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Journal of Education, Teaching, and Learning

Volume 7 Number 1 March 2022. Page 108-120

p-ISSN: 2477-5924 e-ISSN: 2477-8478

108

Journal of Education, Teaching, and Learning is licensed under

A Creative Commons Attribution-NonCommercial 4.0 International License.

THE DEVELOPMENT OF INTERACTIVE LEARNING MULTIMEDIA BASED ON

THE WEBSITE FOR MATHEMATICS’ SUBJECT IN JUNIOR HIGH SCHOOL

Irmawan1), Aloysius Mering2), Indri Astuti3)

1) UNTAN, Pontianak, Indonesia

E-mail: irmawan88@student.untan.ac.id
2) UNTAN, Pontianak, Indonesia

E-mail: aloysiusmering@fkip.untan.ac.id
3) UNTAN, Pontianak, Indonesia

E-mail: indribk91@yahoo.com

Abstract. This research aims to develop interactive learning media based on the website for mathematics subjects in
junior high school. The research and development (R&D) method was applied to this research to achieve that goal and

the model used is ADDIE. ADDIE model consists of five phases: (1) Analyze, (2) Design, (3) Develop, (4) Implement,

and (5) Evaluate. The research was conducted in grade 8 students of SMPS Kristen Makedonia Ngabang with 27

participants and six people for a validity test based on media design experts, media experts, and mathematics content

experts. Questionnaire instruments and attitude scales were used to analyze the quantitative and qualitative data. Overall,

according to the data analysis (with the frequency range of 1 to 5), it is found that the media design has met very valid

criteria with an average value of 4,76. Nonetheless, the analysis result of empirical assessment for individual, small

group, and field try procedures for 27 students in SMPS Kristen Makedonia (Makedonia Junior High School) Ngabang

grade 8 expressed that the students are very happy to use interactive learning multimedia based on the website with an

average value of 6,25 with the frequency range of 1 to 7. Furthermore, according to the result of the effectiveness

attitude questionnaire towards media and the pre-treatment and post-treatment analysis that involved 30 students, there

was a significant difference as , ( ). Therefore, the interactive learning multimedia based on

the website for mathematics subjects in junior high school can be implemented for mathematics-related topics in junior

high school.

Keywords: Learning Multimedia; Interactive Learning; Based on the Website

I. INTRODUCTION

Mathematics is one of the important fields of study in

education. It is proven that mathematics learning is carried

out at all levels of education. In learning mathematics,

students are trained continuously to be able to solve

problems of everyday life. The mathematical abilities that

are trained include the ability to count, think critically,

carefully, logically, and thoroughly. Hence, Mathematics

learning is one of the subjects that needs more attention to

improve its quality. Students find mathematics very difficult

and a frightening specter (Siregar, 2017; Fahrudin, Zuliana,

& Bintoro, 2018). Mathematics which is considered a

difficult and unpleasant subject become the main reason that

directs the students’ attitude who are lazy, avoid and do not

want to learn mathematics. The students’ attitude describes

that they do not like mathematics.

Based on the data of the 2020/2021 New Student

Admissions (PPDB) math test scores of SMPS Kristen

Makedonia Ngabang (Makedonia Junior High School)

showed the average basic numeracy score for students on the

alumni path was 37.28, the regular path was 57.53, and the

roadshow path was 19.12. The average of all scores from all

paths was 37.97. Meanwhile, the average score of students

who are selected and accepted at SMPS Kristen Makedonia

Ngabang, and currently are in 8 grades, was 48.96. The

scope of the basic arithmetic test questions in PPDB only

includes addition, subtraction, multiplication, and division.

Therefore, it can be concluded that students’ numeracy skill

is still in the low level.

A simple survey conducted on March 12, 2021, showed

that the learning outcomes of 8 grade students were directly

proportional to the response of happy attitudes towards

mathematics. That means, students who have a happy

attitude towards mathematics have good learning outcomes,

http://creativecommons.org/licenses/by-nc/4.0/
mailto:irmawan88@student.untan.ac.id
mailto:aloysiusmering@fkip.untan.ac.id
mailto:indribk91@yahoo.com

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Volume 7 Number 1 March 2022. Page 108-120

p-ISSN: 2477-5924 e-ISSN: 2477-8478

109

and conversely, poor learning outcomes show a displeased

attitude towards mathematics. Attitude is very important in

the world of education. Students' attitudes are predictors to

predict success in learning (Gbore, 2013). According to

Susilo & Agustin (2015), there is an influence between

attitudes towards mathematics and mathematics learning

outcomes in junior high school. If students' attitudes towards

mathematics are high, then students' mathematics learning

outcomes are high and if students' attitudes toward

mathematics are low, then students' mathematics learning

outcomes are low. Likewise, Hartanti's findings (2015), that

groups of students who have positive attitudes towards

mathematics have higher mathematics learning outcomes

than groups of students who have negative attitudes towards

mathematics. Therefore, attitudes towards mathematics will

greatly determine the learning outcomes of mathematics. In

line with the problem of students’ attitudes who do not like

learning mathematics affect student learning outcomes, it is

necessary to have multimedia learning innovations for

teachers in having learning activity.

