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(4)
Learning Outcome
Multimedia Learning
Statistical Analysis
Control Group
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PrinsipPrinsip Kognitif Pembelajaran Multimedia: Peran Modality dan Contiguity Terhadap Peningkatan Hasil Belajar
PrinsipPrinsip Kognitif Pembelajaran Multimedia: Peran Modality dan Contiguity Terhadap Peningkatan Hasil Belajar,Fatimah Saguni,Tinggi Agama,Islam N
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PrinsipPrinsip Kognitif Pembelajaran Multimedia: Peran Modality dan Contiguity Terhadap Peningkatan Hasil Belajar
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Fatimah Saguni
,
Tinggi Agama
,
Islam Negeri
This experiment was to observe the cognitive principles of multimedia learning, namely the role of modality and contiguity in raising learning outcome. The intended
learning outcome
was retention test, transfer test and matching test. The implementation of experiment consisted of four groups; group N (Narration), group IT (Integrated Text), group ST (Separated Text) and control group. The subjects of experiment were 120 students male student and female student of 1921 years old, semester II and IV, academic year 19992001 of Department of Kurikulum and Teknologi Pendidikan, Department of Administrasi Pendidikan, Department of Pendidikan Luar Sekolah, Faculty of Ilmu Pendidikan, UNY, Yogyakarta. Analysis of variant 1 Mixed 1 Factor (Anava AB) was used to analyze data. Ttest among A classifications which were obtained for retention of ttest score; 2.148; 4.245; 6.510 for each, score of p= 0.032; 0.000; 0,000 for each, transfer of ttest  2.545; 4.895; 7.290 for each, with p=0.0012; 0.000; 0.000 for each, for matching, the scores of ttest2.554; 4.812; 6.787 for each, with p= 0.012; 0.000; 0.000 for each. The hypothesis was significantly accepted. This meant that the students to whom the principles of learning by using modality and spatial contiguity were provided had greater retention learning outcome, transfer and matching compared with students to whom the principles of learning using modality and spatial contiguity were not provided. While statistic analysis of t test among classifications was obtained 2.265; p 0,024 of ttest retention, 2.398; p= 0,017 of ttest transfer, 1.975; p=0.048 of ttest matching, the hypothesis was signifi cantly accepted. This meant that students of group N (Narration) had greater
learning outcome
of retention, transfer and matching compared with students of group IT (integrated Text). Rather, statistic analysis using ttest among classifications gave results; 2.097; 9 0.036 of ttest retention, 2.348; p= 0.019 of ttest transfer, and 2.258; p= 0.024 of ttest matching, so that hypothesis was significantly accepted. This meant that students of group IT (Integrated Text) had greater
learning outcome
of retention, transfer and matching compared with students of group ST.
Published in 2006.
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