Ketang Wiyono Prosiding SULE IC
PROCEEDINGS
ISBN: 978-602-70378-0-9
PROFILE OF STUDENT LEARNING STYLES AND MEDIA
NEEDS ICT-BASED LEARNING COURSE IN MODERN PHYSICS
Ketang Wiyono
Physics Education, Sriwijaya University
Email: [email protected]
Abstract
This study aimed to investigate profile of the student's learning styles and to find out needs of ICT-based
learning media for modern physics course. This research was a descriptive study to expose students'
learning styles by using questionnaire. In this research there were three types of students’ learning styles,
which were visual learning style, auditory learning style, and kinesthetic learning style. To determine
instructional media needs for modern physics, the researcher collected information through questionnaire
containing questions about the important of using instructional media for modern physics course. The
results of this study shows that there are 35.90% visual learners, 41.03% auditory learners, and 23.08%
kinesthetic learners. Based on data of the questionnaire it shows that 93% of students expressed that
instructional media should support and manage the differencies of learning styles in learning modern
physics course. The results of this study tell us that every student has a unique learning style, and students
need a form of ICT-based instructional media which is suitable for their own learning styles to study the
course of modern physics.
Key words: learning styles, instructional media, ICT, modern physics
INTRODUCTION
Information and comunication technology is growing rapidly. These developments influence
in many aspects of human life , including in the education . Every technology era has influence and
forman education era in it’s time. The development of information and communication technology in
education marked by the use of computers and the internet as an intructional media. Various studies in
the use of information and communication technologies in the teaching of physics has been done. The
utilization of information and communications technology on the basic physics lectures to enhance the
understanding of fundamental physics concepts (Dori and Belcher, 2005), can improve concepts
understanding of physics teacher candidates (Darmadi et al , 2007; Gunawan et al , 2008) , can
overcome the basic physics student misconceptions (Muller & Sharma , 2007), improve critical
thinking skills and generic science (Budiman et al, 2008; Yahya et al, 2008, Wiyono et al, 2009) . The
successful use of information and communication technology in the lecture due to basic physics
students more active and independent ( Darmadi et al , 2007), computer animation in learning
processes based information technology and communication can visualize abstract that impossible to
seen or imagined (Burke, 1998) , capable of reshowinformation required. The use of information and
communication technology learning in advanced physics is helping students to understand the abstract
concepts. According McKagan (2007) students will more easily understand the abstract concept of
quantum mechanics with the help of interactive software.
Needs the use of information and communication technology in learning is also felt in the
course of modern physics. Modern physics is one of the subjects taught in the physical education
courses in LPTK. Along this time most of Modern Physics lecturer teaching material with the lecture
method and only rarely use the media in learning, so that students difficult tounderstand the abstract
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-567
PROCEEDINGS
ISBN: 978-602-70378-0-9
and microscopic concepts of Modern Physics. In order Modern Physics concepts are abstract and
microscopic easily understood by students need an innovation in the course of modern physics. One
innovation in the lecture that the integration of information and communication technology in modern
physics lectures (Wiyono, 2013).
Learning by using information and communication technologies that exist today generally
give the same presentation of learning materials for each user because it assumes that all users are
homogeneous characteristics. In fact, every user has different characteristics both in terms of level of
ability, learning style, background or anything else. Learning system which uses information and
communication technologies should be able to adapt it’s display the variety of user characteristics, so
as to have a high learning effectiveness (Wiyono, 2012). One learning style is known for its simplicity
VAK. VAK learning styles using the three main sensory receivers that visual, auditory and
kinesthetic. In determining a student 's learning style seen from the dominant learning style. VAK
learning styles is based on the modaliti theory, that although in any learning process students receive
sensory information from threesensory, but there will be one or two dominant sensory. Learning style
differences is in line with the principle of the development of computer -based permbelajaran namely :
( 1 ) goal-oriented learning, ( 2 ) individual-oriented learning, ( 3 ) self-oriented learning, and ( 4 )
complete the learning-oriented. Based on the background of the above problems, we should know the
profile of student learning styles and needs of ICT based instructional media on the course of modern
physics.
