The Implementation of Inquiry Learning Model on
Interactive Multimedia Based Animation to Increase
Learning Outcomes of Basic Network Students CNE
Class X
Indri Apriyani Novi Sofia Fitriasari
Computer Science Education Computer Science Education
FPMIPA UPI FPMIPA UPI
novisofia@upi.edu
indri.apriyani95@students.upi.edu
Abstract— The problem that is often occured during basic
networking learning is the lack of supporting media to make the
learning process more interesting and spur the students'
enthusiasm. Especially in learning the material of Computer
Network Concept, just to imagine at a glance is not enough, but
they need to explore the concepts independently and more
actively. The material has characteristics that can not only be
imagined but must be simulated or animated. In order to study the
material, it needs a media that can clarify the characteristics of the
material as well as the appropriate learning approach that is
inquiry learning model. Therefore, this study aims to: 1) develop
multimedia-based animation with inquiry learning model to
improve students' cognitive learning outcomes; 2) measure the
improvement of student learning outcomes after the
implementation of multimedia; 3) analyze student response to
multimedia learning. The Method of Comprehensive Lifecycle
(MCL) is used in this study which consists of the analysis phase,
the design phase, the development phase, the implementation
phase, and the assessment phase. The Multimedia was tested at
SMK Medika Com Bandung. The results obtained are as follows:
1) the multimedia learning successfully developed and declared
feasible by media experts and material experts respectively 92%
and 97%; 2) the implementation of multimedia learning can
improve students' cognitive learning outcomes with a gain index
of 0.56 which is included in the "moderate" category; 3) the result
of student's response analysis to the learning multimedia obtain a
"good" result with the average of 77%.
Keyword— Interactive Multimedia, Animation, Inquiry Model,
Cognitive Learning Outcomes
I. INTRODUCTION
Computer learning in vocational high schools majoring in
Computer Network Engineering (CNE) aims to give students
the chance to have computer skills such as computer
assembling skills, designing and building networks, diagnosing
and repairing computers, creating computer programs, etc,
which is has a relation to technology life. In addition, the output
of students after graduate should be directed to be able to open
a business independently or work professionally with the skills
learned from school.
Dedi Rohendi
Mechanical Engineering Education
FPTK UPI
dedir@upi.edu
The result of field study to teacher and some students in
some SMK majoring in CNE in Bandung, showed that the
students still have difficulty to comprehend one of subjects is
basic network especially computer network concept.
Despitefully, the lack of supporting media makes learning less
attractive and less spurred by students' enthusiasm and even
learning is still dominated by teachers so students can not
explore the material directly.
Therefore, an innovative method is needed that can help
students to explore more about the concepts that must be
understood in the material. One of the supportive learning
methods for students to explore is to use interactive
multimedia based animation.
Interactive multimedia is a tool consisting of a collection
of media that can be operated by the user so that the user can
choose what is desired for the next process, where the tool is
used in the learning process and allows the feedback of
students given to this tool. By using interactive multimedia
learning materials, students can be motivated to learn, because
they can listen to audio, watch the video or view the text,
animation and graphics simultaneously [1]. Reference [2]
concludes that the presence of MLRS received a positive
acceptance from users. Reference [3] concludes that By
having MESE, learning process will be more interesting and
pleasant so that students with cognitive disabilities will easily
understand the material. Despitefully, animations increase
students’ awareness to learning, improve their powers of
perception, and positively influence their learning skills [4].
Then, animation have been suggested by the researcher as
innovative teaching methods [5]. Reference [6], concludes
that Animation can be utilized in the learning environment as
an effective tool to educate.
In addition to media, learning models must be considered
in learning. This is to help the learning process to be more
leverage and interesting. By looking at the needs in the
computer network concept materials, the most suitable
learning approach is student center learning model like inquiry
learning model. Inquiry learning model might raise students’
motivation due to the fact that they give students freedom in
making their choice, provide them with opportunities to carry
out self regulation and to take part in projects they are
interested in [7]. In the study of inquiry they were engaged,
self-directed and took responsibility and accountability for
their own work [8]. Reference [9] conclude that students who
were instructed through inquiry-based learning were achieved
higher score than the ones which were instructed through the
traditional method.
