Multimedia Feasibility of Kondan Dance Interactive ...Petarukan" explained that the method can...

Multimedia Feasibility of Kondan Dance Interactive

Learning for Junior High School Students

Putri Rahmawati

Yogyakarta State University Yogyakarta, Indonesia

[email protected]

Rumi Wiharsih.

Yogyakarta State University Yogyakarta, Indonesia

[email protected]

Abstract—The study aimed to determine the feasibility of

interactive learning ofKondan dance for junior high schools

andwas validated by media experts, material experts, teachers

and students. In the process of product development, conducted

through several stages: alpha test, revise, beta test and final

revision. Data collection techniqueswere observation,

interviews, and questionnaires. The findings of this study were:

(1) the feasibility of Kondan Dance multimedialearning based

on the assessment by media experts is 3.67 with criteria of "Very

Good"; (2) the feasibility of Kondandance multimedia learning

based on the assessment by material experts is 3.6 with criteria

of "Very Good"; (3) the feasibility of Kondandance learning

multimedia based on the assessment by teacher is 3.5 with

criteria of "Very Good"; (4) the feasibility ofKondan dance

multimedia learning based on the assessment by media experts

is 3.75 with criteria of "Very Good"; (5) the result of beta test to

27 students is 3.56 with criteria of "Very Good". Based on the

findings, the Kondan dance learning multimedia product was

"feasible" to be used in the learning process for junior high

school.

Keyword—learning multimedia, kondan dance, feasibility, junior high school.

I. INTRODUCTION

Learning media is a tool to assist teaching and learning

process and it is used to stimulate students' thoughts, feelings,

attention and abilities [1, 2]. With the developments of

technology, the education sector has developed a lot of

multimedia learning. The multimedia learning is one type of

media that is complex and integrates medias into one unit.

The previous research results have shown that the use of

learning multimedia can improve the students’ learning

outcomes, interests, and motivation. The research on the

development of dance multimedia learning is important to

make an interesting learning and can stimulate the students'

creativity in mastering the learning competencies [3]. Dance

learning materials in Sanggau regency are still minimal

toward the local/indigineous dance. The factors that influence

the phenomenom are lack of students’ interest, limited of

teacher, lack of facilities and infrastructure, and limited of

subject materials. Lack of student interest can also influence

by the expository learning models – learning method of face

to face between teachers and students, then it does not

stimulate yet the students' interest. Therefore, based on these

problems, the effort to inform Kondan dance is through

creating a multimedia product of dancing.

Based on the previous background, this article tried to

find out the feasibility of Kondan dance multimedia

interactive learning for junior high school. The study aimed

to determine the feasibility of multimedia interactive learning

of Kondan dance for junior high schools.

The rest of this paper is organized as follow: Section II

presents literature review. Section III describes material &

methodology. Section IV presents the obtained results and

following by discussion. Finally, Section V concludes this

work.

II. LITERATURE REVIEW

This section presents literature review. Budiono and

Fairuzabani [4] on a study entitled "Spatial Information

System of Indonesian Traditional Dance based on

Multimedia Web". The research produced spatial information

system of Indonesian traditional dance based on multimedia

web, where this system has tested and able to run well. This

research can be developed by adding information about

cultural diversity, especially traditional / customary dances.

The research has similarities or relevance, which is

multimedia-based research. A research conducted by

Kennedy, et al. in [5], entitled "Using Multimedia tools to

support Teacher Candidates learning", showed that using

Mayer’s cognitive theory through instructional technology

learning will save the teachers’ time in teaching and learning

process. The research has similarities or relevance, which is

multimedia-based research.

A research conducted by Kline and Catrambone in [6]

entitled "The Influence of Spatial Ability on Multimedia

Learning". In this study, subjects received unimodal lessons

on three physical systems; pictorial and textual format. The

multimedia effect is higher for subjects on pictorial tasks. The

finding of this study showed that the ability of students is

better on using the pictorial than textual. The research has

similarities or relevance, which is multimedia-based research.

Barzegar, et al. in [7] in a study entitled "The Effect of

Teaching Models Based on Multimedia and Network on the

Student Learning". In this study, the use of multimedia and

computer in learning process has very positive effect, by

combining the latest learning model and traditional learning

model. The result showed that the score of students who are

taught using multimedia has higher score than traditional

methods. The research has similarities or relevance, which is

multimedia-based research. Saputra and Purnama in [8] on a

research entitled "Developing of Interactive Multimedia

2nd International Conference on Art and Arts Education (ICAAE 2018)

Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Advances in Social Science, Education and Humanities Research, volume 327

183

mailto:[email protected]:[email protected]

Learning for Computer Organization Courses” explained that

the use of interactive multimedia learning can help the

students’ or users in performing self-learning. In addition, the

attractive appearance and sounding features make users more

interesting in learning. The research has similarities or

relevance, which is multimedia-based research.

