EFFECTIVENESS OF POLYHEDRON MULTIMEDIA USING ARTICULATE STORYLINE BASED ON EXPERIENTIALISM THEORY TOWARD STUDENTS’ LEARNING OUTCOMES AND MEMORY RETENTION
EFEKTIVITAS MULTIMEDIA BANGUN RUANG MENGGUNAKAN ARTICULATE STORYLINE BERBASIS TEORI EKSPERIENSIALISME TERHADAP HASIL BELAJAR DAN RETENSI MEMORI SISWA
DOI:
https://doi.org/10.24252/mapan.2025v13n1a3Keywords:
Articulate Storyline, Experiential Learning Theory, Learning Outcome, Memory Retention, MultimediaAbstract
Learning outcomes and memory retention play a crucial role in mathematical learning. However, many students still show low learning outcomes and memory retention, especially in the polyhedrons topics. This objective of this study is to examine the effectiveness of multimedia based on Articulate Storyline, oriented to the experientialism theory student learning outcomes and memory retention. The study uses a quantitative approach with a quasi-experimental design of the pretest and posttest non-equivalent control group types. The research population is all grade VIII students in one of the Junior High Schools in Wonosobo Regency. A total of 32 students from class VIII B were assigned as the experimental group, while 32 students from class VIII C served as the control group. Data were collected through a essay and multiple-choice test that had been validated for both reliability and validity. Data analysis involved the use of inferential and descriptive statistics. The findings revealed that the learning achievements of students in the experimental group were significantly higher than those in the control group (Sig. = 0.000; mean rank of experimental group = 48.5, control group = 16.5). Additionally, the memory retention of students in the experimental group was also superior to that of the control group (Sig. = 0.000; mean rank of experimental group = 48.12, control group = 16.88). These results provide valuable insights for educators and instructional media developers in creating meaningful learning experiences to enhance students' understanding and memory retention.
Downloads
References
Afiyah, K. N., & Sutriyani, W. (2024). Effectiveness of game-based learning method assisted by fraction flashcard media on students’ mathematics learning outcomes. Linear: Journal of Mathematics Education, 5(2), 171–180. https://doi.org/10.32332/xmy86j91.
Aiken, L. R. (1980). Content validity and reliability of single items or questionnaires. Educational and Psychological Measurement, 40(4), 955–959. https://doi.org/10.1177/001316448004000419.
Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15(2), 214–221. https://doi.org/10.1016/j.sapharm.2018.03.066.
Atika, A. R., Idris, R., Abrar, A. I. P., & Majid, A. F. (2020). Problem-based learning with a scientific approach as a solution to develop students’ mathematics learning outcomes. MaPan : Jurnal Matematika Dan Pembelajaran, 8(1), 49–60. https://doi.org/10.24252/mapan.2020v8n1a4.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). California: SAGE Publications.
Darmayoga, I. W. (2023). Penerapan metode pembelajaran experiental learning berbantuan media audiovisual untuk meningkatkan hasil belajar siswa. Edukasi : Jurnal Pendidikan Dasar, 4(1), 1–10. https://doi.org/10.55115/edukasi.v4i1.3019.
Etyarisky, V., & Marsigit, M. (2022). The effectiveness of interactive learning multimedia with a contextual approach to student’s understanding mathematical concepts. AL-ISHLAH: Jurnal Pendidikan, 14(3), 3101–3110. https://doi.org/10.35445/alishlah.v14i3.941.
Firdayanti, Asfar, A. M. I. T., Asfar, A. M. I. A., & Ulfayanti. (2019). Peningkatan kemampuan retensi siswa melalui penerapan model pembelajaran concept attainment berbasis number head together. Prosiding Seminar Nasional Penelitian 2019, 4, 435–440.
Gowasa, S., Harahap, F., & Suyanti, R. D. (2010). Perbedaan penggunaan media powerpoint dan video pembelajaran terhadap kemampuan berfikir tingkat tinggi dan retensi memori siswa pada mata pelajaran IPA di kelas V SD. Jurnal Tematik, 9(1), 19–27. https://doi.org/10.24114/jt.v9i1.12859.
Hadianto, W., Hidayat, S., & Atikah, C. (2023). Development of interactive learning media based on articulate storyline 3 of the IPAS project to improve scientific literacy skills. JPIS: Jurnal Pendidikan Ilmu Sosial, 2614(1), 43–58. https://doi.org/10.23917/jpis.v33i1.22316.