II. RESEARCH METHODOLOGY
Selection of research methods based on actual
problems, the object studied, the variables studied, and the
purpose of the research. The actual problems in this
research are going on as they are. Problem in this research
require measurement to know the influence of a variable.
Referring to the actual problems in this research, the process
used in this research is quantitative descriptive method.
Multimedia development method used in this research
is life cycle method which is divided into five stages [10]
that is (1) analysis, (2) design, (3) development, (4)
implementation and (5) assesment involving user,
environmental, learning, curriculum, prototype, system
usage and improvement aspects.
Information :
1. In the analysis stage, the analysis of teaching and
learning objectives, learners, competency standards and
basic competencies, facilities and infrastructure,
educators and the environment..
2. At the design stage, the design of the elements required
in multimedia development. The design phase includes
the flowchart and storyboard needed in the development
of instructional media.
3. At the development stage, flowchart and storyboard that
have been made at the design stage, then developed into
multimedia, and validation of multimedia before
multimedia is implemented in the implementation
phase.
4. At the implementation stage there are testing units that
have been developed in the teaching and learning
process and also the prototypes that have been prepared.
Testing is done directly by the target users of this
research.
5. Assessment stage is the final step, done to know for sure
the advantages and weaknesses of software developed
so that it can make software (refinement) and refinement
developed for the development of software more
perfect.
The population in this study were students of SMK in
Bandung, while the sample in this study were 32 students
who are in class X CNE B.
Data collection of research conducted by using research
instruments, questionnaires and tests that have been tested its
quality by testing the validity, reliability, distinguishing
diferentiator and difficulty level.
III. RESEARCH RESULT
The first stage of this research is the analysis, which is to
determine the needs of software development, both for
students, teachers and the environment by conducting
interviews and questionnaires to students and teachers. Thus,
the results obtained that the difficult subjects are considered
by the students is the subjects of Basic Network on the
computer network concept material.
After that, look for the right model of learning and
multimedia. The learning model chosen is Inquiry and media
that will be developed is interactive multimedia based on
animation because looking from the characteristics of
vocational students who are happy to find out something
new, still happy to play and tend to be lazy to learn. In
addition, seen from the aspect of the characteristics of the
basic network material itself can be said that to study the
material students are not enough just to imagine at a glance,
but need to explore the concepts independently and more
actively. The material has properties that can not be
imagined but must be simulated or animated.
Furthermore, made Flowchart and Storyboard. Flowchart
created depicts the flow of multimedia in this study. Starting
from login, stages of inquiry and up to evaluation.
Storyboard made then given the descriptions in accordance
with their respective functions, the description is intended to
give the picture given the storyboard more clearly and
realistically when applied in multimedia.
The pre and post test are made after the treatment and the
question is validated by experts and educational materials
experts. The results of the validation test are summarized in the
following points:
1. From the validity test, there are 2 questions that have a
very poor level of validity, 3 questions have a poor level
of validity, 22 questions have a high level of validity, and
17 questions have a high level of validity.
2. The results obtained from reliability is 0.97. This shows
that the item is reliable, because the coefficient value
belongs to very high category.
3. The results obtained from the level of difficulty test that
there are 14 easy questions, 19 problems adequate and 9
difficult questions.
4. The results obtained from the differentiator test, there are
13 questions that have a very good distinguishing
strength, 28 questions have a good distinguishing
strength, and 2 problems that have a adequate
distinguishing strength.
The next stage is the interactive multimedia
development stage. Display multimedia interface as in the
figure below:
 Figure 1. Login page
Figure 2. Orientation page
Figure 3. Formulates the problem page
Figure 4. Formulating the hypothesis page
Figure 5. Collects data page
Figure 6. Test hypothesis page
Figure 7. Formulates the conclusions page
The media that has been made is validated by media
experts and material experts. At this phase, researchers
used questionnaires to obtained validation from media
experts and material experts. Overall, multimedia used in
this research is very good, this is evidenced by the
percentage of feasibility obtained from media experts by
92% and material experts by 97%. After getting these
results then the multimedia can be used in the test phase.
