Uswatun Hasanah1, Putu Sudira2(2021). Journal of Education Technology. Vol. 4(2) pp.

141-149

Use of -Based Interactive Learning Media

Visuals in Science Learning
Uswatun Hasanah1
Prodi Pendidikan Teknologi dan Kejuruan, Pascasarjana, Universitas Negeri Yogyakarta, Indonesia
e-mail: uswah041096@gmail.com

Putu Sudira2
Prodi Pendidikan Teknologi dan Kejuruan, FT, Universitas Negeri Yogyakarta, Indonesia
e-mail: putupanji@uny.ac.id

ARTICLEINFO ABSTRAK
Article history:
25 Maret 2021 Received in
revised form Penelitian ini bertujuan untuk melihat tingkat keberhasilan dari penggunaan media
30 Maret 2020
interaktif berbasis visual atau media gambar pada pembelajaran IPA pada siswa kelas VII
Accepted 11 April 2020
Available online 15 A dan B MTs YPU Al-Ikhwan Topoyo Kab.Mamuju Tengah Sulawesi Barat, sekolah
Mei 2020 berbasis pesantren. Dengan beberapa indikator pencapaian tujuan keefektifannya yaitu:
hasil belajar, aktivitas siswa dan respon siswa. Jumlah populasi sebanyak 50 siswa yang
Kata Kunci: terdiri dari 2 kelas terpisah, jumlah siswa perempuan 30 dan siswa laki-laki 20. Jenis
Pembelajaran IPA, Media penelitian True eksperiment dengan pendekatan kuantitaif . Instrumen yang digunakan
Pembelajaran,
Pembelajaran Interaktif, adalah tes hasil belajar, lembar observasi aktivitas siswa, dan angket respon siswa. (1)
skor rata-rata 73,67, (2) aktivitas siswa dalam kategori baik, 84,54 kategori positif. (3)
Keywords: angket respon siswa memiliki respon positif. Metode analisa yang digunakan dalam
Science Learning, penelitian ini adalah metode analisa deskriptif dan statistika inferensial. Berdasarkan
Learning Media, analisa data penelitian diperoleh hasil skor rata-rata belajar IPA setelah penggunaan
Interactive Learning,
media pembelajaran interaktif berbasis visual adalah 75,93 dengan standar deviasi 16,19
dimana skor terendah pada siswa adalah 40 dan skor tertinggi adalah 99. Dari hasil tersebut diperoleh 27 siswa atau 80%
mencapai ketuntasan individu dan 3 siswa atau 20% tidak mencapai ketuntasan maksimum, dengan perbandingan kelas yang
diberikan perlakuan (treatment) dan kelas yang tidak diberikan perlakuan.

ABSTRACT
This research aims to see the level of success of using visual-based interactive media or image media in science learning in
class VII A and B students of MTs YPU Al-Ikhwan Topoyo Kab. Mamuju Tengah, West Sulawesi, a pesantren-based school.
With several indicators of achieving the objectives of its effectiveness, namely: learning outcomes, student activities, and
student responses. The total population is 50 students consisting of 2 separate classes, the number of female students is 30
and the number of male students is 20. This type of research is a true experiment with a quantitative approach. The
instruments used are learning outcomes tests, student activity observation sheets, and student response questionnaires. (1)
an average score of 73.67, (2) student activities in the good category, 84.54 in the positive category. (3) the student response
questionnaire has a positive response. The analytical method used in this research is the descriptive analysis method and
inferential statistics. Based on the analysis of research data, the average score of learning science after using visual-based
interactive learning media is 75.93 with a standard deviation of 16.19 where the lowest score for students is 40 and the
highest score is 99. From these results obtained 27 students or 80 % achieved individual completeness and 3 students or 20%
did not achieve maximum completeness, with a comparison of the class that was given the treatment (treatment) and the
class that was not given the treatment.