In terms of social psychology, according to Lahey (2012,

p.538), attitudes as evaluations that predispose us to act and

feel in certain ways. That is, attitude as an evaluation that

influences a person to act and feel in a certain way. The

attitude that is generated is also influenced by past

experiences, present situations, and expectations in the

future. Attitudes can be formed for the occurrence of desired

behavior or actions (Asrul, Ananda, & Rosnita, 2014). The

attitude structure has three main components that support

each other, namely cognitive-beliefs, emotional-feelings

(affective), and dispositions in conative behavior

(dispositions to behave) (Lahey, 2012; Azwar, 2016). Also

emphasized by Azwar (2016), this is because attitudes have

components of trust, feelings and tendencies to behave

(Lahey, 2007).

Educational innovation is really important and need to be

constructed by the teacher. Therefore, it is very important for

teachers to be able to develop interactive multimedia

learning. According to Garrand (2006, p.5), multimedia is a

combination of many media into a single work where media-

altering interactivity and linking are made possible to the

user via the computer. According to Wibawanto (2019,

p.1.27), online learning is a teaching and learning process in

which teaching materials are available and accessible via

computers connected to the network and the process is

mostly managed through a network. Futhermore, based on

Rusman (2018), website-based learning is a learning activity

that utilizes web page media (website) which can be

accessed via the internet network. Website-based learning or

web-based learning is one of the applications of electronic

learning (e-learning). The benefits and advantages of using

interactive multimedia in learning include: more, innovative

and interactive learning systems, able to combine text,

images, audio, music, animated images or videos in one unit

to achieve learning objectives, increase student motivation

during the learning process, able to visualize material that

has been difficult to explain only with conventional

explanations or teaching aids, and to train students who are

more independent in acquiring knowledge (Meyer, 2009;

Silaban & Tanjung, 2015; Munir, 2015). Furthermore, Munir

(2015) also provides reasons that make learning to be

supported by interactive multimedia, namely the message

conveyed by the material feels real, can stimulate various

senses so that interaction occurs between the senses,

visualization of material in multimedia components is easier

for students to catch, the learning process is more practical.

and controllable, and save time, cost and energy.

The development of this multimedia contains the

Pythagorean theorem material. The Pythagorean theorem is

one of the materials from the 2013 curriculum of

mathematics taught in grade 8 of junior high school. The

Pythagorean theorem is an abstract teaching material that

requires tools or multimedia. The material for the

Pythagorean theorem has sub-materials, namely, the truth of

the Pythagorean theorem, identification of Pythagorean

triples, sides of right and isosceles triangles, triangles with

special angles, and solving real problems in the Pythagorean

theorem. This material is in accordance with (a) the

characteristics of the multimedia developed, (b) the learning

time of the material according to the time of the study, (c)

the willingness of mathematics teachers to be involved as

research participants, and (d) the multimedia required for

learning the Pythagorean theorem is not yet available. The

material selection procedure is carried out through (a) needs

analysis with interviews and documentary studies on the

2013 curriculum, (b) the feasibility of the material to be

translated into multimedia. Thus, it can be explained the

relationship between the characteristics of multimedia, the

benefits of multimedia, and learning materials.

Research on the development of interactive learning

multimedia based on website has been conducted by several

researchers. The results of research on the development of

learning media based on website, Rhomdani (2017), found

that website-based learning media are very practical and

interactive to be used as learning media. It is also reinforced

by the findings of Oktaria, Zulkardi, & Somakim (2013) that

the use of websites can increase students' interest in learning

mathematics. Likewise, the findings from Setyadi & Qohar

(2017) which show that website-based learning media

receive a positive response from every aspect that is assessed

so that students are motivated in learning. Therefore, the use

of website-based learning media is more likely to increase

interest in learning, mathematical abilities, and student

learning outcomes.

Previous relevant research using a general design website

was limited to delivering material content that was difficult

to change the framework and did not yet have interactive

features to accommodate the activities of teachers and

students. When compared with previous research, this study

has several differences. The development of this website

offers several features that did not exist before, namely

having a material bank, question bank, grade list, and guided

activities that can be designed by teachers. The next feature

is an interactive website that offers interactive feedback

given by students and teachers in the comments column for

each material that is launched. So that the development of

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this interactive learning multimedia website is expected to

offer a more complete learning environment.

Based on previous problems and research, this study aims

to develop an interactive multimedia learning based on

website for junior high school mathematics subjects. This

research is very important to do so that students can be

enthusiastic, like, and easily get learning resources for

mathematics, especially the Pythagorean theorem material.

II. METHODS

This research was conducted at SMPS Kristen Makedonia,

Ngabang, Landak Regency, West Kalimantan, from April

12th to May 31st, 2021. The participants of this study

consisted of one teacher as a researcher companion and

eighth grade students of the SMPS Kristen Makedonia

Ngabang.

