18

Journal  of  ICSAR
ISSN (print): 2548-8619; ISSN (online): 2548-8600
Volume 1 Number 1 January 2017

DEVELOPING AN INTERACTIVE MULTIMEDIA OF EMERGENCY STRETCHER 
SUBJECT IN EXTRACURRICULAR ACTIVITIES OF SCOUTING FOR HEARING 

IMPAIRMENT STUDENTS ON SPECIAL EDUCATION SENIOR HIGH SCHOOL

Muhamad Izhar Safawia, Sihkabudenb

abDepartment of Special Education, State University of Malang, Indonesia
E-mail: muhamad.izhar93@gmail.com

Abstract: Students with hearing impairment have hearing obstacle bringing complex impact, especially 
for the intellectual nuisance and communication obstacle that related to language and vocabulary. 
The purposes of this development was producing an interesting of multimedia interactive materials 
of emergency stretcher for students with hearing impairment. Method that use on this research and 
development was adapted from Borg and Gall (1989) models. The results showed that product was valid. 
The research results from material expert was obtained score 91% (very feasible), media expert 98% (very 
feasible), practitioner 84.5%, the results of small group test was divided into two phases. They were phase 
I, learning with the help and guidance of teachers or coaches was obtained score 89.9% with the criteria 
of highly effective. Phase II, learning without the help and guidance of teachers or coaches was obtained 
score 75.8% with the criteria of effective and could be used according to a small group test. The results 
showed that product was valid, very decent and very effectively used with help and guidance teachers or 
coaches. The conclusion of this research was resulting a product including with criteria of being good and 
could improve cognitive abilities students with hearing impairment.

Keywords: multimedia interactive, scouting, hearing impairment.

Education is expected and emphasized not only given 
to those who have normal conditions, but also given 
to those who experience barriers or better known 
as children with special needs (ABK). According 
Somantri (2012: 93) hearing impairment is hearing loss 
that effected of a person can not make an expression 
a variety of stimuli, especially through the sense of 
hearing. Disruption to children with hearing loss in the 
cause delays in language development in children with 
hearing impairment. The language used to communicate 
with others and provide ease of deaf children to interact 
with the environment of the community.

Right to education for children with the disorder or 
with the barriers described in the law number 20 Year 
2003 on National Education System Article 32, states 
that “special education is an education for students 
who have difficulty in following the learning process 
because of physical disorders, emotional, mental and 
social” (Effendi, 2009: 1). Based on the foundation of 
the law, it was concluded that all without exception in 
obtaining appropriate education to children with special 
needs including the potential of students with hearing 
impairment are entitled to a decent education in helping 
growth and development of students. Whether it’s in 
terms of academic education and in terms of character 
education that is also useful for students from all walks 
of public life.

In Permendikbud number 81A in 2013, about 
Implementation curriculum, in chapter VI, declared “in 
Curriculum 2013, Scouting defined as extra-curricular 
activities compulsory from elementary school (SD / 
MI) to high school (SMA), in education from primary 
school to school upper middle class. Implementation can 
cooperate with local scouting organization or nearby”. 
From the above explanation can be understood that 
the education activities of scouting is a very important 
activity for the development of student character. 
Including students with special needs, particularly the 
students with hearing impairment.

Scouting provides a very complex moral education, 
which is necessary for students to be able to better 
social live, not least for children with special needs, 
particularly the students with hearing impairment. 
Activities in Scouting is an activity in which emphasizes 
non-formal education also support formal education in 
schools and informal education in the family, in the 
form of student character development. The character 
development is carried out in a variety of activities 
and learning that is inside the scouting activities and 
education, through various media that supports the 
achievement of the objectives of the implementation of 
activities.

Based on observations in the field and the results 
of the needs analysis in the field, explains that during 



19Muhamad Izhar Safawi, Sihkabuden, Developing an Interactive Multimedia of Emergency. . . .

this learning Scouting can not be said to be effective 
in achieving its goals. As the data obtained, that 
extracurricular activities Scouting is not repeated during 
one school year, a lack of teachers or scoutmaster, lack 
of time allocated for the implementation of lesson 
hours Scouting extracurricular activities, as well as use 
of simple learning media.