INTRODUCTION
Education is a very important vehicle to form quality students. Quality education will can change students
towards maturity and ideal perfection. One of them is through the National Education system which aims to
develop the potential of students to become human beings who are faithful, pious, knowledgeable, active, creative,
independent, responsible, and become democratic citizens. Education in the era of the industrial revolution 4.0

Copyright © Universitas Pendidikan Ganesha. All rights reserved. 141

 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

with technological sophistication that develops is can change various sectors, especially in the teaching and
learning process of teachers and students which in supporting the success of the learning process students are
required to master various subject matter delivered by the teacher, but the success of the material is marked by the
ability to teachers in managing and developing creative and innovative learning media to give birth to a quality
generation and able to compete globally. Learning design is sought so that students can carry out learning activities
by utilizing currently developing technology (Widjayanti, Masfingatin, and Setyansah 2019).
The expected learning is in the form of quality learning, in this case previously a teacher only carried out
a conventional teaching and learning process centered on the teacher, presenting the material using the lecture
method with students listening to the material and being given assignments without any feedback. This method
makes students bored and bored in following the learning process where students must be more proactive in class
to develop ideas, creativity, and student contributions more in solving problems in class, thus an educator must see
the condition of student needs in supporting the quality of learning. If the material taught by a teacher is more field
and practical, such as in science learning where the material is mostly field-based and practice, by looking at
conditions like this the teacher is very overwhelmed in providing material with the concept of lectures. Researchers
try to provide alternative learning without having students leave the classroom, just operate the media that has
been developed by the teachers compiling prototype media according to the teacher's instructions on the material
provided, with this students will be more active and the learning process more enjoyable.
Another fundamental problem in the implementation of education at the primary and secondary
education levels is that the learning process is generally too oriented to mastery of subject matter, not to the
substance, meaning, or value it contains. This means that the learning models that have been applied so far tend
to be too theoretical and not related to the environment, learning is more class-based with lecture methods and
general questions. Blazey, Lloyd D., et. Al, (1997) reported the results of his research that "learning in schools
tends to be very theoretical and not related to the environment in which children are located. As a result, students
are unable to apply what they learn in school to solve problems in their daily lives. This is by observations made
at the YPUI Al-Ikhwan topoyo Islamic boarding school where learning is more monotonous in methods and
models using conventional (lectures) in every classroom learning so that student involvement is very little in
responding to learning.
A teacher must be able to provide services to convey his knowledge as best as possible to students so
that the knowledge of students changes and increases. Therefore, teachers are required to be able to create varied
learning and by using learning media that support the material (Oktafiani, Nulhakim, and Alamsyah 2020). Of
the many functions of media, one of the main functions of learning media is as an intermediary capable of
conveying messages or information so that they can support and have a good impact on the quality of learning
provided by educators, such as learning motivation for students, encouragement to learn and emotional feelings
students to take part in learning so that they can involve students directly in their use (Astra et al., 2013; Hartini
et al., 2017; Rahmi et al., 2019). Interactive multimedia is an intermediary tool that conveys messages with
collaboration from various elements that can create active learning so that messages from the information
conveyed can be well received. Multimedia can create active learning for students so that it can influence
students' thinking power and can provide input for the media (Nopriyanti & Sudira, 2015; Prasetyo & Prasojo,
2016).
All of this will be achieved through interactive learning. Learning is basically a communication process
that involves the teacher as a source of information, learning messages, or what is known as learning materials
and receiving messages to students. Learning media are everything that can be used so that the recipient of the
message can correctly and completely capture all the information conveyed as a learning message (Budiman
2016). Following the advancement of Educational Technology (Educational Technology), as well as Learning
Technology (Instructional Technology) requires the use of various learning media (instructional media) and
increasingly sophisticated (sophisticated) equipment. In such conditions, what is called two-way communication
and even multi-way communication occurs. In learning, media communication is needed to increase the
effectiveness of achieving learning objectives. That is, the learning process will occur if there is communication
between the recipient of the message and the source of the message through the media.
The use of less audio-visual media and the high dominance of teachers teaching with the lecture method
will make students bored so that it can cause low student learning outcomes (Ristiani Sabat et al., 2018; Saputra
et al., 2018; Sulfemi, 2019). In addition, student learning outcomes in science learning in class VII Mts YPUI
Al-Ikhwan Topoyo are currently following the applicable curriculum, namely the 2013 curriculum. Science
learning usually includes reading, writing, listening, and sometimes direct observation in the field. There are
several difficulties in learning science, such as students who lack concentration in listening to the teacher's
explanations, students who have difficulty finding examples of the material presented, and teachers are more
centered on what is conveyed by the lecture method, this is because one of them is learning does not use the
lecture method. learning media is the main support in the teaching and learning process.