THEORITICAL BACKGROUND
There are many definitions of learning styles or learning styles. According to James and Blank
(1993 ), learning style is defined as the habit of learning in which a person feels the most efficient and
effective in receiving , processing , storing and issuing learned something. Mc Loughlin (1999)
concluded that the term refers to the habit of learning styles in acquiring knowledge. Honey and
Mumford (1992 ) defines learning styles as the attitudes and behavior that shows how to learn the
most preferred one. Rita Dunn (DePorter , 2006) found many variables that affect the way people learn
factors that include physical, emotional, sociological and environmental. One's learning style is a
combination of how a person absorbs and organize and process information .
Some research on learning styles suggests that ( 1 ) some students have different learning
habits with others, ( 2 ) some students learn more effectively when taught with the most preferred
method , and ( 3 ) student achievement related to how to learn ( Riding & Rayner , 1998 ). Learning
styles influence the effectiveness of training, no matter whether the training is conducted in person or
on-line ( Surjono, 2008). This shows how important the role of learning styles in teaching and
learning. Learning style is often measured using psychometric questionnaires or tests ( McLoughlin,
1999) .
One learning style is known for its simplicity of visual, auditory and kinesthetic (VAK). VAK
learning styles using the three main sensory receivers , that visual , auditory and kinestetic in
determining a student 's learning style seen from the dominant learning style (Rose, 1987). VAK
learning styles is based on the theory that although in each modality learning students receive sensory
information from three sensory, but there is one or two dominant sensory.
Multimedia is defined as more than one media. It could be a combination of text, graphics,
animation, sound, and video, which is a blend and combination of two or more types of media
emphasis on the control of the computer as a whole propulsion combined media (Arsyad, 2006).
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-568
PROCEEDINGS
ISBN: 978-602-70378-0-9
Munir (2008) states multimedia as a computer system that consists of hardware and software that
provides an easy to combine various components such as images, video, graphics, animation, sound,
text, and data is controlled by a computer program. In other words , multimedia technology includes a
variety of media in an interactive learning software. Multimedia presentation can be defined as
technology that optimizes the computer's role as media that display text, sound, graphics, video,
animation in an integrated and interactive display .
Multimedia interactive consist of presentations in the form of text, audio, graphics, animation
and interactive simulation can adapt the different ways that students learn so that they learn in a fun
environment. Presented visualization allows students to navigate, interact, create and communicate by
using their senses to the optimum so that the information is entered into the memory banks are more
durable and easy to be called at the time the information is used. Information processing in concept
formation would easily be called when stored in long term memory, especially in the form of an image
(Matlin, 1994) .
METHOD
This study uses Educational Research and Development. This type of research R & D is a
process used to develop and validate educational products (Gall et al , 2003). In general, the
development of research carried out in 3 stages, namely : 1) phase preliminary study was conducted by
applying a qualitative descriptive approach, 2) phase development design of interactive adaptive
multimedia models, followed by validation of expert (expert judgment), revision and improvement,
followed by a limited trial as well as the evaluation and improvement, 3) the evaluation phase includes
implementation models made with quasi-experimental methods (pretest - posttest control group). In
the first year dihasilan learning CD that has a valid and practically ready to be mass produced. In this
paper will only describe the profile of a student 's learning style and needs of the ICT-based learning
media in modern physics course.
RESULTS AND DISCUSSION
One learning style is known for its simplicity of visual, auditory and kinesthetic (VAK). VAK
learning styles using the three main sensory receivers, that visual, auditory and kinestetic in
determining a student 's learning style seen from the dominant learning style (Rose , 1987). VAK
learning styles is based on the theory that although in each modality learning students receive sensory
information from three sensory, but there is one or two dominant sensory. To measure the learning
styles of students used questionnaires totaled 25 questions adapted from Rose (1987) . The results of
the questionnaire were then grouped into 3 categories based on answers to the majority of the learning
styles of students . The test results of students' learning styles can be seen as Figure 1
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-569
PROCEEDINGS
ISBN: 978-602-70378-0-9
Figure 1. Studentlearningstylesprofile
Based on Figure 1 the most percentage of learning style experiments classroom in auditory learning
style 41.03% and respectively subsequent visual learning style 35.9% also kinesthetic learning styles
23.08%. The results of student responses to the questionnaire needs the use of information and
communication technology in modern physics lectures can be seen in Table 1.