The learning process students with hearing 
impairment there are some drawbacks, ranging from 
the characteristics of students who are different, the 
perception of understanding of students with hearing 
impairment different to what is delivered by teachers 
or coaches, students do not focus in learning due to the 
use of media that is less than the maximum and there 
is interference from the surrounding environment, thus 
interfere with the learning process and the achievement 
of learning objectives.

Scouting extracurricular activities at the school 
have been inactive for one school year, with material 
that was never delivered, such as marching, simple 
songs, ropes, setting up tents, make a stretcher, 
semaphore and morse. Based on a variety of information 
that has been presented, the teacher and the school 
stating the need for the development of interactive 
multimedia in extracurricular activities Scouting for 
students with hearing impairment. Researchers chose 
the material emergency stretcher to initiate reactivation 
extracurricular activities Scouting in SMALB BC 
Kepanjen, in this case as a research location.

Multimedia with various advantages, ranging from 
the high of student attractiveness, foster creativity, can 
be validated properly, there is stimulation and responses 
that support learning, able to motivate the students, 
is able to provide a good experience and accurate 
visualization, and interactive multimedia is easy to 
operate. Thus the development of technology-based 
which in this case is necessary so that the interactive 
multimedia needs were catered for in the learning 
process can be fulfilled properly.

METHOD

This study was used a model of development 
(Research and Development) by referring to the 
guidelines that have been raised by Borg and Gall in 
Sukmadinata (2015: 169-170) there are ten strategic step 
in the implementation of research and development, as 
follows: 1) Research and data collection; (2) Planning; 
(3) Development of draft product; (4) The initial field 
trials; (5) Revise the test results; (6) The field trials; (7) 
An improvement in the product field test results; (8) 
Test the implementation of the field; (9) refinement of 
the final product; (10) Disemenasi and implementation.

Each researcher or developer can pick and choose 
the appropriate measures to be applied, but not out 

of the existing order in the process of development 
research. Adaptation in development research is done 
to adjust the state of the pitch, constraints of time, cost 
and effort, which in this development more emphasis on 
the application of exceptional education and research 
subjects are students with special needs.

The results of the model adaptation Borg and Gall 
contains steps that quick and simple implementation. 
Steps adaptation used in the study are: (1) research and 
information collection (2) Planning (3) the development 
of the design of the initial product (4) validation of the 
initial product (5) The revision of the initial product (6) 
small group trial (7 ) revision of the final product and 
development outcomes.

This adaptation is done through a two-stage 
test, trial design baseline by validation of the experts 
involved in the development and field testing was 
conducted by a small group trial. The end result of this 
development study is to produce a product in the form 
of interactive multimedia materials emergency stretcher 
in extracurricular activities Scouting for  students with 
hearing impairment in SMALB BC Kepanjen as a 
learning medium exceptional education teachers in 
implementing the learning process.

Figure 3.1 Step-by-step procedure development 
 (adapted from Borg & Gall, in 
 Sukmadinata, 2015: 169-170))

This interactive multimedia products will be tested 
on a limited basis to students with hearing impairment 
in SMALB BC Kepanjen. Design of interactive 
multimedia product trials on the material to make an 
emergency stretcher in this study will be done in three 
steps, as follows: Validation of subject matter experts, 
media experts and practitioners, small group trial. 



20 Journal of ICSAR; Volume 1, Number 1, January 2017: 18-24

Subject trials in this development is the subject matter 
experts, media experts and practitioners and students.