Sun and Cheng in [9] in a study entitled "The design of

instructional multimedia in e-learning: a media richness

theory-based approach" explained that the development of

multimedia learning has a high potential in improving the

students’ learning outcomes. The research has similarities or

relevance, which is multimedia-based research. Nusir, et al.

[10] in a research entitled "Studying the impact of using

multimedia interactive programs on children’s abiity to learn

basic math skills" explained that the use of multimedia

cartoon characters can increase the students' attention to the

subject material. In addition, there are no significant

differences of obtained scores between male and female

students. The research has similarities or relevance, which is

multimedia-based research.

Koury, et al. [11] in a study entitled "The Effects of

Instructional Implementation on Learning with Interactive

Multimedia Case-Based Instruction" explained that it helped

the educators/teachers in observing the students through

different perspectives and understanding the values among

the students. The research has similarities or relevance, which

is multimedia-based research. Suharwati [12] in a research

entitled "Increasing the Interest and Learning Outcomes of

Berpasangan Nusantara Dance Appreciation through

Audiovisual Media on Grade 8 Students SMP Negeri 3

Petarukan" explained that the method can increase the

students’ interest to the dance material. With the method can

also provide a real picture and clarity the material. And, it can

increase the students' interest in studying the dance. The

research has similarities or relevance, which is multimedia-

based research.

Yudha, et al. in [13] in a research entitled "Developing of

Matembang Sekar Alit Video with Direct Instructional

Model-Based in SMP Negeri 5 Singaraja" found out that the

video of Matembang Sekar Alit with Direct Instruction

model-based is effective to improve the students' Matembang

ability on grade VIII. The research has similarities or

relevance, which is multimedia-based research.

III. MATERIAL & METHODOLOGY

This section describes material and proposed methodology

A. Data In the development product, conducted through the following

stages:

Conducted Alpha test. At this stage, after the product development, continued to alpha test. In this test, the

product will be assessed by media experts, material

experts, teachers, and students. It aimed to determine the

lack of the developed product. The results of alpha test will

be used to find out whether the product is feasible or not

and to be tested in the field.

Make revision. At this stage, revisions were conducted after obtained the results of assessment data by media

experts, material experts, teachers and students.

Conducted beta test. The beta test tested on users who will use multimedia learning products. At this stage, the test

involved a lot of students and tested in the learning

process. At the end of the learning process, the students

will be provided questionnaire to provide assessments and

responses toward the multimedia products.

Make final revision. At this stage, the results of assessment on beta test were used as product revision materials.

B. Method In this particular study, the data collection method used 3

steps, are:

Observation, conducted on the subject of the research. Observations were made during Kondan dance learning

process aiming to observe the responses’ subjects toward

the multimedia. At this observation stage, the student

activity will be observed; how the students pay attention to

the teacher, follow the learning process, and obtain the

material.

Interview is a method of data collection conducted direct and open. This method is conducted before the research in

order to investigate and obtain information to complete the

data.

In this study, interviews were conducted to art teacher ongrade VIII in SMP Negeri 1 Kembayan, Mrs.Hotmaida

Manurung, S.Si and the principal,Mr. Armanson Saragih,

S.Pd. The interview refers to the subject material, but can

also develop based on the respondents’ answer of the

previous question.

Questionnaire is a method of collecting data in written questions with written answers. Questionnaire is provided

at the end of learning which aims to find out the students’

respond and impact on the application of multimedia

learning Kondan dance. This method is used to find out the

subjects’ response in written. There were 4 (four) types of

questionnaires in this study, are: 1) questionnaire for

media experts; 2) questionnaire for material expert; 3)

Questionnaires for teachers; and 4) questionnaires for

students.

C. Data Analysis Techniques

This section presents data analysis techniques.

Data Observation and Interviews Result The result data of research and development are

responses, suggestions and insights from material experts,

interviews to teachers and supervisors, media experts,

students’ responses, and observation records. The data are

used as the basis for program improvement. The data were

analyzed by using descriptive qualitative approach, and

drawing the conclusion.

Data of Product Assessmemnt Result Data from product assessment are data of an assessment

score toward the quality of multimedia products. Then, the


184

data is analyzed using descriptive quantitative approach. The

4 (four) scales of score range is used, with the description:

Very Good = 4

Good = 3

Less = 2

Very Less = 1

Next, the obtained score is summed and calculated the

average score, with the formula:

Xi = skor rata-rata

Xi = Average score

∑X = Total score

n = Number of question items

Then, the obtained average score is converted into four-

scale qualitative data, with the formula in Table I as follow:

TABLE I. CONVERTION OF QUANTITATIVE DATA INTO QUALITATIVE DATA WITH FOUR-SCALE

Score Average Score Classification

4 3.50 – 4.00 Very Good

3 3.01 – 3.49 Good

2 2.01 – 3.00 Less

1 1.01 – 2.00 Very Less

In this study, the minimum product feasibility score is

statedas "Good" category. It is result of the assessment of

media experts, material experts, teachers and students. By the

"Good" category, then, the product isstatedas feasible to be

used as learning media.