Table 1. The results ofstudentresponsesto the needs ofthe useof
informationandcommunicationtechnologyinmodernphysicslectures
No
1
2
3
4
5
6
7
8
Statement
Modernphysics courseisa coursethatisa hard concept
Modern physics course there are abstract concepts
Modernphysics coursethere arethe conceptsof microscopics
Modernphysics coursethere arethe conceptsof macroscopics
To explain abstract concepts necessary ICT-assisted learning media
To explainthe concept ofthemicroscopicnecessaryICT-assisted learning media
To explainthe concept ofthemacroscopicnecessaryICT-assisted learning media
ICT-assisted learning mediashould beusedto adapt thestudent's learning style
differences
Average
Percentage
95
94
92
93
91
91
83
93
93
Based on Table 1 obtained an average score of student responses to the use of information and
communication technology in modern physics lectures by 93% of students need information and
communication technology in modern physics lectures to help understanding the concepts that are
abstract, microscopic and macroscopic. Based on the results of modern physics lectures then
developed that uses information and communication technology in the form of interactive multimedia
modern physics adapt the learning styles of students. Here are some examples of interactive
multimedia display of modern physics like Figure 2.
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-570
PROCEEDINGS
ISBN: 978-602-70378-0-9
Figure 2. Example ofan interactivemultimedia displayof modernphysics-based
learning style
The next, draft of interactive multimediamodern physics validated and limited tested. The results of
expert assessment obtained information that the average percentage of experts assesment to the draft
ofinteractive multimedia based learning styles of Modern Physics by 94 % for the content rubric, 83 %
for technical rubric and 88 % for the presentation rubric. These results indicate that the expert
assessment of the draft software is quite high with a mean score of 88 % from the ideal. In addition to
scoring, experts also provide suggestions for improvements to the MMI based learning styles
softwareare made as follows : ( 1 ) in the lead section should be assigned to the other link, ( 2 ) add the
problem solving example, ( 3 ) needs to be reexamined simulations there are still empty, the
possibilities are too heavy or broken links. All the suggestions of experts have been accommodated in
the software that has been revised, and subsequently conducted a limited trial. Based on the advice and
input from experts, the draft of MMI Based Learning Styles Modern Physics then revised both of
content and of display software then performed limited testing.
Limited trial conducted to obtain feedback from users MMI Based Learning Styles, that
students of Physical Education. The instrument used in this trial a questionnaire responses of students
to MMI Based Learning Styles Modern Physics. Obtaining the average response for each student on a
limited trial subjects such as Table 2 .
Table 2. Percentage of student responses to the software-based interactive multimedia learning styles
of modern physics
Code
A
B
C
D
E
F
G
Subject
Percentage
Theory of Special Relativity
Quantum
Atomic Models
Molecules
Solid Physics
Statictics Physics
Nuclear Physics
86
86
88
88
88
88
87
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-571
PROCEEDINGS
ISBN: 978-602-70378-0-9
Students also provide advice and input for improvement of the software developed , namely :
(1) writing and drawing on some of the display is too small , (2) there is some writing that one type (3)
there are some animated videos that are not running. After limited testing and refinement of the final
revision MMI Based Learning Styles software of Modern Physics course in accordance with the
advice and input from the user ( student ) so obtained Interactive Multimedia Learning Styles Based
on Modern Physics course .
From the research it appears that expert assessment and student responses to the model
developed is quite high, it is because these models are equipped with a test of learning styles,
animations and interactive simulations that help students understand the concepts of modern physics
that are abstract and microscopic .