The data used in the development of interactive 
multimedia Scouting in extracurricular activities in 
the form of qualitative and quantitative data. The 
qualitative data relating to the characteristics and nature 
of the product, for example, good, less good, and not 
good. The quantitative data in the form of percentage 
of respondents about the validity of the products 
obtained from the questionnaire score while testing the 
product. Data collection instruments used in interactive 
multimedia development research on Scouting material 
using interactive multimedia testing and marking sheet 
in the form of the instrument. Data analysis techniques 
used in the development of the evaluation and testing of 
the products are qualitative and quantitative data.

Analysis of product validation is test materials 
experts, media expert test, test practitioners (teachers), 
and a small group test (the student). Percentage data 
validation experts and practitioners put into quantitative 
data as reference took the decision to revise the 
product. The evaluation criteria for the percentage data 
for validation of product that uses an adaptation of 
Arikunto and Jabar qualifications (2014: 35).

Table 1. Qualification Criteria Rating Product 
 Validation

No Percentage Description Criteria
1 81% - 100% Very high Very Worthy
2 61% - 80% High Worth
3 41% - 60% Less High Decent Revision
4 21% - 40% Low Unfit
5 0% - 20% Very Low Very Unfit

Demonstrated the feasibility of the development 
of interactive multimedia based Complete Standard 
Minimum (SKM) deaf students in BC SMALB 
Kepanjen in doing extracurricular activities Scouting. 
The assessment criteria are based product test data with 
the following criteria:

N = 

Subject to the small group trial was calculated 
using the formula diadapatasi of Sudjana in Indrawati 
(2014) as follows:

         
 

To determine the conclusions that have been 
reached, the success rate specified criteria adapted from 
Arikunto-Jabar (2013: 35), as follows:

Table 2. Analysis Percentage of Subjects Evaluation 
 Trial Small Group

No Percentage Description Criteria
1 81-100% Very High Very Effective
2 61-80% High Effective
3 41-60% High Enough Less effective
4 21-40% Low Ineffective
5 < 21% Very Low Very ineffective

FINDINGS AND DISCUSSION
Findings

This interactive multimedia development 
products using three-validator, which media experts, 
subject matter experts and practitioners. The data 
collection technique using a validator validation of 
the questionnaire contains statements and suggestions 
regarding the product to be made and the validation 
results will serve as the basis for the revision of the 
products that will be developed into products before the 
start and continued with small group trial.

Table 3. Results of Validation Experts and 
 Practitioners
No Validator Skor / 

Percentage
Score 
Average / 
Percentage

1 Expert Matter 1 94 / 94 %
91 / 91 %

2 Expert Matter 2 88 / 88 %
3 Expert Media 1 98 / 98 %

98 / 98 %
4 Expert Media 2 98 / 98 %
5 Practitioners  1 84 / 84 %

84,5 / 84,5 %
6 Practitioners 2 85 / 85 %

Based on data from the validation results of two 
subject matter experts, obtained total score of validity 
for the 94 subject matter experts (94%) and 88 (88%) 
to score the validity of the two materials experts, with 
the average value of 91 (91%). This amount meets the 
criteria score validity of material very decent, which is 
between a score of 81-100 or with a percentage of 81% 
- 100%. Data validation results of two media experts, 
obtained total score of validity for a media expert 98 
(98%) and 98 (98%) to score the validity of the two 
media experts, with an average score of 98 (98%). 
This amount meets the criteria score validity media 
very decent, which is between score 81-100 or with a 
percentage of 81% - 100%.

Data validation results of two practitioners, 
obtained total score of validity for practitioners of the 
84 (84%) and 85 (85%) to score the validity of two 
practitioners, with an average value of 84.5 (84.5%). 
This amount meets the criteria score validity media 
very decent, which is between score 81-100 or with a 
percentage of 81% - 100%.



21Muhamad Izhar Safawi, Sihkabuden, Developing an Interactive Multimedia of Emergency. . . .