IV. RESULTS AND DISCUSSION

Observation Result The observation was conducted in SMP Negeri 1

Kembayan, Kembayan District, Sanggau Regency, West

Kalimantan Province. Observation toward the learning is

conducted in grade VIII F as the subject of trial. The aspects

of observation guidelines are: school condition, class

condition, student condition, teacher, learning process, and

set of learning tool.

Based on the results of observations, concluded that the

supporting facilities for learning activities such as laptops,

computers, and LCD Projectors are available properly.

Costumes and set of dance tools are available properly such

as 7 pairs of dance costumes, 4 pieces of fan properties, 1

speaker and a hall for dance practice. The total numbers of

students in grade VIII are 186 students and divided into 6

classes. Teachers are still referred to the book during the

process of learning dance in the classroom. As the impact, the

learning process becomes un-interactive.

Interview Result Interview conducted to Mrs. Hotmaida Manurung, S. Si

as teacher of grade VIII and Mr. Armanson Saragih, S. Pd as

principal of SMP Negeri 1 Kembayan. Based on the

interview, found some facts: 1) the 2013 curriculum has used

in the dance learning process, 2) the learning method is

traditional methods, 3) It does not use other learning media

resources, such as interactive multimedia learning, 4) Amost

all schools in Sanggau regency do not have a dance teacher

because the lack of graduates of dance eduction faculty, and,

5) aslo stated that Junior High Schools need multimedia

learning to assist the teachers in providing materials to

students.

Aplha Test Result 1) Results of Product Assessment by Media Expert

Media expert on alpha test was Dr. Soenaryo Soenarto.

The assessment process was conducted on 15 to 26 February

2018. There are 3 (three) assessment components: media

design, media operation, media navigation, and

expediency/beneficial.

Based on the assessment results, it obtained scores of 125

with an average score of 3.67 and average result of 91.75.

Based on datascores, the score of 3.6 is in criteria of "very

good" and it is feasibe to be tested into the field.

2) Results of Product Assessment by Material Expert The material expert on alpha test was Dr. Kuswarsantyo.

The assessment process was conducted on 20 to 26 February

2018. There are 8 (eight) assessment components: the quality

of learning objectives, the quality of learning materials, the

clearness oflearning instruction, the quality of student

motivation, stimulatethe previous skills, the quality of

evaluation, the quality of display, and the beneficial material.

Based on the assessment results, it obtained scores of 112

with an average score of 3.6, and average result of 90. Based

on data scores, the score of 3.6 is in criteria of "very good"

and it is feasibe to be tested into the field.

3) Results of Product Assessment by Teacher Assessment of multimedia products by teacher was

conducted by Hotmaida Manurung, S. Si as teacher of grade

VIII. The assessment was conducted on February 28, 2018.

There are 2 (two) assessment components: media display and

material content. Based on the assessment results, it obtained

score of 110 with an average score of 3.5 and average result

of 87.5. Based on data score, the score of 3.5 is in criteria of

"very good" and it is feasibe to be tested into the field.

4) Results of Product Assessment by Students Assessment of multimedia products wereprovided by 3

(three) students who are considered having competent in

providing assessment of the product. Assessment was

conducted on February 29, 2018. Based on the assessment

results, it obtained score of 109 with an average score of 3.75

and average result of 93.75. Based on data score, the score of

3.75 is in criteria of "very good" and it is feasibe to be tested

into the field.

Result of Beta Test The beta test tested on users who will use multimedia

learning products. At this stage, the test involved a lot of

students and tested in the learning process. At the end of the

learning process, the students will be provided questionnaire

to provide assessments and responses toward the multimedia

products.

The subjects who were not involved in alpha test were 27

students of grade VIII F SMP Negeri 1 Kembayan. The Beta

Xi = ∑X

n (1)


185

Test was conducted on March 13, 2018. Based on the product

trial results, the average score is 3.56 with "very good"

criteria. The results of beta test are presented in following

Table II below.

