Academic literature on the topic 'Interactive multimedia using a problem-based learning design (IMM-PBL)'

This study determines the improvement of students' creative thinking using problem-based learning models assisted by interactive multimedia on the concept of substance pressure. Research conducted at SMP 2 Mandalawangi, using one-sample classes, class VIII the second semester of 2017/2018 academic year, was held in May 2018. The method used is quantitative research, while the type used is quasi-experimental research, using a one-group pretest-posttest design research design. The instrument used was a test instrument for creative thinking skills in the form of elaboration questions on the concept of pressure. The analyzing data using paired sample t-test or paired sample t-test analysis to see the effect of PBL on creative thinking skills, and n-gain to see an improvement in creative thinking skills. The study gives an increase in students' creative thinking skills. The average value of 41 to 81 with an n-gain of 0.68 or an improved of 68%, which included the medium criteria. Paired sample t-test results indicate that there is an influence of the use of problem-based learning models assisted by interactive multimedia on students' creative thinking skills on the concept of substance pressure.

Most of the students had difficultyin understanding the concept of chemistry which is abstract and cannot connect the concepts studied with the phenomena in everyday life.This is because the instructional media and learning models used by the teacher do not pay attention to submicroscopic representations and do not link chemistry with the environment around students.This study aims to develop Chemical Interactive Multimedia (CIM) based on PBL (Problem Based Learning) to improve students' Generic Science Skills (GSS). PBL-based CIM was developed on the concept of salt hydrolysis in a tutorial format. This study was a Research and Development using the ADDIE design. The research procedure consists of five stages, namely Analyze, Design, Development, Implementation, and Evaluation. The PBL-based CIM effectiveness test against the GSS of MA Darul Habibi NW Paok Tawah students was carried out at the implementation stage using a one-group pretest-posttest design. The instrument used was in the form of a questionnaire to obtain eligibility data and student responses, as well as a description test to obtain KGS data. CIM based on PBL feasibility data will be analyzed using a five-scale absolute norm, student responses were analyzed descriptively, and GSS data were analyzed using a normalized gain score (N-gain). The validation results show that PBL-based MIK has an average score of 92% which means it was very feasible.The limited trial of 12 students stated that PBL-based CIM met the aspects of appearance, readability, language, and ease of use very well.The results of PBL-based CIM trials in learning can increase students' GSS which is indicated by an average N-gain score of 58% in the moderate category.Therefore, it can be concluded that PBL-based MIK was successfully developed in the very feasible category and could improve students' GSS.

The purpose of this research is to compare the effectiveness of learning models to develop student critical thinking skills and retention in mathematics through the application of Problem Based Learning (PBL) models and multimedia assisted Direct Instruction (DI) models for students who have different cognitive styles. This research is quasi-experimental type, using non-equivalent control group design. Subject of this research are students in three different senior high school with two class samples in each school. There are 102 students of control class with Direct Instruction learning model by multimedia and 97 students of experiment class with Problem Based Learning model. The instrument of this research are test and questionnaires. The findings of this research are that there are significant differences in student critical thinking skills and retention between groups of student with Field Dependent (FD) and Field Independent (FI) cognitive styles and also between group of student with Direct Instruction model and Problem Based Learning model. Each learning model has interaction with critical thinking skills but not student retention. This research is useful for educators to develop students critical thinking skills processes with an effective learning model approach especially for senior high school students. The educators can know the interaction of cognitive styles with student retention, the extent to which cognitive styles are able to have an impact on student retention. This research provides knowledge an effective learning model to develop critical thinking skills and retention of student both Field Dependent and Field Independent cognitive style. Based on cognitive style, Field Independent students have higher retention and critical thinking skills compared to Field Dependent students.

This article examines problem based learning (PBL) as a basis for the design of interactive multimedia. To be effective, interactive multimedia should be stimulating and challenging, while providing students with a learning environment in which they can carry out investigations and have access to resources and tools for finding and manipulating data. PBL is an ideal approach to instructional design for multimedia, as it provides a scenario of problem presentation, investigation, resolution and presentation that can form the basis for the multimedia activities. Carried out effectively, this approach can enable high level learning, as the students are required to use the higher order mental processes of analysis, comparison and contrast, hypothesis and synthesis in order to propose a solution to the problem. Students need to take an active rather than a passive approach to learning when using this method. The theoretical basis for this approach is discussed. A case study of higher education course materials in grazing management is used to illustrate the way the PBL approach is used in the instructional design of the materials. Evaluation data from trials with students is included to illustrate the effectiveness of the materials for teaching and learning.