Some research on learning styles suggests that ( 1 ) some students have different learning
habits with others, ( 2 ) some students learn more effectively when taught with the most preferred
method, and ( 3 ) student achievement related to how to learn ( Riding & Rayner , 1998). The use of
interactive multimedia based learning styles in learning can : ( 1 ) displays an appropriate alternate
pages with individual characteristics, ( 2 ) oriented to a wider user group, ( 3 ) provide navigation to
limit the range of users in finding information ( Surjono , 2006 ) .
Expert validation results and student responses on limited testing also afftected by influence of
multimedia functions in learning that: (1 ) assist students in understanding abstract concepts and
microscopic, simplifying complex calculations, and accelerate sustainability of the learning process.
Presentation of the information or skills as a whole and complete, as well as designing the scope of
information and skills systematically according to the level of ability and time allocation; ( 2 ) assist
students in activating internal psychological functions among others in focusing and maintaining
attention, maintain mental balance, and encourage self-learning ( Arifin et al , 2003 ). Another
function of interactive multimedia in education is the learning software, which provides facilities for
students to learn the material. Multimedia has a privilege of which are ( 1 ) by facilitating interactive
feedback; ( 2 ) the freedom to determine the topic of learning; ( 3 ) systematic control in the learning
process (Munir , 2008) .
CONCLUSION AND REMARK
Based on the research that has been done on the development of a model-based interactive
multimedia learning styles of modern physics can be concluded that there are 35.90% visual learners,
41.03% auditory learners, and 23.08% kinesthetic learners subject in physics education. Based on data
of the questionnaire it shows that 93% of students expressed that instructional media should support
and manage the differencies of learning styles in learning modern physics course. The results of this
study tell us that every student has a unique learning style, and students need a form of ICT-based
instructional media which is suitable for their own learning styles to study the course of modern
physics.
Based on the research that has been done need to be implemented in the course of modern physics
to test the effectiveness of multimedia in improving student mastery of concepts.
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-572
PROCEEDINGS
ISBN: 978-602-70378-0-9
REFERENCES
Arifin, M .et al.(2003). Chemistry Teaching and Learning Strategies. Bandung: ChemicalEducation
ProgramsFPMIPAUPI.
Arsyad, A. (2006). Instructional Media. Jakarta: Raja Grafindo Persada.
Budiman, I. et al. (2008). Interactive Multimedia Model Learning Particle Wave Duality to Improve
Understanding ofThe Concepts and Critical Thinking Skills. Journal of research education
IPA. 2, (1), 48--55.
Burke, K.A. (1998). Developing and Using Conceptual Computer Animation for Chemistry
Instruction. Journal of Chemical Education. Vol. 75. Iowa State University.
Darmadi, I.W. et al. (2007). Learning Based Information Technology to Improve Student Mastery of
Concepts of Physics Teacher Candidates. Journal of research education IPA. 1, (1).
DePorter, B dan Mike Hernacki. (2006). Quantum Learning. Jakarta: Kaifa (PT. Mizan Pustaka).
Dori, Y.J. & Belcher, J. (2005). How Does Technology-Enable Active Learning Affect Undergraduate
Student’s Understanding of Electromagnetism Concept? The Journal of Learning Science.14,
(2), 243--279.
Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational Research: An Introduction 7thEdition.
United States: Perason Education, Inc.
Gunawan, et al. (2008). Interactive Multimedia Model Learning to improving Concept Mastery
Candidate Master In Material Elasticity. Journal of research educationIPA. 2, (1), 11--22.
Honey, P. & Mumford, A. (1992). The Manual of Learning Style (3rd ed). Maidenhead, UK: Peters
Honey.
James, W.B., & Blank, W.E. (1993). ”Review And Critique Of Avalilable Learning-Style Instrument
For Adult”. In D. Flannery (Ed.), Applying Cognitive Learning Styles (pp.47--58). San
Francisco: Jossey-Bass.
Matlin. (1994). Cognition. New York: Mc Graw Hill.
McKagan, S. B., et al. (2007). “Developing and Researching PhET Simulations For Teaching
Quantum Mechanics”. Physics Education Research.1, (0709),4503.
