, " Model-Based Interactive Multimedia Learning Styles to Increase Mastery of Concepts
Introductory Physics Solids," Indonesian Journal of Physics Education, vol. 8, no. 10, 2012.
2. Y. J. Dori and J. Belcher, "How Does Technology-Enable Active Learning Affect Undergraduate
Student’s Understanding of Electromagnetism Concept?," The Journal of Learning Science, vol. 14,
no. 2, pp. 243-279, 2005.
3. I. W. Darmadi, dkk., " Information Technology-Based Learning to Improve Student Mastery
Concepts of Physics Teacher Candidates," Journal of Science Research, vol. 1, no. 1, 2007.
4. Gunawan, dkk., " Interactive Multimedia-Based Learning Model to Increase Mastery of Concepts
Prospective Teachers to Content Elasticity," Journal of Science Research, vol. 2, no. 1, pp. 11-22,
2008.
5. D. A. Muller and M. D. Sharma, "Tacling Misconception In Introductory Physics Using Multimedia
Presentations," in UniServe Science Teaching and Learning Research, 2007.
6. I. Budiman, dkk., " Interactive Multimedia Learning Model for Improving Particle wave duality
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