MULTIMEDIA LEARNING

A. Preliminary 

Advances in computer technology, information technology and technology 

communication is growing very rapidly. Progress is brought 

tremendous influence on many areas of human life. Without 

realizing it, the computer turned out to have a role in helping communities 

fluency in the various fields of human activity. As one 

discovery technology, the computer is not really different from the product 

other technologies that have been established first as a car, television, radio, 

calculator, and others. One aspect that distinguishes computer 

the products of these technologies is the ability to be programmed 

to perform various tasks quickly and have the accuracy 

high. Currently, almost all fields of activities performed 

Modern humans have been using the services of a computer, such as activities in 

information, communication, banking, business, engineering, health, 

education and in other fields. 

The big question that has always been a subject of discussion is 

"The extent of the development procedure of multimedia-based teaching materials 

consistent with a model of instructional design development ". 

Development of multimedia-based teaching materials correctly will 

provide benefits for faculty and learning undertaken 

will correspond to the learning needs of students. In education 

interpreted the term multimedia interactive multimedia learning. Because 

non-interactive multimedia, less than optimal in developing the potential of 

to control the source of learning. 

B. Development of Teaching Material 

Development of teaching materials for the lectures were part 

of course development system, where the lecture occurs,both in the conventional lecture system (face to face) and the system 

multimedia-based learning. Instructional materials prepared for lectures based on the competencies to be achieved, the needs of students, syllabus, and lecture contracts. Development of teaching materials for lectures have meaning to purpose of the lecture can take place effectively and efficiently. Where lecturer in business management course in compliance with the strategy demands of the curriculum and student learning needs. C. Multimedia Interactive Learning Multimedia is one word that was not easy to defined. The experts consider that the word "multimedia" is actually amorphous form of real goods. However, need to listen various notions of multimedia constraints given by many experts in the field. In the era of the '60s, the word acronym in the taxonomy of multi media technology education is not an unfamiliar term. At that time, multi media defined collection / combination of various different media equipment used for presentations (Barker and Tucker, 1990). Thus the learning activities that use printed materials, slide program, audio programs etc., has been interpreted as a learning assisted multimedia. In the 90s, the concept began to shift in line multimedia with the development of computing technology is so fast. Current interpreted the term multimedia transmission form of text, audio and graphics in same period (Simonson and Thompson, 1994). Multimedia interpreted as a computer-based interactive communication system capable of creating, storing, presenting and accessing the information such as text, graphics, sound, video or animation (Gayestik, 1992). With current computer technology, it is possible to save, process and present the re-sources of voice and video in a format Digital. Hackbart (1996) defines as an MPI program learning that includes a variety of different sources are integrated media elements in a computer program. The program is deliberately 

designed in sections and is structured to give opportunities for the interactivity between the developer with the user flexibly, so that learning occurs. MPI applications can generally be grouped by functions, namely (a) to train skills (skill builder), (b) for deepen their knowledge (knowledge explorer), and (c) to enrich learning process (reference works). A. Components of interactive multimedia learning a. Sound (Sound) In multimedia technology, sound card memepunyai role very important in making a multimedia apalikasi. By using a computer sound card to process the voice data in analog form and converted into digital form and stored into voice data in a file type. Some of the standard format of a file is include: waveform (WAV), MIDI (Musical Instrument Digital Interface), etc.. Sound source is obtained with the equipment: microphones, Open- Reel Videotape, audio cassette, CD, video cassette, MIDI instrument. b. Picture (Image) Basically an image format can be presented to the in two types: bitmap and vector. Difference of these two formats is a bitmap file contains RGB color information in each pixel. Vector does not contain information on the RGB. Bitmap file can be viewed diversity of colors that can be directly stored. But as more information will be stored color the more the number of bytes of memory to be used for save the bitmap file. In addition to using a large enough memory, a bitmap file has the disadvantage that when done zooming, image will appear broken. As with the vector, if done magnification, the picture does not look broken. Although the enlargement vector images is better than the bitmap, but in many of the developers of multimedia program uses bitmap type in presenting pictures. This is because the concept of multimedia presentation of images made as attractive as possible and as beautiful as possible and this can be done by having the type of bitmap keaneragaman color. The source image can be obtained by scanner equipment, still camera, etc.. Lots of software that can be used to process the source image, such as: Corel Draw, Adobe Photoshop. c. Animation (Animation) Animation is the one to change the image next image so as to form a particular movement. Animation shows an art of graphic images that simulate motion and also contains the sound equation. Animation has two types of different, the cast based and frame based. Cast-based animation is also called the animated objects, namely a form of animation in which each object in the display object is an element that has its own arrangement of images, shapes, size, color and speed. Monitored by the appearance of a manuscript placement and movement of objects in each frame of animation. Frame-based animation is a screen or a frame that speed shown in the sequence. Change the display of frames one to the other frames will produce the animation. Each frame can be converted into a unique entity, because these changes depicted in the picture that looks for a specific time period. Some programs that can be used to process the animation, such as: Macromedia Flash, Swift 3D, Swish, Adobe After Effects. d. Video In the world of multimedia computers, video is an element that be presented as a condition of completeness in a multimedia applications. The data entry will be entered into the analog video