The research method used is The Research and

Development Method (R&D). ADDIE model was used in

developing interactive multimedia learning based on website

through 5 phases. According to Branch (2009), the phases of

ADDIE development are described in detail as follows:

Analysis Phase:

In this analysis phase, the researcher collects the required

data before developing a website-based interactive

multimedia learning. It is important to know the main

problems faced by teachers and students in learning

mathematics in junior high school. The analysis phase is a

very important phase to do. The analysis phase must contain

literature study (literature review, curriculum review, and

relevant research), instructional analysis, and analysis of

student characteristics. The three stages of the analysis must

contain validating the real and ideal performance gap,

knowing the number of students in the study (number of

students), knowing the location of the research subject

(location of students), knowing the data on the distribution

of student abilities or research subjects (experience/Skills

levels-Skills that impact potential), knowing the content of

the curriculum, knowing the technology that can be used

(technology resources), and knowing the facilities owned by

students and schools (instructional facilities).

Design Phase:

At the design phase there are stages of planning and

product design. Planning activities include plans to develop

research and formulate learning objectives. At the design

phase by compiling the initial product concept of interactive

web-based learning multimedia on the Pythagoras theorem

material. The initial product concept design of website-based

interactive multimedia learning begins with the initial

concept of storyboards, product interfaces, and is designed to

be a visual prototype or conceptual product. This initial

product concept design is ready to enter the initial product

development phase which will be validated by experts.

Development Phase:

The development phase starts from the initial product

creation, expert review and revision, as well as three trial

stages (conduct a pilot test) accompanied by revisions to

produce the final product. Some of the details of the steps

carried out include:

Initial Product Development. At the development phase,

what is done is to realize the web-based interactive learning

multimedia product design that has been designed in the

previous phase so that at this phase it produces an initial

product.

Expert Review. Expert validation is carried out to

determine the feasibility of the interactive learning

multimedia concept that has been prepared. Validation

involves several professional and experienced experts who

can validate the materials, media, and product designs

developed.

Revision and Initial Product. After having expert

validation, revisions are made based on expert input. The

results of the revision become the initial product

accompanied by instructions for using website-based

interactive multimedia learning. This stage is done to make

the product better and feasible to be applied in the individual

trial stage (one to one trial).

One-to-one Trial. Individual trials were conducted on 1

(one) student with average ability. This trial is to obtain an

initial reaction from the use of products that have been

revised from expert validation tests.

Revision of one-to-one Trial. After conducting individual

trials, the initial product was revised. Product improvement

is carried out by considering input from individual trial

students.

Small Group Trial. Small group/class trials were

conducted on 6 (six) students. This trial is more complex in

terms of input given by students from the experience of

using the initial product.

Revision of Small Group Trial. After conducting a small

group/class trial, the product was revised again. Product

improvement is carried out by considering input from small

group trial students.

Field Try. Field trials/large classes were conducted on 20

students. This trial is more extensive and the inputs given by

students from the experience of using the initial product are

very important to produce the final product.

Revision of Field Try. After conducting field trials/large

classes, the product was revised again. Product improvement

is carried out by considering input from large group trial

students to produce a website-based multimedia learning

final product.

The Final Product. The researcher made revisions and

improvements from every input from students during the

trial, until the final product of interactive multimedia

learning based on the website was obtained for junior high

school mathematics subjects.

Implementation Phase:

In this phase, the main thing that need to be done is to

prepare the teacher and students in using web-based

interactive learning multimedia products.

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Prepare The Teacher. Teacher is trained to be able to use

website-based interactive multimedia learning as teaching

materials.

Prepare The Students. Students are trained to be able to

use website-based interactive multimedia learning as

teaching materials.

Evaluation Phase:

The evaluation in this study focuses more on whether

product development can have good effectiveness for

teachers and students in learning. To find out the

effectiveness of multimedia, students received an initial

attitude questionnaire (cognitive) and pretest questions

before using multimedia, treatment of the use of website-

based interactive multimedia learning final products, and

then a final attitude questionnaire (affective-conative) and

posttest questions after using multimedia (both before and

after using multimedia). after implementation). This phase is

carried out on 30 students. The results of the attitude

measurement data were calculated for the total average and

the attitude norm scale while the results of the pretest and

posttest scores were carried out by a t-test to determine the

difference before and after the use of interactive multimedia

learning web-based learning.

Data collecting techniques. This research used three data

collecting techniques such as interviews, questionnaires, and

written tests. In this study, the data collection tools were

interview guidance, question items/questionnaire statements,

and test questions. Descriptive qualitative data analysis and

quantitative analysis is used in this study.

