Implementation of Learning Using Interactive Multimedia Based on Android On Theme 9 be Class V SD

Jurnal Ilmiah Sekolah Dasar Volume 6, Number 1, 2022 pp. 57-65 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: https://dx.doi.org/10.23887/jisd.v6i1.43470 Implementation of Learning Using Interactive Multimedia Based on Android On Theme 9 be Class V SD Inge Kadarsih1*, Yanti Fitria2 1,2 Primary School Teacher Education, Padang State University, Padang, Indonesia ARTICLE INFO Article history: Received December 01, 2021 Accepted January 20, 2022 Available online February 25, 2022 Kata Kunci: Multimedia, Interactive, Android, Thematic Keywords: Interactive, Multimedia, Android, Thematic This is an open access article under the CC BY-SA license. Copyright © 2022 by Author. Published by Universitas Pendidikan Ganesha. ABSTRAK Permasalahan yang ditemukan dalam pembelajaran tematik kelas V Sekolah Dasar disebabkan oleh metode pengajaran guru yang konvensional dan tidak menggunakan media pembelajaran yang menarik sehingga siswa merasa jenuh untuk mengikuti kegiatan pembelajaran. Penelitian ini merupakan tindak lanjut dari hasil uji validitas dan uji kepraktisan multimedia interaktif yang telah dikembangkan menggunakan Sistem Operasi Android. Penelitian ini bertujuan untuk menganalisis efektivitas multimedia interaktif berbasis android. Metode yang digunakan untuk mengumpulkan data adalah observasi, wawancara, dan tes. Instrumen yang digunakan untuk mengumpulkan data adalah soal tes. Data dianalisis menggunakan uji-t. Pada penelitian sebelumnya, validitas multimedia interaktif berbasis android diuji melalui uji validitas ahli, dan uji kepraktisan melalui uji coba individu. Keefektifan penggunaan multimedia interaktif berbasis Android diuji melalui pemberian pretest-posttest berupa tes objektif yang terdiri dari 20 soal dengan 12 siswa. Hasil uji keefektifan hasil belajar siswa dari data pretest dan posttest menunjukkan peningkatan dari rata-rata sebelum menggunakan media pembelajaran interaktif berbasis android.Berdasarkan data tersebut, dapat disimpulkan bahwa multimedia interaktif berbasis pembelajaran tematik android untuk meningkatkan hasil belajar siswa pada siswa adalah valid, praktis dan efektif untuk digunakan dalam proses pembelajaran. Dengan demikian, dapat disimpulkan bahwa multimedia interaktif berbasis android yang dikembangkan efektif dalam meningkatkan hasil belajar siswa kelas V Sekolah dasar. ABSTRACT The problem in the thematic learning of class V Elementary School is caused by conventional teaching methods and does not use engaging learning media so that students feel bored to take part in learning activities. This research is a follow-up to the results of the validity test and practicality test of interactive multimedia developed using the Android Operating System. This study aims to analyze the effectiveness of android-based interactive multimedia. The method used to collect data is observation, interviews, and tests. The instrument used to collect data is a test question. Data were analyzed using a t-test. In previous studies, the validity of android-based interactive multimedia was tested through expert validity tests and practicality tests through individual trials. The effectiveness of using Android-based interactive multimedia was tested by giving a pretest-posttest in the form of an objective test consisting of 20 questions with 12 students. The effectiveness test results of student learning outcomes from the pretest and post-test data showed an increase from the average before using android-based interactive learning media. Based on these data, it can be said that interactive multimedia based on android thematic learning to improve student learning outcomes in students is valid, practical and effective for use in the learning process. Thus, it can be said that the Android-based interactive multimedia developed effectively improves the learning outcomes of fifth-grade elementary school students. 1. INTRODUCTION The 2013 curriculum for elementary school level uses integrated thematic learning that is integrative from grade I to grade VI. Integrated thematic learning is learning that integrates various competencies from various subjects into various themes (Diputra, 2016; Rahmi et al., 2019; Utami & Wardani, 2020). The existence of this thematic learning is expected to meet national educational goals in cognitive, affective and psychomotor aspects (Khoeriyah & Mawardi, 2018; Nur Utami & Mustadi, 2017; Corresponding author *E-mail addresses: (Inge Kadarsih) Jurnal Ilmiah Sekolah Dasar Vol. 6, No. 1, Tahun 2022, pp. 57-65 58 Sunarti et al., 2016). The learning approach used in this learning brings several subjects into a theme so as to provide a meaningful experience for students. This will make children understand the concepts that have been learned through direct experience(Bakhtiar, 2018; Setiawan, 2020; Suyono et al., 2017). One of the subjects contained in thematic learning is natural science (IPA). Natural science is a learning that studies nature systematically(Fitria, 2019). IPA learning provides hands-on experience to students to develop students' potential. IPA learning is expected to be a vehicle for students in learning themselves and the surrounding nature based on the scientific method (Fitria, 2017). But the problem that occurs today is that there are still many students who have difficulty in learning IPA (Lestari et al., 2017; Santiasih et al., 2013; Widani et al., 2019). Based on interviews and observations was conducted at SDN 31 Sungai Limau, it was found that there are still many students who get grades below the minimum standard of 75. Many of the students who have not been completed on the theme of 8 Environment Friends of Us in subthema 1 on Humans and the Environment only 55% of students are completed, in subthema 2 on Environmental Change 62% of students are complete, in subthema 3 on Environmental Conservation Efforts there is an increase of 65% of completed students, so that the average percentage of completion on theme 8 is 60.67% and not yet KKM. In addition, when learning begins students are passive in learning and only listen to explanations from teachers. This indicates that students experience a difficulty in understanding the learning material. Another problem found is that teachers still ignore existing media such as tablet media It has the impact of lack of student motivation in the learning process. Lack of learning media that can facilitate students in learning will affect student learning outcomes (Pramana & Suarjana, 2019; Widiantini et al., 2017). Based on these problems, the teacher must be able to do the learning process well, meaningful, fun, creative and even able to innovate. There are various ways to innovate in learning, among others by applying interesting learning models, methods and media so that learning is more interesting and does not feel boring for learners (Setianingsih et al., 2019; Suryani et al., 2019; Widiantini et al., 2017). In determining models, media, methods, strategies, (...truncated)