Development of Interactive Learning Multimedia Using the Drill & Practice Model on Scientific Literacy of Junior High School Student

Abstract

Abstract The purpose of this study was to develop interactive learning multimedia using the drill & practice model on the scientific literacy of junior high school students which had validity, practicality, and potential impact. This study used Frey and Sutton’s development research model which combined formative evaluation from Tessmer. This study was tested on junior high school students. Data were obtained from interviews, documentation, walkthrough, questionnaires, and tests. Based on the expert reviews, this interactive learning multimedia was declared very valid with an average score of 0.99 (the maximum score is 1). In the one-to-one evaluation, it was declared very practical with an average score of 0.83 (the maximum score is 1). In the small group evaluation, it was declared very practical with an average score of 3.34 (the maximum score is 4). In the field test, the average classical test result was 62.18 with a good category. From the research data, it can be concluded that interactive learning multimedia using the drill & practice model on the scientific literacy of junior high school students was feasible to use in learning. The research results imply that students can understand science with the help of interactive multimedia learning which can have an impact on students’ scientific literacy.