Use of Visuals-Based Interactive Learning Media in Science Learning

142
 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

This supports researchers to develop visual-based interactive learning media on science subjects in class
VII that utilizes image material in science learning. The use of this media is necessary because there is still very
little use of media in schools where researchers conduct research, especially interactive media. The concept of
material in science learning, especially material that is more precise about living things and their environment
because this material visualizes the concept of pictorial material so that students are easier to understand the
material presented by the teacher which has been made using image media by the needs of science learning material
(Widjayanti, Masfingatin, and Setyansah 2019).
Judging from the character and condition of students in special learning Natural Sciences (IPA) learning,
several problems become benchmarks in Natural Science (IPA) learning, namely, students feel bored with the
methods used by teachers because they still use conventional or face-to-face methods. lectures) in the delivery of
science material because it was known beforehand that science subjects were more based on the real world which
students had to see in real terms the material so that a facility that could support student learning was needed if the
teacher focused more on the lecture method which until now is still used by some educators so that the teaching
and learning process becomes ineffective, interesting and less enjoyable for students. Students who receive this
lesson will feel bored and bored so that students in the class move on their own, the teacher is more active in
explaining the material with the lecture method so that they do not pay attention to the subject matter presented to
their students.
There are innovations in creating such a learning atmosphere, namely the existence of learning media in
the teaching and learning process so that teachers and students have more flexible interactions in learning.
However, the selection of a media as a particular learning method will affect the type of learning media that is
suitable for the teaching material, one of which is real or in a tangible form that can be seen by the sense of sight
(eyes) which makes it easier for students to understand the material presented by the teacher. It is hoped that it can
help teachers and students in solving problems in the material presented by the teacher in the form of visual-based
media.
Learning in science subjects is the object of research because science learning is learning that is more
basic in terms of objects and tools in practicing powerful materials, thus researchers provide innovations from the
use of learning media so that they are easy to use by teachers and students with visual-based media by providing
various prototypes and technologies, the difference with other visual media is learning media developed by
researchers in the form of technology equipped with visual materials that make it easier for students to operate
with instructions for using media and researchers make prototypes according to the material. The student's task is
to develop the material through the visuals that have been provided.
The purpose of this study is to produce interactive learning using visual-based media with indicators of
success from using visual-based media to see the completeness of science learning outcomes, student effectiveness,
and student responses to science learning media. Interactive multimedia is a collection of several media such as
texts, images, audio, video, visuals, and interactive animations that are used to convey information and as a means
for teachers to deliver learning materials to students. Multimedia is a combination of several media to present
information holistically (Nopriyanti and Sudira 2015)

Method
This research can be classified as true experiment research with a quantitative approach. According to
Arikunto (2009: 2017), experimental research is research that is intended to find out or try to examine whether
there is a causal relationship by comparing the experimental group that was treated with the comparison group that
was not treated. The research subjects consisted of two classes, namely the experimental class and the control
class. The treatment (treatment) used visual media in the experimental class while the control class used
conventional media. At the initial stage, a pre-test was used to determine the level of mastery of students' abilities
in mastering science learning for class VII MTs YPUI Al-Ikhwan Tomoyo. The research design used in this study
was a pretest-posttest control group design with one type of treatment.
Table 1. Research Design Pretest-Posttest Control Group Design
E O1 X O2
P O1 - O2
Source : Indrawan & Yaniawati (2017, hal. 58)
Information:
E: Experimental group
P: Control group
X: Treatment
O1: Learning ability during the pretest
O2: Learning ability during posttest

p-ISSN : 2549-4856, e-ISSN : 2549-8290

143
 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

The population in this study were seventh-grade students of MTs YPUI Al-Ikhwan Topoyo which
consisted of 3 classes, each class A, B and C. Pesantren-based schools for the learning process of male and female
classes were separated, male classes were divided 2 classes because in one there are only 20 students for the male
class, while for the female class there is only 1 class with the following description:
Table 2 . Total student population

