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Journal of Education Technology
Volume 5, Number 3, 2021 pp. 491-500
P-ISSN: 2549-4856 E-ISSN : 2549-8290
Open Access: https://ejournal.undiksha.ac.id/index.php/JET
* Corresponding Author: Rini Amelia: riniamelia20@guru.sma.belajar.id 491
Improving Student Learning Outcomes Through Physics
Learning Media Using Macromedia Flash
Rini Amelia1*, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5
1 Guru SMA N 2 Painan, Kab. Pesisisr Selatan, Sumatera Barat, Indonesia
2,3,4,5 Program Studi Magister Pendidikan Fisika, FMIPA Universitas Negeri Padang, Padang, Indonesia
e-mail: riniamelia20@guru.sma.belajar.id
A B S T R A K
Dalam proses pembelajaran fisika, guru masih belum mampu mengembangkan
media pembelajaran berbasis ICT menggunakan software macromedia flash yang
efektif dan efisien. Perlu dilakukan analisis artikel dari hasil-hasil penelitian
terdahulu untuk memahami media yang tepat untuk pembelajaran fisika. Penelitian
ini dilakukan dengan tujuan untuk mengetahui jenis penelitian apa saja yang telah
dilakukan dalam pengembangan media pembelajaran fisika mengunakan sofware
macromedia flash dan untuk menganalisis effect size pengaruh media pembelajaran
fisika mengunakan software macromedia flash ditinjau dari hasil belajar peserta
didik berdasarkan tingkatan pendidikan, jenis media yang dikembangkan dan materi
pembelajaran. Jenis penelitian yang digunakan adalah penelitian meta-analisis.
Subjek penelitian ini yaitu 21 artikel tentang pengembangan media pembelajaran
fisika mengunakan software macromedia flash ditinjau dari hasil belajar peserta
didik yang telah diujicobakan di kelas terbitan tahun 2011-2020. Analisis data yang
digunakan dalam penelitian ini adalah analisis kuantitatif dengan menghitung effect
size menggunakan parameter statistik. Hasil penelitian yaitu efektivitas terbaik
media pembelajaran fisika mengunakan software macromedia flash ditinjau dari
hasil belajar peserta didik berdasarkan tingkatan pendidikan adalah pada
Perguruan Tinggi. Efektivitas terbaik media ditinjau dari hasil belajar peserta didik
berdasarkan jenis media yang dikembangkan adalah multimedia. Efektivitas terbaik
media pembelajaran fisika ditinjau dari hasil belajar peserta didik berdasarkan
materi pembelajaran adalah pada materi gerak. Dapat disimpulkan bahwa media
pembelajaran yang menggunakan software macromedia flash merupakan media
yang dapat membanti siswa dalam belajar.
A B S T R A C T
In the process of learning physics, teachers can still not develop ICT-based learning media using Macromedia flash software
that is effective and efficient. It is necessary to analyze articles from the results of previous studies to understand the right
media for learning physics. This research was conducted to know what types of research have been carried out in the
development of physics learning media using Macromedia flash software and to analyze the effect size of the influence of
physics learning media using Macromedia flash software in terms of student learning outcomes based on education level,
type of media developed and learning materials. The type of research used is a meta-analysis study. The subjects of this
research are 21 articles on the development of physics learning media using Macromedia flash software in terms of student
learning outcomes that have been tested in class published in 2011-2020. The data used in this study is a quantitative analysis
by calculating the effect size using statistical parameters. The result of the research is that the best effectiveness of physics
learning media using Macromedia flash software in terms of student learning outcomes based on education level is in Higher
Education. The best effectiveness of the media in terms of student learning outcomes based on the type of media developed is
multimedia. The best effectiveness of physics learning media in student learning outcomes based on learning materials is on
motion material. It can be concluded that Multimedia that uses Macromedia flash software is a medium that can help students
in learning.
This is an open access article under the CC BY-SA license.
Copyright © 2021 by Author. Published by Universitas Pendidikan Ganesha.
1. INTRODUCTION
The era of the industrial revolution 4.0 is synonymous with the rapid development of information and
communication technology (ICT) (Chin & Wang, 2021; Lange et al., 2020; Rajagukguk & Simanjuntak, 2015).
