Interactive Learning Multimedia: A Shortcut for Boosting Gen-Z’s Digital literacy in Science Classroom

Authors

Siti Zahra Mulianti Natsir , Bibin Rubini , Didit Ardianto , Nurhaedah Madjid

DOI:

10.29303/jppipa.v8i5.1897

Published:

2022-11-30

Issue:

Vol. 8 No. 5 (2022): November

Keywords:

Digital Literacy, Interactive Learning Multimedia, Gen – Z

Research Articles

Downloads

How to Cite

Natsir, S. Z. M., Rubini, B. ., Ardianto, D. ., & Madjid, N. . (2022). Interactive Learning Multimedia: A Shortcut for Boosting Gen-Z’s Digital literacy in Science Classroom. Jurnal Penelitian Pendidikan IPA, 8(5), 2168–2175. https://doi.org/10.29303/jppipa.v8i5.1897

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aims to develop interactive multimedia learning to sharpen Gen- Z’s digital literacy on the material of substance pressure. The method used is research and development with research instruments including multimedia validation sheets, digital literacy questionnaires, teachers’ response questionnaires, and Gen- Z response questionnaires. The research began with need analysis, then continued with the multimedia design stage. The multimedia design stage produces the first draft of multimedia and research instruments. The first draft of the multimedia was validated at the development stage. The development stage included the validation of multimedia and research instruments, as well as a limited field test.  A valid Multimedia was subsequently implemented into science learning. The evaluation stage was carried out by administering a questionnaire on digital literacy questionnaires and teachers’ and students’ response questionnaires. The results showed that learning multimedia was declared feasible based on a content validity value of 100%, and Gen - Z’s digital literacy index obtained a score of 3.30 or was in the medium category. It can be concluded that interactive learning multimedia can be an alternative way in enhancing Gen-Z's digital on-substance pressure materials. This study shows that science learning can contribute to accelerating digital transformation by enhancing youths’ capacity in digital literacy

References

Abaniel, A. (2021). Enhanced Conceptual Understanding, 21st Century Skills And Learning Attitudes Through An Open Inquiry Learning Model In Physics. Journal of Technology and Science Education, 11(1), 30–43. https://doi.org/10.3926/jotse.1004

Aqmal Nurcahyo, M., Guru Sekolah Dasar, P., Keguruan dan Ilmu Pendidikan, F., Nahdlatul Ulama Kalimantan Barat, U., Kubu Raya, K., & Barat, K. (2020). Penggunaan Multimedia Interaktif untuk Meningkatkan Literasi Digital Siswa SMP Pada Mata Pelajaran IPA. Jurnal Pendidikan Informatika Dan Sains, 9(2), 132–138. https://doi.org/10.31571/saintek.v9i2.2077

Buitrago-Flórez, F., Danies, G., Restrepo, S., & Hernández, C. (2021). Fostering 21st century competences through computational thinking and active learning: A mixed method study. In International Journal of Instruction (Vol. 14, Issue 3, pp. 737–754). Gate Association for Teaching and Education. https://doi.org/10.29333/iji.2021.14343a

Coleman, L. O., Gibson, P., Cotten, S. R., Howell-Moroney, M., & Stringer, K. (2016). Integrating Computing Across the Curriculum. Journal of Educational Computing Research, 54(2), 275–294. https://doi.org/10.1177/0735633115616645

Databoks Katadata. (2022, June 29). Survey: Gen Z Become The Most Internet Addicts.

Ding, X., & Liu, J. (2012). Advantages and Disadvantages of PowerPoint in Lectures to Science Students. International Journal of Education and Management Engineering, 2(9), 61–65. https://doi.org/10.5815/ijeme.2012.09.10

Dishon, G., & Gilead, T. (2021). Adaptability and Its Discontents: 21st-Century Skills and The Preparation For an Unpredictable Future. British Journal of Educational Studies, 69(4), 393–413. https://doi.org/10.1080/00071005.2020.1829545

Emara, M., Hutchins, N., Grover, S., Snyder, C., & Biswas, G. (2021). Examining Student Regulation of Collaborative, Computational, Problem-Solving Processes in Open-Ended Learning Environments. Journal of Learning Analytics, 8(1), 49–74. https://doi.org/10.18608/jla.2021.7230

Fauziyah, R., Hardini, T. I., Sunendar, D., Yulianeta, Y., Kurniawan, K., & Halimah, H. (2022). Bahasa Sebagai Pemersatu Bangsa: Eksistensi Literasi Digital dalam Penangkal Hoaks Language As a Unifying Nation: The Existence of Digital Literacy in Countering Hoaxes. Jurnal Penelitian Pendidikan, 22(1), 98–107. https://doi.org/10.17509/jpp.v22i1.45505

Gregory, R. J. (2015). Psycological Testing: History, Principles and Aplications. Allyn and Bacon.