Class Gender Total

VII A Female 30
VII B Male 20
VII C Male 15
Total 65

And the sample is class VII A and B. Determination of this sample is done through a simple random
sampling technique, that is, each individual in the population has an equal opportunity to be selected as a member
of the sample. The experimental class will be given special treatment by using visual-based interactive learning
media, while the control class will use conventional learning methods. After the two classes were held such
learning, then a test was conducted to determine the differences in the learning outcomes of the two classes, both
in terms of cognitive, affective, and psychomotor. The instruments used in this study are: 1) test sheets, (in the
form of pre-test and post-test made on a collection of test papers); 2) a questionnaire/questionnaire for students
(ie a questionnaire sheet in the form of questions and statements about the given learning media); and 3) student
activity observation sheet (implementation observation sheet in each learning or teaching and learning process
takes place, the form of this observation sheet is in the form of observation statements in the classroom at each
meeting students' progress will be seen).
Described in the variable definition that student learning outcomes are the level of achievement of science
learning outcomes in students after being taught through visual-based interactive learning media, student activities
in the form of activities carried out by students during the learning process using visual-based interactive learning
methods and student responses, namely student responses to learning which uses visual-based interactive learning
media. For example, the opinions of students are happy, interesting, and so on.

Results and Discussion

As described in the previous background, the purpose of this study is to describe the effectiveness of
using visual-based interactive learning media in science learning for class VII MTs YPUI Al-Ikhwan Topoyo with
Islamic nuances. To determine the effectiveness of using visual-based interactive learning media, experimental
research procedures and data analysis were carried out using descriptive statistics and inferential statistics. The
concept in this study is more about the use of visual-based learning media.
The first stage: Description of the Ability Test (Pretest) for the Experimental class. In calculations using SPSS
version 18 on the pre-treatment data (pre-test) in the experimental class, the number of valid samples is 27, the
mean score = 73.67, the mean = 72.00 , standard deviation = 16.20, standard deviation 16.20, minimum value =
40 and maximum = 96.
Second Stage: Description of the Ability Test (Post-test) for the Experimental class After the post-test
treatment in the experimental class, the number of valid samples was 27, the mean score = 75.93, the mean =
75.00. Third Stage: Description The ability test (pre-test) of the control class in the control class obtained a valid
sample of 20, the mean score = 76.75, the mean = 80.00, the standard deviation is 90, the standard deviation is
19.47, the minimum value = 22 and maximum = 90. Fourth Stage: Description of the ability test (post-test) in the
control class, the number of valid samples is 20, the mean score = 70.80, the mean = 70.00, the standard deviation
is 80, the standard deviation is 17.01, the minimum value is = 22 and maximum = 85.
Fifth Stage: Description of Student Activity Observation Results in Visual-based Interactive Learning
The criteria for the success of student activities in this study are said to be effective if at least 75% of students are
actively involved in the learning process. Based on table 4.8, it can be said that student activities in this study have
been effective. This can be seen from the percentage of students who attend teaching and learning activities during
four meetings as much as 98.33%, the percentage of students who pay attention to the material as much as 95.83%,
the percentage of students who can answer questions asked by the teacher about the material being studied is 75%,
students who ask questions about subject matter that has not been understood during the learning process as much
as 76.67%, students who can work together with their group friends as much as 93.33%.
Students who can make a material concept and look for alternative solutions to problems with their group
friends are 80.83%, students who record ideas and opinions during the discussion are 98.33%, students who can

Use of Visuals-Based Interactive Learning Media in Science Learning

144
 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

explain concepts that have been made with their sentences and thoughts are as many as 70%, students were able
to develop an understanding of the concept into a concept map as much as 72.5%, from several activities observed
during four meetings, the average percentage of positive student activities was 84.54% of students who were active
in learning mathematics. From the table, it can also be seen that from the four meetings observed, only 4.17% of
students engaged in other activities during the learning process, and 2.5% of students who left the classroom were
in and out.

Table 3. Summary of normality test

No. Group Sig conclusion

1. Pre-test experimental class 0.595 Normal
2. Post-test experimental class 0.422 Normal
3. Pre-test control class 0.148 Normal
4. Post-test control class 0.085 Normal
Based on the table above, it can be seen that the pre-test and post-test data on learning outcomes for both
the experimental class and control class have a sig value > 0.05 obtained by the experimental class and control
class from posttest to pretest, it can be concluded that the data group normally distributed.