Data from small group trial that has been conducted 
by the evaluation of student learning then precentage, 
the data can be described as follows:

Table 4. Trial Data Presentation Small Group 
 (Problem Evaluation)

No Name
Scor/ Stages Value / Stages
I II I II

1. AM 10 8 100 80
2. FJ 9 7 90 70
3. FS 9 7 90 70
4. SM 9 8 90 80
5. YN 10 7 100 70

Table 5. Trial Data Presentation Small Group 
 (Practice)

No Nama
Scor/ Stages Value / Stages
I II I II

1. AM 26 24 86 80
2. FJ 27 24 90 80
3. FS 26 23 86 76
4. SM 25 23 83 76
5. YN 25 23 83 76

Information:
Phase I: Learning with the help and guidance of 
teachers / coaches
Phase II: Learning without the help and guidance of 
teachers / coaches

Table 6. Trial Data Presentation Small Group 
 Association (Problem Evaluation and  
 Training) Phase 1
No Namae Total Value

(  
)

Percent-
age
 

1. AM 93 %

2. FJ 90 %

3. FS 88 %

4. SM 86,5 %

5. YN 91,5 %

Total 449 449 %
Average 89,8 89,8 %

Table 7. Trial Data Presentation Small Group  
 Association (Problem Evaluation and 
 Training) Phase 2

No Name Total Value

 ( 

 )

Per-
cent-
age

1. AM 80 %

2. FJ 75 %

3. FS 73 %

4. SM 78 %

5. YN 73 %

Total 379 379 %

Average 75,8 75,8 %

Data from the trial results of small groups, divided 
into two phases, phase I and phase II. Phase I is learning 
with the help and guidance of teachers or coaches, 
obtained total score validity of phase I, 449 (449%), 
with an average value of 89.8 (89.8%). Data from 
the trial results of small groups for the second phase, 
learning without the help and guidance of teachers or 
coaches, obtained total score validity of phase II, 379 
(379%), with an average value of 75.8 (75.8%). Phase 
I, showed a higher percentage compared to the second 
phase, 89.8%, with the criteria of highly effective, 
whereas the second phase, showed a lower percentage, 
75.8%, the effective criteria.

Discussion

Implementation of students with hearing 
impairment learning not only use books and simple 
media, necessary media capable of supporting all 
aspects of the development of students with hearing 
impairment. The word comes from the Latin media, 
medius, which literally means “middle”, “intermediate”, 
or “introduction”. In the Arabic language support, 
media is an intermediary or an introductory message 
from the sender to the receiver (Arsyad, 2014: 3). 
Based on the above understanding if some media that 
carry messages or information that aims instructional 



22 Journal of ICSAR; Volume 1, Number 1, January 2017: 18-24

or meaning or purpose of teaching the media is called a 
medium of learning.

Gerlach and Ely (1971 in Arsyad (2014:12) 
presents three characteristics of the media, namely: 
a) the characteristics fixative (fixative property), b) 
characteristic of manipulative (Manipulative property), 
and c) Characteristics Distributive (Distributive 
Property) , Instructional media have functions that are 
quite diverse in supporting the teaching and learning 
process. According to Levie and Lentz in Arsyad 
(2014: 20) suggests four instructional media functions, 
as follows: a) the function of attention, b) affective 
function, c) cognitive function, and d) compensatory 
function.

Medium of learning, besides there are the 
characteristics and functions of media, there are also 
important, namely the selection criteria for instructional 
media. According Arsyad (2014:75) “media selection 
criteria derived from the concept that the media are 
part of the instructional system as a whole”. To that 
end, some of the criteria that should be considered in 
selecting the media, namely: a) in accordance with 
the objectives to be achieved, b) Right to support the 
subject content, and c) Practical, Lues and survive, d) 
skilled teachers to use, e) the classification of the target, 
f) technical quality.

Multimedia, has four essential components, first 
there must be computers that coordinate what will be 
seen and heard, and interact with us. Secondly there 
must be a link that connects us with the information. 
Thirdly, there should be a navigation tool that guides us, 
exploring the network of interconnected information. 
Fourth, multimedia provides a place for us to collect, 
process, and consume information and ideas of our 
own.