McLoughlin, C. (1999). ”The Implications Of Reserach Literature On Learning Styles For The Design
Of Instructional Material”. Australian Journal of Educational adaptivity in leraning system.
Paper presented at the Knowledge Transfer, London, UK.
Muller, D.A. & Sharma, M.D. (2007). “Tacling Misconception In Introductory Physics Using
Multimedia Presentations”. UniServe Science Teaching and Learning Research Proceedings.
Munir. (2008). Curriculum-Based InformationandCommunicationTechnology. Bandung :
ALFABETA.
Riding, R., & Rayner, S. (1998). Cognitive styles and learning strategies. London: David Fulton
Publiser.
Rose, C. (1987). Accelerated Learning. New York : Bantam Dell Pub Group.
Surjono, H.D. (2006). Development andEvaluation of an adaptive Hypermedia System Based on
Multiple Student Characteristics. Unpablised doctoral dissertation, southern Cross University,
Lismore NSW Australia.
Surjono, H.D., & Nurkhamid. (2008). Developing Adaptive E-Learning Model of the Diversity of
Student Learning Styles to Enhance Learning Effectiveness. Competitive Grant Research
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-573
PROCEEDINGS
ISBN: 978-602-70378-0-9
Report on curriculum-based Information and Communication Technology.Yogyakarta State
University.
Wiyono,
K.Etal.(2009).
Interactive
MultimediaModel
Learning
SpecialRealtivitastoImproveGenericScienceSkillsHigh School Students.Journal of research
education IPA. 3, (1), 21--30.
Wiyono, K. et al. (2012). Interactive Multimedia Model Based Learning StylestoImprove
ConceptIntroductoryPhysicsMasterySolids. Journal of Physics Education Indonesian.8 (1),
74--82.
Wiyono,K. (2013). Development of Interactive Multimedia Based Visual Learning Style In Modern
Physics Course. The 3rd International Conference on Theoretical and Applied Physics. State
University of Malang
Yahya, S. et al. (2008). Interactive Multimedia Model Learning Physical Opticsto ImproveMastery of
Concept, GenericSkillsScienceAndCritical ThinkingSkillsTeacherof Physics. Journal of
research educationIPA. 2, (1), 56--63.
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-574
ISBN: 978-602-70378-0-9
PROFILE OF STUDENT LEARNING STYLES AND MEDIA
NEEDS ICT-BASED LEARNING COURSE IN MODERN PHYSICS
Ketang Wiyono
Physics Education, Sriwijaya University
Email: [email protected]
Abstract
This study aimed to investigate profile of the student's learning styles and to find out needs of ICT-based
learning media for modern physics course. This research was a descriptive study to expose students'
learning styles by using questionnaire. In this research there were three types of students’ learning styles,
which were visual learning style, auditory learning style, and kinesthetic learning style. To determine
instructional media needs for modern physics, the researcher collected information through questionnaire
containing questions about the important of using instructional media for modern physics course. The
results of this study shows that there are 35.90% visual learners, 41.03% auditory learners, and 23.08%
kinesthetic learners. Based on data of the questionnaire it shows that 93% of students expressed that
instructional media should support and manage the differencies of learning styles in learning modern
physics course. The results of this study tell us that every student has a unique learning style, and students
need a form of ICT-based instructional media which is suitable for their own learning styles to study the
course of modern physics.
Key words: learning styles, instructional media, ICT, modern physics
INTRODUCTION
Information and comunication technology is growing rapidly. These developments influence
in many aspects of human life , including in the education . Every technology era has influence and
forman education era in it’s time. The development of information and communication technology in
education marked by the use of computers and the internet as an intructional media. Various studies in
the use of information and communication technologies in the teaching of physics has been done. The
utilization of information and communications technology on the basic physics lectures to enhance the
understanding of fundamental physics concepts (Dori and Belcher, 2005), can improve concepts
understanding of physics teacher candidates (Darmadi et al , 2007; Gunawan et al , 2008) , can
overcome the basic physics student misconceptions (Muller & Sharma , 2007), improve critical
thinking skills and generic science (Budiman et al, 2008; Yahya et al, 2008, Wiyono et al, 2009) . The
successful use of information and communication technology in the lecture due to basic physics
students more active and independent ( Darmadi et al , 2007), computer animation in learning
processes based information technology and communication can visualize abstract that impossible to
seen or imagined (Burke, 1998) , capable of reshowinformation required. The use of information and
communication technology learning in advanced physics is helping students to understand the abstract
concepts. According McKagan (2007) students will more easily understand the abstract concept of
quantum mechanics with the help of interactive software.