Expert validation questionnaire. Qualitative descriptive

data is used by the researcher to show the data analysis of

expert validation results in using website-based interactive

multimedia learning. The data is presented by tables and

graphs. The criteria for the validity of the material, media,

and design are as follows:

Table 1. Likert Scale

No Criteria Score

1 Excellent 5

2 Good 4

3 Average 3

4 Poor 2

5 Very Poor 1

Here is the formula to calculate the average score;

(1)

Where;

= Average Score

= Total Score

N = Total participants

To find the interval range between categories Widoyoko

(2018) using the procedure in (Mering, 2020):

(2)

Where;
Highest Score = 5

Lowest Score = 1

Total Class = 4 (criteria)

The interval range is , thus the categories

obtained are: 1.0 – 2 = “Invalid”, 2.1 – 3.0 = “Less valid”, 3,

1 – 4.0 = “Valid”, and 4.1 – 5.0 = “Very Valid”. To make it

easier to use the validity criteria, it can be seen in table 2

below.

Table 2 Multimedia validity criteria

No Criteria Score

1. Very Valid 4,1 – 5,0

2. Valid 3,1 – 4,0

3. Less Valid 2,1 – 3,0

4. Invalid 1,0 – 2,0

Differential semantics of attitude questionnaire. An

attitude statement item towards multimedia is used to

measure students' attitudes towards the use of website-based

interactive multimedia learning using. The measurement

scale uses a semantic differential technique. Negative

(unfavorable) adjectives are on the left and positive

(favorable) adjectives are on the right (Azwar, 2016, p.172;

Periantalo, Fadzlul, & Saputra, 2014). The following format

is the differential semantic scaling of two opposite adjectives:

If a scale contains k items, then the individual scores will

move between (1 × k = k) to (7 × k = 7k). The closer the

score to 7k, the individual's score can be interpreted as more

positive or more favorable. Conversely, the closer the score

to k, the more negative or unfavorable the attitude is. If the

individual score is around 4k, then the intensity is low and

indicates that the respondent is neutral (Azwar, 2016, p.174).

To assist in the scaling, intervals between categories of

Widoyoko (2018) can also be made using the procedure (in

Mering, 2020) from the attitude norms obtained from the

respondents. This is the formula to get the interval distance

is , thus the categories are obtained: 1.0 –

2.5 = “Unhappy”, 2.6 – 4.0 = “Less Happy”, 4.1 – 5.5 =

“Happy”, and 5.6 – 7.0 = “Very Happy”. To make it easier

to use the validity criteria, it can be seen in table 3 below;

Table 3 Student Attitude Norms

No Kriteria Penilaian Skor

1. Very Happy 5,6 – 7,0

2. Happy 4,1 – 5,5

3. Less Happy 2,6 – 4,0

4. Unhappy 1,0 – 2,5

One group pretest – posttest design. To find out how

much influence of the use of interactive multimedia, the

researcher design one group before and after the use of

website-based interactive multimedia. The pretest was

conducted before the treatment on using the multimedia.

While a posttest was carried out after the treatment on using

interactive multimedia learning based on the website. The

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Volume 7 Number 1 March 2022. Page 108-120

p-ISSN: 2477-5924 e-ISSN: 2477-8478

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following is the one group pretest-posttest design scheme

(Sugiyono, 2016):

Pretest Treatment Posttest (3)

Where:
X = Treatment

O1= Pretest conducted before treatment

O2= Posttest conducted after treatment

T-test. The t-test was conducted to test the differences in

the average of the two samples obtained from the learning

outcomes before being given treatment and learning

outcomes after being given treatment. The t-test conducted

for the sample correlated with a small study subject (n≥30)

so that the data were single or not grouped. Here are the

steps in using t-test; (1) T-test was conducted on a sample of

30 participants; (2) Microsoft Excel is used to calculate the

data; (3) The error rate used is 5% (0.05) or 95% confidence

level (0.95); (4) Provide conclusions on the results of the t-

test. From the results of the comparison of learning

outcomes before treatment (pretest) and after being

treatment (posttest), it was concluded whether interactive

multimedia learning website-based for junior high school

mathematics subjects had an influence on the learning

process.

Hypothesis;

With the provision that if then H0 is rejected, it

means that there are differences in student learning outcomes

before and after using website-based interactive multimedia

learning, and vice versa if then H0 is accepted.

For the t0 test, it can be calculated using the following

formulation (Mering, 2020, p.90):

(4)

The above formulation can be assisted by the following

formulation:

(5)

(6)

(7)

Where;

= observation t value

= total data

= score difference

= mean initial attitude score before multimedia is used

= mean final attitude score after multimedia is used

= mean D

= error of measurement standard

= deviation standard D (score difference

III. RESULT AND DISCUSSION

Result

Analysis Phase. The findings of the literature review show

that Mathematics is one of the subjects that students do not

like. Therefore, the students tend to have low learning

outcomes. In other words, the group of students who had a

positive attitude towards mathematics had higher learning

outcomes than the group of students who had a negative

attitude towards mathematics. 2013 Curriculum is

implemented in SMPS Kristen Makedonia Ngabang.