Hariri, C. A., & Yayuk, E. (2018). Penerapan model experiential learning untuk meningkatkan pemahaman materi cahaya dan sifat-sifatnya siswa kelas 5 SD. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 8(1), 1–15. https://doi.org/10.24246/j.js.2018.v8.i1.p1-15.
Hilgard, E. R., & Bower, G. H. (1975). Schemas versus mental model in human memory. Chinester: John Wiley and Sons.
Iswara, L., & Cahdriyana, R. A. (2022). Pengembangan multimedia interaktif menggunakan articulate storyline berbantuan geogebra pada materi garis dan sudut untuk siswa SMP. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 6(1), 79–87. https://doi.org/10.30605/proximal.v6i1.2073.
Kolb, D. . (1984). Experiential learning. Englewood: Prentice-Hall.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). New Jersey: Pearson FT Press.
Mattoliang, L. A., Jabal, M., Nur, A., & Riswandi, A. (2022). Development of explorative mathlet learning media based on adobe flash CS6 with islamic nuances on linear equations system with three variables material. MaPan : Jurnal Matematika Dan Pembelajaran, 10(2), 428–442. https://doi.org/10.24252/mapan.2022v10n2a12.
Mendikbud RI. (2018). Peraturan menteri pendidikan dan kebudayaan republik indonesia nomor 37 tahun 2018. Indonesia: Kemeterian Pendidikan dan Kebudayaan.
Mosia, M., & Egara, F. O. (2024). Sustaining retentive memory of mathematics concepts in adolescents utilising game-based learning: A case of repeated measures. International Journal of Learning, Teaching and Educational Research, 23(7), 413–434. https://doi.org/10.26803/ijlter.23.7.21.
Mubarokah, I. (2014). Upaya peningkatan kemampuan pemecahan masalah matematika siswa dengan model experiential learning. [Thesis]. Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Muzakkir, M. A., Pomalato, S. W. D., & Katili, M. R. (2022). Efektivitas multimedia interaktif berbasis smartphone untuk pembelajaran matematika dengan tatap muka terbatas. Jambura Journal of Mathematics Education, 3(2), 81–92. https://doi.org/10.34312/jmathedu.v3i2.15605.
Neo, T.-K., & Neo, M. (2004). Classroom innovation: Engaging students in interactive multimedia learning. Campus-Wide Information Systems, 21(3), 118–124. https://doi.org/10.1108/10650740410544018.
Nikitina, M. A., & Chernukha, I. M. (2022). Methods for nonparametric statistics in scientific research. Theory and Practice of Meat Processing, 7(1), 151–162. https://doi.org/10.21323/2414-438X-2022-7-1-42-57.
Nurmawati, N., Masduki, L. R., Prayitno, E., & Dartani, M. Y. R. (2020). Implementation of interactive multimedia in improving mathematics learning outcomes. ETERNAL (English Teaching Journal), 11(2), 101–107. https://doi.org/10.26877/eternal.v11i2.7567.
Oktaviani, I., & Purwanto, E. (2024). Penerapan multimedia pembelajaran interaktif sebagai upaya peningkatan kemampuan belajar siswa. Duta Abdimas: Jurnal Pengabdian Kepada Masyarakat, 3(1), 26–31. https://doi.org/10.47701/abdimas.v3i1.3765.
Pratiwi, Y. P., Prananosa, A. G., & Egok, A. S. (2024). Pengembangan multimedia interaktif berbasis articulate storyline pada pembelajaran matematika kelas III di SD Negeri 32 Lubuklinggau. Linggau Journal Science Education, 4(1), 160–171. https://doi.org/10.55526/ljse.v4i1.678.
Rahmawati, N. D., Buchori, A., & Endahwuri, D. (2016). Efektivitas penggunaan multimedia interaktif dengan pendekatan matematika realistik pada mata kuliah matematika SMA. JKPM: Jurnal Kajian Pendidikan Matematika, 3(2), 27–36. https://doi.org/10.26714/jkpm.3.2.2016.%25p.
Ramadhani, I. A., & Asrul. (2024). Development of interactive learning media based on articulate storyline to improve student’ science literacy. Lectura: Jurnal Pendidikan, 15(2), 533–545. https://doi.org/10.31849/lectura.v15i2.20974.