After that, the research was done to students of SMK
Medikacom in Bandung. This research was conducted to
29 students of class X CNE B. Before doing the treatment,
the researcher did pretest of 25 multiple choice questions
for the initial measurement of students' cognitive ability
on the material. After the pretest it is known the initial
ability of each student.
The next phase, researchers do the treatment by
using Inquiry model which is implemented into
interactive multimedia. The last phase is to do the posttest.
From the posttest score results indicate an increase in
students, from the results of initial measurement or pretest
also non-remedial value. If it is related to the treatment
process by using Inquiry model which is implemented in
interactive multimedia, the students take an active role in
the learning process.
To see the results of cognitive improvement,
researchers refer it from the measurement results that have
been obtained that is pretest and posttest. The result of
pretest got average value equal to 40,55, and the result of
posttest got average value equal to 76,14. From these data,
obtained the gain value of the average pretest value and
the average posttest value of 0.56 that into the category
of adequate. This proves an increase in student learning
outcomes, but due to some constraints occurring at the
research causing the gain index results not included in the
high category. Some of these obstacles are some
computers that suddenly turn off during the learning
process so that students lose the enthusiasm of learning by
using multimedia learning.
In addition to these constraints there are also
other factors that can affect the learning outcomes of
student conditions such as fatigue. The treatment was
conducted at the last lesson hours. This can cause students
to feel exhausted and take a less attention in doing
posttest. Indirectly this will also impacted in the posttest
result.
From this research also get result of student response
to multimedia used in process of
learning with model of Inquiry which implemented in
interactive multimedia.
The average of all student responses scored 79%
which can be categorized as good. This showed that the
interactive multimedia used to obtain a positive response
from students. This interactive multimedia also can
support the learning so that students can be more familiar
with the material being taught and learning process can
feels more interactive.
The improvement of cognitive and student response
is in adequate category. From the results and explanations
that have been described, it can be concluded that the
applied model can make students more active and focus
on the finding knowledge or understanding to satisfy their
curiosity, so it is expected to improve the quality of the
process of understanding the material gained in the
learning process. This interactive multimedia also makes
the process of learning is not monotonous because it is
controlled by the students respectively the material,
drilling and evaluation. Thus it can be concluded that the
Inquiry model implemented in interactive multimedia can
improve students' cognitive abilities on the basic network
subjects and computer network concept and multimedia
itself get a positive response from all groups of students.
The advantages, disadvantages, constraints, and
multimedia recommendations are as follows:
1. Advantages
 Explanation of material in the form of moving
visual elements/the animation is suitable to be
used can be understood by students
 Multimedia learning can be used easily
 Visual design of multimedia learning does not
damage the aesthetics, appropriate for the
learning process
 Multimedia learning can increase knowledge and
understanding of computer network concept
materials
 Inquiry method in multimedia learning is made
in the form of animation. So the whole phase of
inquiry method is made more fun.
2. Disadvantages
 Multimedia is easily jammed
 There is an error like the emegence of the next
button not in time
 Music background in the multimedia is still
monotonous
 Navigation description is hard to read, so
student are confused about what to do next
 In evaluation the question can not be reviewed
and no discussion so students can not check
their answers.
3. Constraints
There are some computers that suddenly turn off
in the middle of learning so that students lose
enthusiasm to learn to use multimedia learning and
it makes multimedia learning error when run again.
IV. CONCLUSION
Based on the results of research there is an increase in
posttest result of students after using animation-based
interactive multimedia compared to pretest result. It is
shown on average value Average posttest of 76.14 while the
average value of pretest of 40.55. From the above data
obtained the gain value of the average pretest value and the
average posttest value of 0.56 are included in the category
of adequate and based on the questionnaire results,
indicating that in general the students responded positively
and interest to the learning process using multimedia
assisted Inquiry model obtained an average of 77%.
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