Needs the use of information and communication technology in learning is also felt in the
course of modern physics. Modern physics is one of the subjects taught in the physical education
courses in LPTK. Along this time most of Modern Physics lecturer teaching material with the lecture
method and only rarely use the media in learning, so that students difficult tounderstand the abstract
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-567
PROCEEDINGS
ISBN: 978-602-70378-0-9
and microscopic concepts of Modern Physics. In order Modern Physics concepts are abstract and
microscopic easily understood by students need an innovation in the course of modern physics. One
innovation in the lecture that the integration of information and communication technology in modern
physics lectures (Wiyono, 2013).
Learning by using information and communication technologies that exist today generally
give the same presentation of learning materials for each user because it assumes that all users are
homogeneous characteristics. In fact, every user has different characteristics both in terms of level of
ability, learning style, background or anything else. Learning system which uses information and
communication technologies should be able to adapt it’s display the variety of user characteristics, so
as to have a high learning effectiveness (Wiyono, 2012). One learning style is known for its simplicity
VAK. VAK learning styles using the three main sensory receivers that visual, auditory and
kinesthetic. In determining a student 's learning style seen from the dominant learning style. VAK
learning styles is based on the modaliti theory, that although in any learning process students receive
sensory information from threesensory, but there will be one or two dominant sensory. Learning style
differences is in line with the principle of the development of computer -based permbelajaran namely :
( 1 ) goal-oriented learning, ( 2 ) individual-oriented learning, ( 3 ) self-oriented learning, and ( 4 )
complete the learning-oriented. Based on the background of the above problems, we should know the
profile of student learning styles and needs of ICT based instructional media on the course of modern
physics.
THEORITICAL BACKGROUND
There are many definitions of learning styles or learning styles. According to James and Blank
(1993 ), learning style is defined as the habit of learning in which a person feels the most efficient and
effective in receiving , processing , storing and issuing learned something. Mc Loughlin (1999)
concluded that the term refers to the habit of learning styles in acquiring knowledge. Honey and
Mumford (1992 ) defines learning styles as the attitudes and behavior that shows how to learn the
most preferred one. Rita Dunn (DePorter , 2006) found many variables that affect the way people learn
factors that include physical, emotional, sociological and environmental. One's learning style is a
combination of how a person absorbs and organize and process information .
Some research on learning styles suggests that ( 1 ) some students have different learning
habits with others, ( 2 ) some students learn more effectively when taught with the most preferred
method , and ( 3 ) student achievement related to how to learn ( Riding & Rayner , 1998 ). Learning
styles influence the effectiveness of training, no matter whether the training is conducted in person or
on-line ( Surjono, 2008). This shows how important the role of learning styles in teaching and
learning. Learning style is often measured using psychometric questionnaires or tests ( McLoughlin,
1999) .
One learning style is known for its simplicity of visual, auditory and kinesthetic (VAK). VAK
learning styles using the three main sensory receivers , that visual , auditory and kinestetic in
determining a student 's learning style seen from the dominant learning style (Rose, 1987). VAK
learning styles is based on the theory that although in each modality learning students receive sensory
information from three sensory, but there is one or two dominant sensory.
Multimedia is defined as more than one media. It could be a combination of text, graphics,
animation, sound, and video, which is a blend and combination of two or more types of media
emphasis on the control of the computer as a whole propulsion combined media (Arsyad, 2006).