Ratnaningsih, N., Husain, S. K. S., Patmawati, H., Sukirwan, S., Hidayat, E., & Romdiani, N. S. (2024). Articulate storyline 3 based interactive media to explore mathematical communication ability: Development and implementation. Journal of Engineering Science and Technology, 19(5), 1811–1830. https://doi.org/10.23917/jpis.v33i1.22316.
Reichardt, C. S. (2019). Quasi-experimentation: A guide to design and analysis (1st ed.). New York: The Guilford Press.
Saputri, F., & Nugrahaeni, A. (2021). Pengembangan bahan ajar tematik berbasis multimedia interaktif untuk siswa sekolah dasar di era covid-19. Pedagogia Jurnal Ilmu Pendidikan, 19(1), 64–66. https://doi.org/10.17509/pdgia.v19i1.31302.
Saputro, P. A., & Lumbantoruan, J. H. (2020). Pengembangan media pembelajaran matematika berbasis articulate storyline pada materi bangun ruang sisi datar kelas VIII. EduMatSains : Jurnal Pendidikan, Matematika Dan Sains, 1(1), 35–49. https://doi.org/10.33541/edumatsains.v1i1.2453.
Selvia, P., Rochmah, E., & Sati. (2024). Pengaruh media pembelajaran articulate storyline terhadap hasil belajar peserta didik pada pembelajaran matematika di kelas IV SD Negeri 2 Kalibuntu. J-CEKI: Jurnal Cendekia Ilmiah, 3(5), 3877–3883. https://doi.org/10.56799/jceki.v3i5.4853.
Silmiati, N. Y. (2017). Perbandingan retensi siswa SMP pada pembelajaran IPA terpadu konsep cahaya antara model pembelajaran berbasis masalah dan metode pembelajaran inkuiri. Jurnal Penelitian Pendidikan, 17(1), 60–68. https://doi.org/10.17509/jpp.v17i1.6637.
Sudjana, N. (2009). Penialain hasil proses belajar mengajar. Bandung: Remaja Rosdakarya.
Suhasto, F. P., Nasikhah, I. D., Zulaiha, M. A., & Rosfalia, N. A. (2025). Analisis strategi dalam meningkatkan retensi memori pada anak melalui kegiatan membaca buku. Jurnal Riset Golden Age PAUD UHO, 8(1), 468–473. https://rgap.uho.ac.id/index.php/journal/article/view/539.
Sujarweni, V. W. (2014). Metode penelitian: Lengkap, praktis, dan mudah dipahami. Yogyakarta: Pustaka Baru Press.
Sutama, Hidayati, Y. M., & Novitasari, M. (2022). Metode penelitian pendidikan matematika (mathematics education research methods). Surakarta: Muhammadiyah University Press.
Taber, K. S. (2018). The use of cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-016-9602-2.
Umainingsih, M. B., Alexon, & Kurniah, N. (2017). Penerapan model pembelajaran memori untuk meningkatkan daya ingat dan prestasi belajar matematika (studi pada siswa kelas III SD Gugus II Kecamatan Ipuh). DIADIK: Jurnal Ilmiah Teknologi Pendidikan, 7(2), 87–97. https://doi.org/10.33369/diadik.v7i2.3687.
Vallori, A. B. (2014). Meaningful learning in practice. Journal of Education and Human Development, 3(4), 199–209. https://doi.org/10.15640/jehd.v3n4a18.
Worang, M. O., Rantung, V. P., & Parinsi, M. T. (2021). Media pembelajaran berbasis multimedia untuk mata kuliah multimedia. Edutik : Jurnal Pendidikan Teknologi Informasi Dan Komunikasi, 1(5), 581–590. https://doi.org/10.53682/edutik.v1i5.2919.
Yan, V. X., Bjork, E. L., & Bjork, R. A. (2016). On the difficulty of mending metacognitive illusions: A priori theories, fluency effects, and misattributions of the interleaving benefit. Journal of Experimental Psychology: General, 145(7), 918–933. https://doi.org/10.1037/xge0000177.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Yoga Tegar Santosa, Dini Wardani Maulida, Budi Murtiyasa
This work is licensed under a Creative Commons Attribution 4.0 International License.
.gif)