Pythagorean Theorem is one of the topics that is taught in

even semester of grade 8. The Minimum Completeness

Criteria (KKM) is 62 which is applied for all subject in

grade 8 including for Mathematics Subject. The

development of interactive web-based learning multimedia

was developed for Pythagorean Theorem topics which based

on the 2013 Curriculum. Field findings also show that 8

grade students age 12-13 years old. Most of the student are

discipline, and independent since they live in boarding

school model. During the Covid-19 Pandemic, students tend

to access internet by their smartphone since having online

class and they enjoy it. Moreover, the researcher found that

average score for the Mathematics Even Mid-Term Test of

Grade 8 students is 53 (with a range of 0-100) and the

average score for the Mathematic final Even Semester test is

57 (with a range of 0-100). The total students of grade 8 are

57. There are 86% students (46 people) who are able to

have online class while the rest of 14% students (8 people)

are having the class by module. The learning method used

by the teacher is lecturing, discussion and group activity.

Online class is carried out by some platform such as google

classroom, google meet, and google form. To support the

process of online learning, SMPS Kristen Makedonia

provide laptop/computer and internet network. Thus, the

students do not have internet access from their home, can be

invited to come to the school in order to join the online class.

Design Phase. In this phase, the researcher concern to

design the lesson plan, Pythagorean Theorem materials, and

set the learning objective that need to be achieve by the

students through the use interactive learning multimedia

based on the website. The materials are designed based on

the Pythagorean Theorem topics in even semester of 8 grade.

Blended learning is applied to carried out this material. The

media used is the internet with web page access

https://matematikaku.com/ , the allocation of learning time is

two meetings with the duration of each meeting 3 x 40

minutes. The students are given 25 questions in the form of

multiple choice in order to measure their ability. The initial

product concept design stage is done by creating a website-

based interactive multimedia learning landscape storyboard.

The general and specific views are as follows:

https://matematikaku.com/

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Picture 1 General product section Storyboard display

Picture 2 Custom product section Storyboard display

Development Phase. The development phase is started by

creating the initial product, expert review and revision, three

trial stages (conduct a pilot test) and revisions to produce the

final product. Here are some of the details of the

development results stage (product display):

Picture 3 Main page display image

Picture 4 Teacher’s page view image

Picture 5 Students’ page view image

Expert Review. The involved experts consist of 6 people

who are experts in the field of contents, learning media and

learning design. Validation of the product is performed on

April, 26th 2021 until May, 5th 2021. The validation results

are shown in the following table;

Table 4 The validation result from expert on content

No Aspect of

Assessment

No Indicator Ai

A Feasibility of

content

1 Suitability of basic

competencies

4.83

2 Material accuracy 4.93

3 Encourage curiosity 4.84

B Feasibility of

Presentation

4 Presentation technique 4.67

5 Presentation support 4.92

6 Learning presentation 4.75

C Feasibility of

Contextual

7 Contextual nature 4.17

8 Contextual component 4.42

Average of content validation 4.68

Where:
Ai = Average expert validation score

The result of validation from expert on content shows that

Pythagorean Theorem topics in the interactive multimedia

based on website is “very valid”. The revision is performed

based on the inputs given by the experts.

Table 5 The validation result from expert on media

No Aspect No Indicator Ai

A Feasibility of

usability
1

Easy of accessing the

website address
4.92

2
Easy of use of the

website menu
4.92

3
Efficiency of using

website
4.92

4
Website content

updating
4.33

B Feasibility of

functionality
5

Using the menu before

logging in
4.89

6 Use of home menu 5.00

7 Use of menu about 5.00

8
Use of log in & log out

menu
5.00

9 Use of L I N K menu 5.00

10 Use of dashboard menu 5.00

11
Use of admin mode

menu
4.91

12
Use of the material

menu after logging in
5.00

Use of material bank

menus and material title

hyperlinks

5.00

14
Using the question bank

menu
5.00

15
Use of the add material

menu
4.97

16
Use the menu add

questions
4.93

17
Use the add activity

menu
5.00

18
Use of the list activity

menu
5.00

19 Use of value list menu 5.00

20 Using the settings menu 4.92

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21 Using the search menu 4.83

C Feasibility of

visuality

22 Communication 4.67

23
Simplicity and

attractiveness
4.33

24 Visual Quality 4.17

25 Use of mobile media 4.50

26 Use of audio 4.50

27 Use of layout 4.75

Average of media validation 4.85

Where:
Ai = Average expert validation score

The result of media validation shows that interactive

learning multimedia based on website is “very valid”. The

revision is performed based on the inputs given by the

experts.