Guan, N., Song, J., & Li, D. (2018). On the Advantages of Computer Multimedia-aided English Teaching. Procedia Computer Science, 131, 727–732. https://doi.org/10.1016/j.procs.2018.04.317

Julien, H. (2019). Digital Literacy in Theory and Practice (pp. 22–32). https://doi.org/10.4018/978-1-5225-7659-4.ch003

Kapi, A. Y., Ratna Zuarni Ramli, Osman Norlis, & Jamaliah Mohd Taib. (2017). Multimedia Education Tools for Effective Teaching and Learning. Journal of Telecommunication, Electronic and Computer Engineering, 9(8). Retrieved from https://jtec.utem.edu.my/jtec/article/view/2645

Kementerian Komunikasi dan Informatika RI, K. (2022). Status Literasi Digital di Indonesia 2021.

Khoiriah, Jalmo, T., & Abdurrahman. (2016). The effect of multimedia-based teaching materials in science toward students’ cognitive improvement. Jurnal Pendidikan IPA Indonesia, 5(1), 75–82. https://doi.org/10.15294/jpii.v5i1.5793

Komang, I., Budi Wijaya, W., Ni, & Supadmini, K. (2020). Pengembangan Literasi Digital pada Pembelajaran IPA di Era New Normal. Retrieved from https://conference.ulm.ac.id/index.php/sndikdas/PS2DMP/paper/download/107/2

Mahadi, S. R. S. (2019). Cyber Addiction and the Impact towards Gen Zers Attitude in Learning. International Journal of Academic Research in Business and Social Sciences, 8(12). https://doi.org/10.6007/ijarbss/v8-i12/5433

Ministry of CIT Indonesia. (2022, September 30). Data Jumlah Hoaks Covid-19 per 30 September 2022.

Naci Çoklar, A., & Tatli, A. (2021). Examining the Digital Nativity Levels of Digital Generations: From Generation X to Generation Z. Shanlax International Journal of Education, 9(4), 433–434. https://doi.org/10.34293/education.v9i4.4224

Novanana, S. (2022). Empowering Digital Literacy for Underprivileged Youth in Jakarta. Asian Journal of Community Services (AJCS), 1(2), 59–70. https://doi.org/10.55927

Novitra, F., Festiyed, F., Yohandri, Y., & Asrizal, A. (2021). Development of Online-based Inquiry Learning Model to Improve 21st-Century Skills of Physics Students in Senior High School. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2004. https://doi.org/10.29333/ejmste/11152

Pratama, B. H., Eka Ratna, D., Ismanto, E., & Muhammadiyah Riau, U. (2019). Pengembangan Media Pembelajaran Dengan Adobe Flash Pokok Bahasan Komunikasi Dalam Jaringan Untuk Kelas X SMK. 3(1), 29–40. Retrieved from https://urlis.net/pfot8cn

Purnama, S., Ulfah, M., Machali, I., Wibowo, A., & Narmaditya, B. S. (2021). Does digital literacy influence students’ online risk? Evidence from Covid-19. Heliyon, 7(6), e07406. https://doi.org/10.1016/j.heliyon.2021.e07406

Riswanto, D., & Marsinun, R. (2020). Perilaku Cyberbullying Remaja di Media Sosial. Analitika, 12(2), 98–111. https://doi.org/10.31289/analitika.v12i2.3704

Semilarski, H., Soobard, R., & Rannikmäe, M. (2021). Promoting students’ perceived self-efficacy towards 21st century skills through everyday life-related scenarios. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100570

Situmorang, D. D. B., Mulawarman, M., & Wibowo, M. E. (2018). Effect of assertive training on cyber bullying behavior for students. Konselor, 7(2), 40. https://doi.org/10.24036/020187210294-0-00

Stark, L., Brünken, R., & Park, B. (2018). Emotional text design in multimedia learning: A mixed-methods study using eye tracking. Computers & Education, 120, 185–196. https://doi.org/10.1016/j.compedu.2018.02.003

Stjepić, A.-M., Vukšić, M., & Suša Vugec, D. (2019). Digital literacy of generation z students and their attitudes and beliefs towards ICT knowledge and skills. International Journal Vallis Aurea, 5(1), 17–29. https://doi.org/10.2507/IJVA.5.1.2.56

UNESCO. (2018). A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2. http://uis.unesco.org/sites/default/files/documents/ip51-global-framework-reference-digital-literacy-skills-2018-en.pdf

Author Biographies

Siti Zahra Mulianti Natsir, Universitas Pakuan

Bibin Rubini, Universitas Pakuan

Didit Ardianto, Universitas Pakuan

Nurhaedah Madjid, SMPN. 22 Makassar

License

Copyright (c) 2022 Siti Zahra Mulianti Natsir

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).