in a computer must be equipped with an additional card with the name of the video card. Video source can be obtained with the equipment, among others: analog video camera, digital video camera, etc.. Processing the source sound can be done with some software, such as: Movie Capture, Movie Editor, Mpeg Encoder, VCD Creator, Adobe Premiere. etc.. Movie Capture Software is used to retrieve data audio / video to be set up video VCD. Movie Editor Software, for processing (cutting frame, change the color elements, the light serving dark video) audio / video data to be formed vidoe CD. Software MPEG Encoder is used to translate the data format audio / video into the standard form of a video CD with MPEG format (Motion Picture Experts Group). e. Text (Text) In addition to multimedia elements above, the text is part of multimedia that should not be abandoned, because the text can be help complete the information needed by users who do not can be delivered only by using displays an interesting picture. So for the submission of such information can be done using text. With the incorporation of display images, sound, video and text can be generated by a interactive and communicative information. f. Interactivity Rob Phillips (1997:8) describes as an interactive means empowering students to control the process of learning resources. In this context is the source of learning is learning by using a computer-based teaching materials. Interactive classification the scope of multimedia learning system lies not in hardware, but rather refers to the learning characteristics of students in response to stimulus is shown a computer screen. Quality of interaction students with a computer is determined by the sophistication of the program computer.

D. Development of MPI Presentation of material is usually done through MPI program use instructional strategies, including: (a) drill and practice, (b) tutorial, (c) simulation, (d) education games (edutaiment), (e) problem solving, and (f) inquiry. The first focus should be a MPI developers are set first development model of MPI which will be used as a reference development. By setting MPI development model, developers will be set when the process development will end. Whether the developer would simply validate the program by media experts, instructional design experts and expert teaching materials, or the developer's vision to the stage of formative evaluation and / or even to the stage of impact evaluation. E. Characteristics of MPI Programs According to Simonson and Thompson (1994) there are six aspects that should be considered in the development of MPI program is as follows: A. Feedback Students should respond immediately after the baited behind. Feedback can be comments, praise, warnings or orders certain that the student response is correct or incorrect. Feedback will be more attractive and increase motivation to learn if accompanied sound illustrations, picture or video clip. Learning progress information should also be given to students both during their studies or after the completion of a part of the lesson particular. Example is the notification of the number of correct scores of the problems we do. The program also needs to tell what material to be done right, and what are the answer wrong. 2. Branching Branching is a strategy of providing some alternative way that need to be taken by students in learning activities through MPI program. The program provides branching based on responses

students. For example, students who are always wrong in answering questions about a particular matter, then the program should recommend to learn more section. Model the other is branching can be controlled by students, namely the when students are studying a subject, in certain parts of the felt it difficult to specially marked so that when desired student can obtain more information and then return to the topic original. 3. Appraisal MPI is a good program should be equipped with aspects of the assessment. To find out how much students understand the material studied, in each subtopic students need to be given a test or practice questions. Assessment results can be accommodated if necessary, automatically, so the teacher can monitor the time when the other. 4. Monitoring Progress MPI programs will be more effective when they always provide information to students on the matter where he is studying, and what will be studied next and that will be achieved after completion later. Submission of a clear goal at the beginning of the material will correlate with achievement of learning outcomes MPI program. Before working on a material, students were given a brief review previous material. And before end, students are given a review of the material to come. 5. Guide A good teacher is able to provide guidance to mencapaian students toward the correct answer. Likewise MPI is an effective program that can do such a thing. Besides, there are hints in MPI programs so students can use or operate the program on an individual basis with easily without the help of others. And when it got into trouble, students can call the "Help" menu of the program.