Table 6 The validation result from expert on learning design

No Aspect No Indicator Ai

A Feasibility of

Characteristic
1

The suitability of

learning theory in

interactive learning

multimedia

4.83

2 Learning objectives 5.00

Multimedia learning

has an impact on

increasing interest in

learning in the

classroom

5.00

4 Interactive system 4.83

5
Specific ways of

learning
4.33

B Feasibility of

learning

activity design

6
Preliminary activity

plan
4.83

7 Core activity plan 4.83

8 Closing activity plan 4.83

C Feasibility

Stages of

multimedia

learning

Systematics of

interactive learning

multimedia

4.33

Continuity of material

and sample questions

for students

4.83

Continuity of sample

questions and practice

questions for students

4.83

Continuity of each

stage of learning

activities

5.00

D Feasibility

Assumed

implementation

of the design

13
Easy of concept

application
4.67

14
Interactive learning

multimedia efficiency
4.67

Improve the attitude of

happy learning

mathematics

4.67

Improving

mathematical ability

can be seen from

4.00

learning outcomes

E Feasibility of

Assessment

strategy

17
Assessment aspect

relationship
5.00

18
Assessment of

theoretical material
4.83

Average of learning design validation 4.74

Where;
Ai = Average expert validation score

The result of validation from expert on learning design

shows that the interactive multimedia based on website for

Mathematic subject in junior high school is “very valid”.

The revision is performed based on the inputs given by the

experts

Initial Product Trial

The Result of Individual Trial (one to one trial) and

Revision. Individual trial (one to one trial) is conducted after

revision done agree with the inputs given by the expert. The

implementation of the interactive multimedia based on

website for individual trial is done on May, 17th – 18th 2021.

It is implemented to a student with average Mathematics

ability. The following are the result of individual trial (one-

to-one trial):

Table 7 The Result of one-to-one trial

Attitude

Object

Component

Average Total Attitude Score
Aver

age Cognitive Affective Conative

1. Multimedia

function
5.50 5.75 6.33 5.68

2. Easy of use of

multimedia
7.00 6.25 6.67 6.64

3. Multimedia

content
6.25 6.71 6.38 6.45

4. Multimedia

display
6.50 6.25 6.75 6.50

Average 6.31 6.24 6.53

Average Score 6.36

From the table above, it can be concluded that students

show very happy attitude toward the use of interactive

multimedia based on website for Mathematics subject in

learning Pythagorean Theorem. The inputs given in

individual trial are used for product improvement that will

be applied in small group trial.

Table 8 The Result of Small Group Trial

Attitude

Object

Component

Average Total Attitude Score
Aver

age Cognitive Affective Conative

1. Multimedia

function
6.08 6.25 6.22 6.18

2. Easy of use of

multimedia
6.50 6.50 6.50 6.50

3. Multimedia

content
6.25 6.50 6.54 6.43

4. Multimedia

display
6.58 6.58 6.58 6.58

Average 6.35 6.46 6.46

Average Score 6.42

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The result of small group trial shows very happy attitude

toward the use of interactive multimedia based on website

for Mathematics subject in learning Pythagorean Theorem.

The inputs given in small group trial are used for product

improvement that will be applied in field try.

Table 9 The Result of Field Try

Attitude

Object

Component

Average Total Attitude Score
Aver

age Cognitive Affective Conative

1. Multimedia

function
5.15 5.58 5.63 5.45

2. Easy of use of

multimedia
5.83 6.04 6.18 6.02

3. Multimedia

content
5.61 6.22 6.13 5.99

4. Multimedia

display
5.80 6.05 6.19 6.01

Average 5.60 5.97 6.03

Average Score 5.87

Based on the result of field try, it can be concluded that

students show very happy attitude toward the use of

interactive multimedia based on website for Mathematics

subject in learning Pythagorean Theorem. The product

improvement is done based on the inputs given in try field. It

will become the final product of interactive multimedia

based on website for Mathematics subject in Junior High

School. The following are the profile of the final product;

Picture 6 General display on the website before log in

This page contains; General Materials, Electronic Book,

Games, Scientist History, Home, About, Contact, Login.

Picture 7 Page view for teachers after logging in.

This page contains; Home Mode Admin (Teacher,

Student, Grades), Teaching Materials (Material Bank,

Question Bank, Activity List, PDF List), Grade List,

Controls (General, Game, History, About, Contact), Settings,

Link, About, Contact, and Exit (log out).

Picture 8 Page view for students after logging in.

This page contains; Home, Content, Join, Activity, Grades,

Settings, Links, About, Contacts, and Logout (log in).

Implementation Phase. At this phase, the final product

that has gone through expert validation, individual trials,

small group trials, and large group trials can be implemented.

In implementation, preparing teachers and students is the

main thing in using interactive learning multimedia based on

website products. (1) Prepare the teacher. Teachers are

trained to be able to use interactive learning multimedia

based on website as teaching materials. The teacher training

implementation plan are designed with four components,

such as identification, tools and materials, time allocation

(training schedule, duration: 3 hours), and training

implementation. (2) Prepare the student. Students are

trained to use interactive learning multimedia based on

website product as well as the implementation of

Pythagorean theorem learning material. The preparation of

students is conducted by designing two lesson plans (RPP)

which take duration of 4 x 40 minutes each meeting.