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-568
PROCEEDINGS
ISBN: 978-602-70378-0-9
Munir (2008) states multimedia as a computer system that consists of hardware and software that
provides an easy to combine various components such as images, video, graphics, animation, sound,
text, and data is controlled by a computer program. In other words , multimedia technology includes a
variety of media in an interactive learning software. Multimedia presentation can be defined as
technology that optimizes the computer's role as media that display text, sound, graphics, video,
animation in an integrated and interactive display .
Multimedia interactive consist of presentations in the form of text, audio, graphics, animation
and interactive simulation can adapt the different ways that students learn so that they learn in a fun
environment. Presented visualization allows students to navigate, interact, create and communicate by
using their senses to the optimum so that the information is entered into the memory banks are more
durable and easy to be called at the time the information is used. Information processing in concept
formation would easily be called when stored in long term memory, especially in the form of an image
(Matlin, 1994) .
METHOD
This study uses Educational Research and Development. This type of research R & D is a
process used to develop and validate educational products (Gall et al , 2003). In general, the
development of research carried out in 3 stages, namely : 1) phase preliminary study was conducted by
applying a qualitative descriptive approach, 2) phase development design of interactive adaptive
multimedia models, followed by validation of expert (expert judgment), revision and improvement,
followed by a limited trial as well as the evaluation and improvement, 3) the evaluation phase includes
implementation models made with quasi-experimental methods (pretest - posttest control group). In
the first year dihasilan learning CD that has a valid and practically ready to be mass produced. In this
paper will only describe the profile of a student 's learning style and needs of the ICT-based learning
media in modern physics course.
RESULTS AND DISCUSSION
One learning style is known for its simplicity of visual, auditory and kinesthetic (VAK). VAK
learning styles using the three main sensory receivers, that visual, auditory and kinestetic in
determining a student 's learning style seen from the dominant learning style (Rose , 1987). VAK
learning styles is based on the theory that although in each modality learning students receive sensory
information from three sensory, but there is one or two dominant sensory. To measure the learning
styles of students used questionnaires totaled 25 questions adapted from Rose (1987) . The results of
the questionnaire were then grouped into 3 categories based on answers to the majority of the learning
styles of students . The test results of students' learning styles can be seen as Figure 1
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
C9-569
PROCEEDINGS
ISBN: 978-602-70378-0-9
Figure 1. Studentlearningstylesprofile
Based on Figure 1 the most percentage of learning style experiments classroom in auditory learning
style 41.03% and respectively subsequent visual learning style 35.9% also kinesthetic learning styles
23.08%. The results of student responses to the questionnaire needs the use of information and
communication technology in modern physics lectures can be seen in Table 1.
Table 1. The results ofstudentresponsesto the needs ofthe useof
informationandcommunicationtechnologyinmodernphysicslectures
No
1
2
3
4
5
6
7
8
Statement
Modernphysics courseisa coursethatisa hard concept
Modern physics course there are abstract concepts
Modernphysics coursethere arethe conceptsof microscopics
Modernphysics coursethere arethe conceptsof macroscopics
To explain abstract concepts necessary ICT-assisted learning media
To explainthe concept ofthemicroscopicnecessaryICT-assisted learning media
To explainthe concept ofthemacroscopicnecessaryICT-assisted learning media
ICT-assisted learning mediashould beusedto adapt thestudent's learning style
differences
Average
Percentage
95
94
92
93
91
91
83
93
93
Based on Table 1 obtained an average score of student responses to the use of information and
communication technology in modern physics lectures by 93% of students need information and
communication technology in modern physics lectures to help understanding the concepts that are
abstract, microscopic and macroscopic. Based on the results of modern physics lectures then
developed that uses information and communication technology in the form of interactive multimedia
modern physics adapt the learning styles of students. Here are some examples of interactive
multimedia display of modern physics like Figure 2.