Table 4. Homogeneity Test Summary

No. Class Fitting Sig Information

1. Pre-test 2,596 0,093 Homogen
2. Post-test 0,724 0,656 Homogen
The results of the homogeneity test of the research variables are known that the pre-test calculated F value
is 2.596 with a significant value of 0.093 while the post-test F count is 0.724 with a significant value of 0.656.
From the results of the calculation of the significant price of the pre-test or post-test data greater than 0.05 (sig >
0.05), it can be concluded that the data in this study has a homogeneous variance.

Table 5. Summary of the results of pre-test paired t-test with post-test experimental class

No Class Average Account Table N

1 Post-test experimental 75,93
0,131 2,055 27
2 Pre-test experimental 73,66
Based on the table above, the average pre-test value of the experimental class was 73.66 and the average
post-test score was 75.93, increasing to 2.27. Also found Account < Table at a significance level of 5% (0.131 <
2.055) and has a p-value of <0.05, which means that it can be concluded that there is a significant increase in
student learning outcomes in the experimental group.

Table 6. Summary of the results of the pre-test paired t-test with the control class post-test

No Class Average Account Table N

1 Post-test control 70,80
0,702 2,093 20
2 Pre-test control 76,75
Based on the table above, the average pre-test value for the experimental class was 76.75 and the post-
test average was 70.80 so that it experienced an increase of 5.95. It was also found that Account <Ttable at a
significance level of 5% (0.702 < 2.093) and had a p-value of <0.05, which means that it can be concluded that
there was a significant increase in student learning outcomes in the control group.

Table 7. Summary of t-test results for post-test experimental class and post-test control class

p-ISSN : 2549-4856, e-ISSN : 2549-8290

145
 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

No Class Average Tcount Ttable P

1 Post-test 75,93
exsperimental 0,807 2,014 0.000
2 Post-test control 70,80
Based on the calculation results of the independent sample t-test, it is known that the average increase in
the experimental group is 75.93, while the increase in the control class is 70.80 so it is known that the increase in
the experimental class's learning score is 5.13 greater than the control class. It is also known that the value of
Account is 0.807 with a significance of 0.000. The value of the Table is 2.014. So it can be concluded that Account <
Table (0.807 < 2.014) and the significance value is more than 0.05 (p= 0.000 <0.05), so it can be stated that there is
a significant difference in increasing the score of learning outcomes significantly in the experimental group and
the control group.