Evaluation Phase. At the evaluation phase, each phase of

analysis, design, development, and implementation of the

ADDIE model has been done simultaneously. The results of

the evaluation carried out at each phase will improve the

quality of development to the next phase. Thus, the results of

the final evaluation in this study focus more on the results of

effectiveness after using this product. The results of the

effectiveness can be seen in detail in the results of the

effectiveness test.

Multimedia Effectiveness

The results of measuring student attitudes. The

differential semantic measurement scale was used to

measure students' attitudes before and after learning. This

attitude measurement was carried out on May, 24th -25th

2021 at SMPS Kristen Makedonia, Ngabang. This

measurement was carried out on 30 students in grade 8. The

results of measuring student attitudes are as follows:

Table 10 The Result of Student Attitudes

Attitude

Object

Component

Average Total Attitude Score
Aver

age Cognitive Affective Conative

1. Multimedia

function
5.83 6.20 6.10 6.04

2. Easy of use of

multimedia
6.18 6.22 6.31 6.24

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3. Multimedia

content
6.33 6.40 6.38 6.37

4. Multimedia

display
6.38 6.34 6.29 6.34

Average 6.18 6.29 6.27

Average Total Score 6.25

The measurement result of attitudes towards the

implementation of the final product shows that students are

very happy to use interactive multimedia learning based on

websites for learning mathematics subject in Pythagorean

theorem materials.

The results of measuring student learning outcomes. The

acquisition of student learning outcomes is only measured

from the cognitive aspect (knowledge). Learning outcomes

are divided into two stages, namely pretest and posttest. This

pretest stage is carried out by giving 25 multiple choice

questions to 30 students of SMPS Kristen Makedonia 8

grade through the google form feature. Students are given 90

minutes to do it. Likewise with the posttest stage which is

given to the same student with 90 minutes as well. The

learning outcomes for the pretest and posttest are as follows:

Picture 9 pretest and posttest result

T-test analysis is conducted to find out the difference of

students' learning outcomes after the pretest and posttest.

The t-test calculations are as follows:

t-Test: Paired Two Sample for Means

Variable 1 Variable 2

Mean 43.33333 75.33333

Variance 554.023 224.092

Observations 30 30

Pearson

Correlation 0.347876
Hypothesized Mean

Difference 0

df 29

t Stat -7.59208

With df 29 (degrees of freedom = N – 1 or 30 – 1 = 29)

and the error rate used is 5% (0.05) or 95% confidence level

(0.95), it is obtained ttable = 2.045. It is known that to=-7.60

or 7.60 and ttable=2.045, then to>ttable. With the provision that

if to≥ttable then H0 is rejected, it means that there is a

significant difference in student learning outcomes before

and after the use of website-based interactive multimedia

learning.

Discussion

The findings of the literature review show that

Mathematics is one of the subjects that students do not like.

Therefore, the students tend to have low learning outcomes.

In other words, groups of students who have positive

attitudes towards mathematics have higher mathematics

learning outcomes than groups of students who have

negative attitudes towards mathematics (Hartanti, 2015;

Susilo & Agustin, 2015). Students find mathematics very

difficult and a frightening specter (Siregar, 2017; Fahrudin,

Zuliana, & Bintoro, 2018). Students are lazy, avoid, and do

not want to learn mathematics because mathematics is

considered difficult and unpleasant. The situation described

above shows that the attitude of students does not like

mathematics.

In a relevant research study, it was found the results of

research on the development of website-based learning

media by Rhomdani (2017), this study found that website-

based learning media are very practical and interactive to be

used as learning media. Moreover, the results of research

from Persada (2017), this study found that website-based

learning can improve student learning outcomes. It is also

reinforced by the findings of Oktaria, Zulkardi, & Somakim

(2013) that the use of websites can increase students' interest

in learning mathematics. Futhermore, the findings from

Setyadi & Qohar (2017) which show that website-based

learning media receive a positive response from every aspect

that is assessed so that students are motivated in learning.

Therefore, the use of website-based learning media is more

likely to increase interest in learning, mathematical abilities,

and student learning outcomes. The researcher also found

that research that had been done previously using the

website only had a general appearance such as learning

materials and information presented on the website. To

produce products that have renewable elements, this research

provides several features that did not exist before, namely

having a material bank, question bank, list of values, and

guided activities that can be designed by teachers. The next

feature is an interactive website that offers interactive

feedback given by students and teachers in the comments

column for each material that is launched.

To design the initial product concept, the researcher uses

a landscape storyboard because it makes it easier to see the

interactive multimedia product format clearly. A good

storyboard is a form of images that are prepared with an

explanation that is not long-winded (Rusman, 2018). The

storyboard is made complete from the general display to the

special display of the developed product. After designing the

storyboard, the initial product development was carried out

by realizing website-based interactive multimedia learning

products. The product is designed with the CI4 framework

and computer programming language. Then buy hosting and

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a domain named https://matematikaku.com/ web address.

After the product has been designed, the teaching materials

for the Pythagorean theorem are published on the website.

After the initial product development is carried out, the next

phase of development is product validation by experts. The

purpose of this product validation is to determine the

feasibility of the initial product in the material, media, and

design aspects before being tested in the field.