JPPPF Volume 6 Issue 1 contains 15 articles: 1) Assessment Virtual Test (ASVITE): Assessment Virtual Based on Interactive Lecture Demonstration (ILD) to Support Employability Skills; 2) Improving Students' Creative Thinking Skills Using Problem-Based Learning (PBL) Models Assisted by Interactive Multimedia; 3) Designing MOOCs with VMS (Virtual Microscopic Simulation) for Measurement Student’s Level Understanding (LU); 4) The Experimental Study of Kinesthetic Style Student Learning Outcomes in Remedial Teaching Assisted by Projectile Motion Props; 5) The Development of Horizontal Anchor Items Test Tool by Rasch Model for Physics National Examination using Macromedia Flash; 6) The Development of Thermodynamics Law Experiment Media Based on IoT: Laboratory Activities Through Science Problem Solving for Gifted Young Scientists; 7) The Design of One-Dimensional Motion and Two-Dimensional Motion Learning Media Using Digital Camera and Tracker-Based Air Track; 8) The Students’ Characters Analysis in Physics Learning Process; 9) The Science Literacy Capabilities Profile Using Guided Inquiry Learning Models; 10) Improvement of Science Process Skills Through Sound Variable Intensity Level Tool Kit; 11) The Local Wisdom-Based STEM Worksheet to Enhance the Conceptual Understanding of Pre-service Physics Teacher; 12) An Investigation of Physics Teachers’ Multiple Representation Ability on Newton’s Law Concept; 13) The Development of Blended Learning Model using Edmodo to Train Student Critical Thinking Skills on Impulse-Momentum Topic; 14) The Effect of Quick on The Draw Model Assisted by The Physics Learning Book Integrated Pancasila Values on Critical Thinking Skill; 15) Instructional Technology: Teacher’s Initial Perception of TPACK in Physics Learning.

This study aims to develop interactive multimedia as a tool for improving the results of learning mathematics of grade 4 elementary school (SD). Research method with Research and Development (RnD) with ASSURE development model with 6 stages: 1) analyze learners characteristic, 2) state objectives, 3) select modify or design method, media or materials, 4) utilize media and materials, 5) learners participation, 6) evaluate and revise. The validity and interactive multimedia materials and products are tested by expert tests using the validation sheet instrument. Validate material experts with an 86% percent score with criteria indicating very high category. Media validation with 88% percentage score with very good category. The practicality of interactive multimedia products was tested with limited trials, 2 SDs did not use media and 2 SDs using media with PBL models during the learning process. The results of the limited trial results shown on 2 SDs that did not use media resulted in average pretest values of 72.56 and posttest 80.12 and sig. (2-tailed) 0.004. Furthermore, in the 2 SDs using media, the average pretest 75.74 and posttest 83.62 and sig. (2-tailed) 0.000 were generated. Based on the interactive multimedia developed and valid material contained in interactive multimedia can bring learners to learn indirectly and can learn independently. Keywords: Research and Development (RnD), Interactive Multimedia, PBL Model, Mathematics

[Abstract]: Research has suggested that, despite support through policy and resource provision,information and communications technologies (ICTs) have made little impact on the practiceof education and that limited teacher preparation for the use of ICTs represents a partialexplanation. The purpose of this study was to investigate what form of professionaleducation might be effective in preparing pre-service teachers to integrate ICTs into theirteaching. Self-efficacy beliefs about teaching with computers were identified as a potentiallysignificant source of influence on teachers' use of ICTs for teaching. It was proposed thatinteractive multimedia using a problem-based learning design (IMM-PBL) should be aneffective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derivedfrom the relevant literature.An IMM-PBL package was designed and developed for delivery in a web browser formatusing content relevant to the integration of ICTs into teaching. Interviews with and sampleresponses prepared by computer-using teachers provided the basis for ensuring therelevance of content.The completed materials were evaluated in use with a group of 24 final year pre-serviceteachers in a Queensland university. Participants in the trials reported that the materialswere engaging and assisted their learning about integrating computers in their teaching. Astatistically significant increase in self-efficacy for teaching with computers was found forusers who had initially low self-efficacy for teaching with computers.The principles proposed for IMM-PBL design were found to offer a practical basis for thedevelopment of effective learning materials. With further development, IMM-PBL promisesto be a powerful and flexible approach to supporting learning for teachers and otherprofessionals.