TABLE II. RESULT OF BETA TEST

The feasibility criterias of previous assessment results refer

to the table of 4 (four) scaleof scoring criteria si presents in

Table III as follow:

TABLE III. ASSESSMENT CRITERIA

Score Average Score Classification

4 3.50 – 4.00 Very Good

3 3.01 – 3.49 Good

2 2.01 – 3.00 Less

1 1.01 – 2.00 Very Less

V. CONCLUSION

Based on results of product assessment on alpha test and beta test, the result of assessment products by media expert obtained score of 125 with average score of 3.67 and average result of 91.75. Based on the results, the score of 3.6 is in criteria of "very good". In the product assessment by material expert, it obtained scores of 112 with an average score of 3.6, and average results of 90. Based on data score, the score of 3.6 is in criteria of "very good". In the product assessment by teacher, it obtained scores of 110 with an average score of 3.5, and the average result of 87.5. Based on data score, the score of 3.5 is in criteria of "very good". In the product assessment by students, it obtained score of 109 with an average score of 3.75 and average result of 93.75. Based on data score, the score of 3.75 is in criteria of "very good". Based on the results of product trial to 27 students, it obtained average score of 3.56 and it is in criteria of "very good". Based on data, the Kondan dance learning multimedia product is "feasible" to be used in the learning process in the classroom for the Junior High School students.

REFERENCES

[1] Kozma, R. B. (1991). Learning with media. Review of educational research, 61(2), 179-211.

[2] Clark, R. E. (1983). Reconsidering research on learning from media. Review of educational research, 53(4), 445-459.

[3] Skjulstad, S., Morrison, A., & Aaberge, A. (2002). Researching performance, performing research: dance, multimedia and

learning. Researching ICTs in context, 211-248.

[4] Budiono, A., & Fairuzabadi, M. (2010). Sistem informasi spasial tarian adat indonesia Berbasis web multimedia. Jurnal Dinamika

Informatika Volume, 4(2), 2010, 101 -110

[5] Kennedy, M.J., Ely, E., Thomas, C.N., et al. (2012). Using multimedia tools to support teacher candidates’ learning. Teacher Education and

Special Education 35(3) 243 –257.

[6] Kline, K. A., Catrambone, R. (2009). The influence of spatial ability on multimedia learning. Proceedings of The Human Factors and

Ergonomics Society 53rd Annual Meeting.

[7] Barzegar, N., Farjad, S., & Hosseini, N. (2012). The effect of teaching model based on multimedia and network on the student learning (case

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[8] Saputra, W., & Bambang, E. P. (2012). Pengembangan Multimedia Pembelajaran Interaktif untuk Mata Kuliah Organisasi Komputer:

Speed - Sentra Penelitian Engineering dan Edukasi, 4(2).

[9] Sun, P.C., & Cheng, H.K. (2007). The design of instructional multimedia in e-learning: a media richness theory-based approach.

Computers & Education 49 (2007) 662 – 676.

[10] Nusir, S., Alsmadi, I., Al-Kabi, M., et al. (2013). Studying the impact of using multimedia interactiv programs on children’s ability to learn

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No.

Elements of Assessment

Total of

Score

(27 Respondents

)

Aver

age

1 The attraction of overall appearance 100 3.7

2 The attraction of product icon

picture 93 3.44

3 Design compatibility and material 94 3.48

4 The clarity of Video display 102 3.77

5 The clarity of Picture display 103 3.8

6 The clarity of Picture 100 3.7

7 Picture Size 93 3.44

8 The clarity of text to be read 96 3.55

9 Font type selection 95 3.51

10 The selection of font size 90 3.33

11 The compability of text color and background

97 3.59

12 The color selection in overall display

98 3.62

13 The clarity of sound in naration 93 3.44

14 The music background selection 96 3.55

15 The clarity of sound in video 98 3.62

16 The appropiateness of material with KI (core competence) and KD

(basic competence)

92 3.4

17 The material selection to be learned 99 3.66

18 The appropiateness of material with

learning goal 94 3.48

19 The attraction of illustration

selection 97 3.59

20 The appropiateness of pictures with

the material 98 3.62

21 The use of understable language 100 3.7

22 The appropiateness of tasks with the

material 96 3.55

23 The clarity of instruction to do the

tasks 94 3.48

24 The product display to increase

motivation 94 3.48

25 Providing sentences to motivate 96 3.55

26 Material presented in a coherent and

clear 101 3.74

27 The accuracy of the language used 101 3.74

28 The clarity of instructions in using

media 95 3.51

29 The appropiateness of tasks with the

provided material 93 3.44

Total 2798 103.5

Average 96.48 3.56

Criteria Very Good


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[12] Suharwati, E. (2014). Meningkatkan Minat dan Hasil Belajar Apresiasi Tari Berpasangan Nusantara melalui Media Audiovisual

pada Siswa kelas 8 SMP Negeri 3 Petarukan. Jurnal Penelitian

Pendidikan, 31(2).

[13] Yudha, I.G.N.P.K., Pudjawan, K., & Tegeh, I.M. (2017). Pengembangan Video Matembang Sekar Alit Berbasis Model Direct

Instruction di SMP Negeri 5 Singaraja: e – Journal Educated

Universitas Pendidikan Ganesha, 8(2).


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