The implementation of interactive multimedia learning

based on website was conducted on May, 24th – 25th 2021

for two meetings. At the first meeting, students were given a

cognitive attitude questionnaire link on google form after

product explanation to the students in order to observe

students' attitudes before using interactive multimedia

learning based on website. After that, students were given a

pretest which was done on a google form to measure

students’ prior ability before using interactive multimedia

learning based on website. Then, the interactive multimedia

learning was implemented in two meeting of learning

activity based on different lesson plan that had been

prepared. At the end of the activity, the researcher gave a

posttest which was done on google form to determine

students' abilities after using interactive multimedia learning

based on website. Then, students were asked to fill in the

affective-conative attitude questionnaire link on the google

form that had been prepared to determine student attitudes

after using the product.

The use of interactive multimedia learning based on the

website is intended to help overcome the displeasure and

difficulties in learning mathematics in the Pythagorean

theorem material. Based on the observations of researchers

during the learning process that has been carried out,

students are very enthusiastic about the new things they are

doing. Students are actively and continuously open every

menu and web page. Students also seem happy to participate

in learning activities by entering tokens first. In general,

students gave a positive response in learning mathematics

with the Pythagorean theorem material. Changes in student

attitudes can be seen from the acquisition of the total score

of students' attitudes is 320.5 from a total score of 357 with

51 items. This means that the total score of 320.5 has an

average score of 6.3. It can be concluded that students'

attitudes are very happy with the use of interactive

multimedia learning based on website for junior high school

mathematics subjects. The change in learning attitude shown

by the students is related to the use of interactive multimedia

learning based on website which provides a learning

experience for students. Students feel happy and motivated

in learning because of they use of learning multimedia

(Khalid, Alias, Razally, Yamin, & Herawan, 2010).

The acquisition of learning outcomes can be seen at the

cognitive aspects of the learning process. The success in

improving student learning outcomes is indicated by an

increase in students' understanding of the learning process

using interactive multimedia learning based on website

which shown by the result comparison pretest and posttest.

Based on the results obtained, it is known that the average

pretest score is 43.3, the posttest is 75.3 and the standard of

minimum completeness (KKM) for mathematics is 62,

which is determined by the school. Thus, the pretest score

data shows that there are 24 students who are below the

standard of minimum completeness and the score of 6

students meet or above the standard of minimum

completeness. Meanwhile, the posttest shows that the scores

of 4 students are below the standard while the score of 26

students meet or above the standard of minimum

completeness. Existing data shows that the students' ability

to master the Pythagorean theorem material has been good,

and the learning objectives have been achieved.

From the calculation results of the two tests, it can be seen

that there is an increase in the average score of 32 points. In

addition, through the t-test of the two-sample paired

averages (t-Test: Paired Two Sample for Mean) by manual

calculation and using Microsoft Excel, it was obtained -7.60

or 7.60. It means that there is a significant difference in

student learning outcomes before and after the use of

interactive multimedia learning based on website for junior

high school mathematics subjects.

The results of measuring the attitudes of students who are

very happy with the use of interactive multimedia learning

based on website and there is a very significant difference

between students' pretest and posttest results, then the

interactive multimedia learning based on website for junior

high school for mathematics subjects is categorized as very

effective. This can also be seen from the results of

Caesariani's research (2018), showing that the benefits of

interactive multimedia include: students can learn

independently and have fun, students' attitudes are

enthusiastic and enthusiastic, and improve student learning

outcomes. It was also confirmed from the results of research

by Parata & Zawawi (2018), that interactive multimedia can

increase students' motivation and cognitive learning

outcomes. That is, interactive multimedia learning is an

effective tool to improve student learning outcomes or

achievement (Rajendra & Sudana, 2018; Batubara, 2015;

Ayda & Widjajanti, 2014). Therefore, it can be concluded

that the use of website-based interactive multimedia learning

for junior high school mathematics subjects is categorized as

very effective.

IV. CONCLUSION

The results of the research that has been done can be

concluded as follows:

The effectiveness of the use of the final product was

conducted to know about the students’ happy attitude and

the significant difference before and after the use of

interactive multimedia learning based on the website. The

scale for measuring student attitudes uses a semantic

differential technique (semantic differential technique). The

average score for students' attitudes is 6.25 from a range of

1-7, so that students' attitudes are categorized as very happy

toward the use of interactive multimedia learning based on

the website. The acquisition of pretest and posttest scores

from the use of students' multimedia was measured through

the t-test obtained t_o≥t_table, which is 7,600≥2,045. The

Journal of Education, Teaching, and Learning

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118

results of the t-test shown that there are significant

differences in student scores before and after the use of

interactive multimedia learning based on the website.

Interactive learning multimedia can improve students'

cognitive abilities in learning mathematics. The results of the

effectiveness test of the use of interactive multimedia

learning based on the website carried out through testing the

attitudes and values of student learning outcomes can be

categorized as very effective.

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