Discussion
The results of the data analysis of student learning outcomes after learning science using learning media
showed that the class VII A students who did not reach the Minimum Completeness Criteria (KKM) were 4
students or 14.8% this was because these students carried out more other activities during the learning process and
some students pay less attention to the application of the media. Meanwhile, 23 students, or 75.93% of students
have achieved the Minimum Completeness Criteria (KKM) with the numbers obtained according to the KKM
standard. Interactive media can make students active and not just passive listeners. This certainly affects the
success of learning (Hasanah and Santoso 2020). Integrated science learning is one model of curriculum
implementation that is recommended to be applied at the basic education level, namely elementary and junior high
schools. The implementation of integrated science learning requires adequate teacher professionalism. Teachers
must have enough knowledge in conveying science knowledge as a whole. In addition, in the delivery of science
in an integrated manner, a facility and devices that support science learning are needed (Rahayu, Mulyani, and
Miswadi 2012).
The results of observing student activities in science learning using visual-based interactive learning
media in class VII A MTs YPUI Al-Ikhwan Topoyo showed that the percentage of students who attended teaching
and learning activities during four meetings was 98.33%, the percentage of students who paid attention to the
material was 98.33%. 95.83%, the percentage of students who can answer questions asked by the teacher about
the material being studied is 75%, students who ask questions about subject matter that have not been understood
during the learning process are 76.67%, students who can work together with group friends as much as 93.33%.
Students who can make a material concept and look for alternative solutions to problems with their group friends
are 80.83%, students who record ideas and opinions during the discussion are 98.33%, students who can explain
concepts that have been made with their sentences and thoughts are as many as 70%, students were able to develop
an understanding of the concept into a concept map as much as 72.5%, from several activities observed during
four meetings, the average percentage of positive student activities was 84.54% of students who were active in
science learning.
Based on the student's answers from the questionnaires distributed, it was found that 92.39% of students
in grade VII A of MTs YPUI Al-Ikhwan Topoyo gave a positive response to several questions asked, and 7.1% of
students answered no. It means that the student response criteria for learning activities are met. The results of the
inferential analysis indicate that the pretest and posttest data have met the normality test which is a prerequisite
test before testing the hypothesis. The pretest and posttest data were normally distributed because the p-value =
0.05. The results of the inferential analysis show that the average score of student learning outcomes after learning
science using visual-based learning media appears to be the p-value (sig. (2-tailed)) is 0.000 <0.05, meaning that
students' science learning outcomes can reach a minimum KKM of 70. Completeness student learning after being
taught with the use of classical visual-based interactive media 75%.
This interactive multimedia was developed to be used as a learning medium, especially material in science
learning related to living things and their environment in daily life by requiring visualization media so that the
material is more easily conveyed by the teacher to students. so it can be said to be effective by using the media, in
this study used descriptive statistical analysis techniques and inferential analysis techniques with the t-table test
formula with a significant level of 5%. The results of this study indicate that the first problem regarding student
learning outcomes before the use of interactive-based visual media at MTs YPUI Al-Ikhwan Topoyo can be seen
that the mean is only 73.67. This shows the category is not good because it does not meet the standard that is not
in the 75-85 interval. While the second problem regarding student learning outcomes after using interactive-based
visual media or treated classes can be seen that the mean is 75.93
Based on the above analysis, which has been linked between previous studies, it has been proven that
there is a significant difference between the use of visual-based interactive media and the comparison using the
lecture method without learning media in improving student learning outcomes, student activities, and student

Use of Visuals-Based Interactive Learning Media in Science Learning

146
 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

responses to science learning (Science of Natural Sciences). ) class VII MTs YPUI Al-Ikhwan Topoyo. The thing
that causes learning using visual-based interactive learning media has a higher average and increase in the
distribution of values compared to learning using the lecture method because learning using media brings more
active students in the classroom in the learning process even though the presentation of visual media is less than
optimal, but participants students can be more active in presenting the material by using visual media.

Conclusion

The science learning outcomes of Class VII A MTs YPUI Al-Ikhwan Topoyo students are included in
the high category with an average score of 75.93 because the number of students who filled out media questions
was 27 students out of 30 students in the class. and a standard deviation of 16,191. These results also show that
there are 23 students or 85% who reach the KKM and 4 students or 15% who do not reach the KKM (scores below
70). Meanwhile, the inferential results show that the results of learning science with visual media students after
learning using interactive media-based visually complete classically that is 75%.
Student activities related to learning activities from the observed aspects as a whole are categorized as active. This
is indicated by the acquisition of an average percentage of students' positive activity, which is 84.54% active in
science learning. The average percentage of students who gave a positive response to the use of visual-based
interactive learning media was 92.39%. This is classified as a positive response according to the predetermined
standard, which is more than 75%.