According to the dictionary, computer and 
interactive technology is the ability of a system or 
program that can ask something (held a question and 
answer), then take action based on those responses. 
While interactive learning media is a media that is 
equipped with a controller that can be operated by the 
user, so the user can choose what the user want for 
the next process. From the above understanding can 
be concluded that an interactive media say if it can 
communicate and interact with its users so that users 
can give commands that will be run by the media.

The advantages of interactive multimedia by 
Sarwiko, (2010:3) are as follows: a) The learning 
system is more innovative and interactive, b) teaching 
will always be required to be creative innovative in 
seeking a breakthrough learning, c) is able to combine 
text, images audio, music, animated images or video in a 
union of mutual support in order to achieve the learning 
objectives, d) increase the motivation of learners during 
the learning process to obtain the desired objectives, 

e) being able to visualize the material which has been 
difficult to be explained merely by an explanation or 
props conventional , f) train learners in getting more 
independent in science.

In this material, students with hearing impairment, 
cognitive will be taught about emergency stretchers, 
from introduction or understanding, usability, making 
materials and how to make. Affectively, deaf students 
are taught attitudes help each other and others in a state 
of emergency and able to work in a team, especially in 
making an emergency stretcher. In psychomotor, deaf 
students were able to be trained to developed expertise 
in a skill area, in this case make a knot or a bond.

Stretcher also called dragbar, its usefulness to 
move or lift the victim from the scene or accident to 
a safer place. Stretcher is a tool created to evacuate 
casualties from the scene to the place that is safer or 
point of reference (hospital, clinic, or a safe place for 
victims) (Soedrajat, nd).

Based on data from the validation results of two 
subject matter experts, with an average value of 91 
(91%). This amount meets the criteria score validity 
of material very decent, which is between a score 
of 81-100 (81% - 100%). This indicates that the 
interactive multimedia material emergency stretcher 
in extracurricular activities Scouting is very feasible 
to use without revision. Based on data from the 
validation results of two media experts, with an average 
score of 98 (98%). This amount meets the criteria 
score validity media very decent, which is between 
score 81-100 (81% - 100%). This indicates that the 
interactive multimedia material emergency stretcher 
in extracurricular activities Scouting is very feasible to 
use without revision.

Based on data from the validation results of two 
practitioners, with an average value of 84.5 (84.5%). 
This amount meets the criteria of validity are very 
decent score, which is between a score of 81-100 (81% 
- 100%). This indicates that the interactive multimedia 
material emergency stretcher in extracurricular 
activities Scouting is very feasible to use without 
revision.

Data from the trial results of small groups, 
divided into two phases, phase I and phase II. Phase 
I is learning with the help and guidance of teachers 
or coaches, obtained total score validity of phase I, 
449 (449%), with an average value of 89.8 (89.8%). 
This amount meets the criteria of validity score highly 
effective, ie between the score of 81-100 (81% - 
100%). This indicates that the interactive multimedia 
material emergency stretcher in extracurricular 
activities Scouting effectively utilized for deaf students 
in learning.

Based on the data from the trial results of small 
groups for the second phase, ie learning without the 



23Muhamad Izhar Safawi, Sihkabuden, Developing an Interactive Multimedia of Emergency. . . .

help and guidance of teachers or coaches, obtained 
total score validity of phase II, 379 (379%), with an 
average value of 75.8 (75.8%) , This amount meets 
the criteria score validity effective, ie between the 
scores 61-80 (61% - 80%). This indicates that the 
interactive multimedia material emergency stretcher in 
extracurricular activities Scouting effective for use in 
deaf students in learning.

Based on data from the results of a small group 
trial, Phase I, showed a higher percentage compared to 
the second phase, ie 89.8%, with the criteria of highly 
effective, whereas the second phase, showed a lower 
percentage, namely 75.8%, with effective criteria. From 
these data, it can be concluded that learning with the help 
and guidance of teachers or coaches are very effective 
for use in learning using interactive multimedia. 
However, the interactive multimedia learning without 
the help and guidance of teachers or supervisors still fall 
into the category effective for use.