6. Display Monitor screen display design include the type of information, the component appearance, and readability. The type of information can be displayed Text, images and graphics, are to be added multimedia sound, animation or video clip. Level of abstraction of images / graphics or symbols to adapted to the ability of the user. Illustrations and color can be attracted the attention of students, but if excessive will spit out. Display components that need to be considered is the identification of the display such as page numbers, headings or sub-titles are being studied, the command- commands like forward, rewind, pause and so on. Legibility view needs attention. Font size should not be too and small fonts are also simple and easy to read. F. Multimedia Development Model Soulier (1988:2) in his book The Design and Development of Computer Based Instruction explained that the stage of development Computer Based Instruction (CBI) consisting of plans, development, and evaluation. Planning stages are translated into sub-phases: analysis needs, analysis of student characteristics, the survey materials, cost benefit analysis, learning analysis, determines the initial behavior of students, and determine the learning objectives. Development stages are stages need some people from diverse backgrounds and expertise skills related to computer programming, design learning material (content) and the development of instructional media. This activity requires the most time in comparison with other activities. Stages of evaluation includes evaluation and formaltif summative. Formative evaluation is a process of collecting data aims to improve or enhance the activity (project) are being developed, is a summative evaluation is evaluation undertaken to provide a final assessment of MPI products. Third stages as described below.

a. Needs Assessment Phase The purpose is to identify the needs assessment specification of a real need for program development purposes. On this stage, the designer develops an understanding of related with: 1) the needs of students for the program to be developed, 2) the learning environment in which the MPI program to be used, 3) the constraints contained in the program, 4) competence base and indicator of achievement, and 5) assessment items that will be used MPI program to define the objective criteria. Designer identify skills and abilities that will be obtained students for upper division courses, and also identify ability early before attending.
 If the needs assessment has been done well, The next program designers carefully examined the needs assessment

that has been done. If a discrepancy is obtained, the identification of repeated return (revision). b. Design Phase Purpose of the design phase is to identify the principal purpose of the results to be achieved MPI program. Further the goals structured as a series of successive goals. After the sequence specified purpose, some way penyelesiaannya identified for each goal. Completion of a number of ways that could potentially be selected to The best solution in harmony with the problem. On stage These designers create a list of objectives, assessment items and descriptions of activities to achieve these objectives, then transferred into a storyboard. Storyboard is an illustration depicting each change of screen computers and provide important information for analysts and programmers. c. Development and Implementation Phase Activities at this stage is to change the material form of MPI programs paper (blueprint) a student used a computer program to achieve the expected learning goals. Activities on These stages include: drafting flow charts, writing program computer, testing and debugging, gathering material procedures, evaluation summative, formative evaluation and revision. The final results obtained in stage MPI is a material in the form of a computer program for achieving goals and objectives just as planned. Initial phase of this stage is to develop a diagram flow, and diagrams that provide alternatives to resolve lessons. The main objective of this phase is how to programmer and computer program designers understand the execution of the material is still blueprint form. Subsequent write commands that program required to achieve the conditions and activities as they are written the flow charts and illustrations on the storyboard. Once the program is developed, further testing as a whole. Testing is done in this context refers Execution of the evaluation program, is not related to learning outcomes. After

verification carried out the overall program execution, then formative evaluation. Formative evaluation refers to evaluation such things as the provision of new MPI program is designed. In phase this, a close look at student evaluators (the target) is currently using the MPI program. The information captured during the formative evaluation, provide input to be revised. Subsequent summative evaluation or validation program to determine the extent of MPI effective program for used in achieving the course objectives as expected.