This paper has been presented at Sriwijaya University Learning and Education-International Conference
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Figure 2. Example ofan interactivemultimedia displayof modernphysics-based
learning style
The next, draft of interactive multimediamodern physics validated and limited tested. The results of
expert assessment obtained information that the average percentage of experts assesment to the draft
ofinteractive multimedia based learning styles of Modern Physics by 94 % for the content rubric, 83 %
for technical rubric and 88 % for the presentation rubric. These results indicate that the expert
assessment of the draft software is quite high with a mean score of 88 % from the ideal. In addition to
scoring, experts also provide suggestions for improvements to the MMI based learning styles
softwareare made as follows : ( 1 ) in the lead section should be assigned to the other link, ( 2 ) add the
problem solving example, ( 3 ) needs to be reexamined simulations there are still empty, the
possibilities are too heavy or broken links. All the suggestions of experts have been accommodated in
the software that has been revised, and subsequently conducted a limited trial. Based on the advice and
input from experts, the draft of MMI Based Learning Styles Modern Physics then revised both of
content and of display software then performed limited testing.
Limited trial conducted to obtain feedback from users MMI Based Learning Styles, that
students of Physical Education. The instrument used in this trial a questionnaire responses of students
to MMI Based Learning Styles Modern Physics. Obtaining the average response for each student on a
limited trial subjects such as Table 2 .
Table 2. Percentage of student responses to the software-based interactive multimedia learning styles
of modern physics
Code
A
B
C
D
E
F
G
Subject
Percentage
Theory of Special Relativity
Quantum
Atomic Models
Molecules
Solid Physics
Statictics Physics
Nuclear Physics
86
86
88
88
88
88
87
This paper has been presented at Sriwijaya University Learning and Education-International Conference
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Students also provide advice and input for improvement of the software developed , namely :
(1) writing and drawing on some of the display is too small , (2) there is some writing that one type (3)
there are some animated videos that are not running. After limited testing and refinement of the final
revision MMI Based Learning Styles software of Modern Physics course in accordance with the
advice and input from the user ( student ) so obtained Interactive Multimedia Learning Styles Based
on Modern Physics course .
From the research it appears that expert assessment and student responses to the model
developed is quite high, it is because these models are equipped with a test of learning styles,
animations and interactive simulations that help students understand the concepts of modern physics
that are abstract and microscopic .
Some research on learning styles suggests that ( 1 ) some students have different learning
habits with others, ( 2 ) some students learn more effectively when taught with the most preferred
method, and ( 3 ) student achievement related to how to learn ( Riding & Rayner , 1998). The use of
interactive multimedia based learning styles in learning can : ( 1 ) displays an appropriate alternate
pages with individual characteristics, ( 2 ) oriented to a wider user group, ( 3 ) provide navigation to
limit the range of users in finding information ( Surjono , 2006 ) .
Expert validation results and student responses on limited testing also afftected by influence of
multimedia functions in learning that: (1 ) assist students in understanding abstract concepts and
microscopic, simplifying complex calculations, and accelerate sustainability of the learning process.
Presentation of the information or skills as a whole and complete, as well as designing the scope of
information and skills systematically according to the level of ability and time allocation; ( 2 ) assist
students in activating internal psychological functions among others in focusing and maintaining
attention, maintain mental balance, and encourage self-learning ( Arifin et al , 2003 ). Another
function of interactive multimedia in education is the learning software, which provides facilities for
students to learn the material. Multimedia has a privilege of which are ( 1 ) by facilitating interactive
feedback; ( 2 ) the freedom to determine the topic of learning; ( 3 ) systematic control in the learning
process (Munir , 2008) .
CONCLUSION AND REMARK
Based on the research that has been done on the development of a model-based interactive
multimedia learning styles of modern physics can be concluded that there are 35.90% visual learners,
41.03% auditory learners, and 23.08% kinesthetic learners subject in physics education. Based on data
of the questionnaire it shows that 93% of students expressed that instructional media should support
and manage the differencies of learning styles in learning modern physics course. The results of this
study tell us that every student has a unique learning style, and students need a form of ICT-based
instructional media which is suitable for their own learning styles to study the course of modern
physics.
Based on the research that has been done need to be implemented in the course of modern physics
to test the effectiveness of multimedia in improving student mastery of concepts.
This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
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2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
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This paper has been presented at Sriwijaya University Learning and Education-International Conference
2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, May 16—18, 2014.
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