Products developed in the form of computer 
software has advantages as follows: 1) students are 
more enthusiastic and interested in the learning process, 
because the presentation is equipped with a background 
of menu options, animations, images and video that can 
interact with the user so that the user is able to control 
and choose what the wishes of users, 2) it is easier to 
learn, since learning media is equipped with a selection 
of materials that will be studied in accordance with the 
wishes of users, 3) the product is very practical and 
efficient to use because the file size is relatively small 
and very easy to duplicate in the interests education, 
especially in the education learning is outstanding.

Product development of instructional media in 
the form of interactive multimedia can be helpful in 
the learning process, according to Sudjana and Rival 
in Arsyad (2014:28) as follows, learning will be 
more attracted the attention of students so as to foster 
motivation to learn, learning materials will be quite 
vague so it can be better understood by students and 
enable it to master and achieve learning objectives, 
instructional methods will be more varied, not solely 
verbal communication through the narrative of words 
by the teacher, so that students do not get bored and 
teachers are not exhausted especially if teachers teach 
at any hour of the lesson, students can more learning 
activities because not only listen to the description of 
the teacher, but also other activities such as observing, 
doing, demonstrating, acting and others.

The products developed have a positive impact in 
the learning process, in Arsyad (2014:25) as follows: (1) 
Submission of the lessons become more standardized, 
(2) learning can be more attractive, (3) learning to be 
more interactive, (4) long learning time required can be 
shortened, (5) the quality of learning outcomes can be 
improved, (6) the learning can be given when and where 
desired and needed, (7) the positive attitude of students 

towards what they are learning and the learning process 
can be improved, (8) the teacher’s role may be changed 
to a more positive direction.

The product developed has the disadvantage that 
it also should be noted that, if the product is used in 
other schools that do not have the means in the form of 
a computer or laptop, then the learning process by using 
this media can not be implemented. In addition to these 
shortcomings, this product also has advantages, among 
others; (1) is able to create interactive multimedia 
learning process viable and effective has been through 
the validation of experts and practitioners. (2) an 
interactive learning media can be used as an alternative 
teachers in particular learning materials emergency 
stretcher in extracurricular activities Scouting.

CONCLUSION AND SUGGESTION

Interactive multimedia product material emergency 
stretcher is multimedia that is tailored to the characteristics 
of students with hearing impairment. This interactive 
multimedia made as attractive and simple as possible 
so it is easy to use and understandable by students with 
hearing impairment. Interactive multimedia is made 
using materials such as reading text, images, animation 
and video. This is done to be able to provide traction and 
interest in learning for students with hearing impairment 
as well as facilitate the process of understanding the 
material. The results of product development in the 
form of interactive multimedia material contains about 
emergency stretchers. This product is packaged in a CD 
(compact disc) or in the form of more storage and comes 
with an instruction manual.

There are suggestions in the development of the 
dissemination of advice and suggestions of further 
development. Suggestions dissemination, before 
reproduced and distributed to a broader scope, this 
product should be prepared and validated in accordance 
with the target to be addressed and adjusted to the 
curriculum in force. In order for the development of 
interactive multimedia can be used on a wider scope 
needs to be done further research and development 
with respect to the development of research step 4-10 to 
correspond to the steps of the Borg and Gall. The need 
for socialization at school that will be using this product.

Product development efforts is towards more, 
researchers gave suggestions as follows: further research 
can be done through quantitative research to test the 
effectiveness of the use of interactive multimedia 
materials stretcher emergency in extracurricular 
activities Scouting for students with hearing impairment 
grade X, XI, and XII to increase students’ learning 
ability independently. The subject of research should be 
conducted on the subject more widely, both students and 
schools are used as small group trial, in order that these 
products really useful and well utilized.



24 Journal of ICSAR; Volume 1, Number 1, January 2017: 18-24

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