References
Akbar, T. N. 2016. Pengembangan Multimedia Interaktif IPA Berorientasi Guided Inquiry pada Materi Sistem
Pernapasan Manusia Kelas V SDN Kebonsari 3 Malang. Jurnal Pendidikan: Teori, Penelitian, dan
Pengembangan, 1(6), 1120–1126
Arikunto, S. (2017). Metodelogi Penelitian. Bumi Aksara.
Astra, G. N. W., Suarjana, I. M., & Suwatra, I. I. W. 2013. Pengaruh model pembelajaran problem solving
berbantuan media video pembelajaran matematika terhadap kemampuan pemecahan masalah siswa IV
gugus IV kecamatan Sukasada. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 1(1).
https://ejournal.undiksha.ac.id/index.php/JJPGSD/article/view/1399/1260
Blazely, Lloyd D, et.al, 1997, Science Study, Jakarta: The Japan Grant Fondation.Chandra,
Budiman, Haris. 2016. “Penggunaan Media Visual Dalam Proses Pembelajaran, Al-Tadzkiyyah: , Vol. 7, (2016),
h. 177.” Jurnal Pendidikan Agama Islam 7 (45): 171–82. https://doi.org/2528-2476.
Hartini, S., Misbah, Dewantara, D., Oktovian, R. A., & Aisyah, N. (2017). Developing learning media using online
prezi into materials about optical equipments. Jurnal Pendidikan IPA Indonesia, 6(2), 313–317.
https://doi.org/10.15294/jpii.v6i2.10102
Hasanah, Sitti Aliffatul, and Anang Santoso. 2020. “Pengembangan Multimedia Interaktif Berbasis Kebudayaan
Lokal Pada Tema Indahnya Kebersamaan Untuk Siswa Kelas IV.” Pendidikan : Teori, Penelitian Dan
Pengembangan 5: 1485–94. https://doi.org/2502-47IX.
Indrawan & Yaniawati. (2017). Design Pretest-Posttest Control Group Design. https://repository.unpas.ac.id ›
37391 › 5
Nopriyanti, Nopriyanti, and Putu Sudira. 2015. “Pengembangan Multimedia Pembelajaran Interaktif Kompetensi
Dasar Pemasangan Sistem Penerangan Dan Wiring Kelistrikan Di SMK.” Jurnal Pendidikan Vokasi 5 (2):
222–35. https://doi.org/10.21831/jpv.v5i2.6416.
Oktafiani, Dian, Lukman Nulhakim, and Trian Pamungkas Alamsyah. 2020. “Pengembangan Media Pembelajaran
IPA Berbasis Multimedia Interaktif Menggunakan Adobe Flash Pada Kelas IV.” Mimbar PGSD Undiksha
8 (3): 527–40. https://doi.org/2614-4727.
Prasetyo, G., & Prasojo, L. D. (2016). Pengembangan Adobe Flash Pada Pembelajaran Tematik- Integratif
Berbasis Scientific Approach Subtema Indahnya Peninggalan Sejarah. Jurnal Prima Edukasia, 4(1), 54.
https://doi.org/10.21831/jpe.v4i1.7788
Rahayu, P., S. Mulyani, and S. S. Miswadi. 2012. “Pengembangan Pembelajaran IPA Terpadu Dengan
Menggunakan Model Pembelajaran Problem Base Melalui Lesson Study.” Jurnal Pendidikan IPA Indonesia
1 (1): 63–70. https://doi.org/10.15294/jpii.v1i1.2015.
Rahmi, M. S. M., Budiman, M. A., & Widyaningrum, A. (2019). Pengembangan Media Pembelajaran Interaktif
Macromedia Flash 8 Pada Pembelajaran Tematik Tema Pengalamanku. International Journal Of
Elementary Education, 3(2), 178– 185. https://doi.org/10.23887/ijee.v3i2.18524
Saputra, I. G. N. H., Joyoatmojo, S., & Harini, H. (2018). The implementation of project-based learning model
and audio media Visual can increase students’ activities. International Journal of Multicultural and
Multireligious Understanding, 5(4), 166–174. https://doi.org/10.18415/ijmmu.v5i4.224

p-ISSN : 2549-4856, e-ISSN : 2549-8290

147
 Uswatun Hasanah, Putu Sudira (2020). Journal of Education Technology. Vol. 4(2) pp. 141-149

Sulfemi, W. B. (2019). Model Pembelajaran Kooperatif Mind Mapping Berbantu Audio Visual Dalam
Meningkatkan Minat, Motivasi Dan Hasil Belajar IPS. Jurnal PIPSI (Jurnal Pendidikan IPS Indonesia), 4(1),
13. https://doi.org/10.26737/jpipsi.v4i1.1204
Widjayanti, Wigita Rezky, Titin Masfingatin, and Reza Kusuma Setyansah. 2019. “Media Pembelajaran Interaktif
Berbasis Animasi Pada Materi Statistika Untuk Siswa Kelas 7 Smp.” Jurnal Pendidikan Matematika 13 (1):
101–12. https://doi.org/10.22342/jpm.13.1.6294.101-112.

Use of Visuals-Based Interactive Learning Media in Science Learning

148