The development of ICT provides many conveniences and becomes a new way for humans to carry out activities
(Heemskerk et al., 2012; Nursamsu & Kusnafizal, 2017). For example, in sending money, just by pressing a few
A R T I C L E I N F O
Article history:
Received June 04, 2021
Revised June 08, 2021
Accepted August 02, 2021
Available online August 25, 2021
Kata Kunci:
Macromedia Flash, Multimedi,
Hasil Belajar Fisika
Keywords:
Macromedia flash, Learning
Media, Physics Learning
Outcomes
DOI:
https://dx.doi.org/
10.23887/jet.v5i3.36203
Rini Amelia1, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5 (2021). Journal of Education Technology. Vol. 5(3) PP. 491-500
p-ISSN : 2549-4856, e-ISSN : 2549-8290 492
digits of the value of the money to be sent and a few digits of the destination account number, the money moves
from one account to another. Advances in ICT have now provided a lot of convenience and comfort for human
life, especially in education (Anwariningsih & Ernawati, 2013; Lawrence & Tar, 2018). One of the roles of ICT
for education is the availability of facilities that can be used to carry out unidirectional or interactive learning.
The use of ICT in education is proliferating. Therefore it requires updates to keep up with these developments
(Arrosagaray et al., 2019; Baya’a et al., 2019). In updating following the development of ICT in the education
process, teachers play an essential role because teachers are the main actors in education. Teachers must have the
skills to utilize ICT in learning activities by developing interactive learning media (Arrosagaray et al., 2019;
Baya’a et al., 2019; Kim et al., 2020).
Preliminary studies have been carried out in this study by analyzing several articles related to the
development of physics learning media. Based on the initial study, it is found that the reality is different between
ideal conditions and conditions in the field. The first actual condition is that students' learning achievement in
physics subjects is still low compared to other subjects (Ariani, 2020; Gunawan et al., 2017; Saprudin et al.,
2020). The second actual condition in the physics learning process is that most students seem less interested, less
enthusiastic, and passive (Putri, I & Sibuca, A, 2014; Rozi & Kristari, 2020). The third actual condition is that
not many teachers use ICT media. Even the lecture method is still quite popular in the learning process (Astuti et
al., 2017; Damanik & Tanjung, 2013; Siti Hadizah et al., 2021). The identification results obtained that one of
the causes of the above problems is that the learning media used by teachers in the physics learning process is
not appropriate so that learning has not been able to generate student learning motivation optimally. Teachers
can still not develop effective and efficient learning media (Manurung & Panggabean, 2020; Surata et al., 2020).
Teachers have not optimally used ICT learning media, so many students are less interested and do not
understand what the teacher has conveyed. As a result, student learning outcomes have not been maximized.
Teachers still use limited interactive media in the learning process, resulting in low student learning outcomes
(Dasril & Usmeldi, 2020; Fauyan, 2019).
Based on the causes of the problems above, the solution offered is exciting and interactive learning
media in learning physics. Considering that physics is a relatively abstract concept, it is necessary to use ICT
media based on Macromedia flash software to facilitate students' absorption of physics material (Viajayani et al.,
2013). ICT media can overcome abstract physics learning problems by displaying images in animations and
videos (Suseno, 2015). ICT learning media can also make abstract concepts concrete with static visualization and
dynamic visualization (Syefrinando, 2016). ICT media is beneficial in facilitating the delivery of abstract
messages in the form of an attractive and interactive website. One of the subjects known for its abstract concepts
in physics. Physics laws and concepts are abstract, so they become obstacles for teachers in delivering material
to students (Astuti et al., 2017; Mufit et al., 2020). Not all physics concepts can be experimented with in the
laboratory because they are abstract (Viajayani et al., 2013). Therefore, teachers must develop and use
appropriate ICT media so that physics learning in the classroom becomes exciting and provides an accurate and
deep understanding.
Building an ICT learning media requires software to increase students' motivation and enthusiasm to
learn and understand the physical symptoms of abstract concepts (Changwong et al., 2018; Haryadi & Pujiastuti,
2020). Making learning media with software applications is expected to increase students' interest and
motivation to learn, further affecting student learning outcomes (Kurniawati et al, 2016). Engaging learning
media such as flash software can generate interest in learning to improve student learning outcomes (Sakti et al.,
2012; Salim et al., 2011). One of the software that can be used to develop ICT-based physics learning media is
Macromedia flash software. Macromedia flash software is one of the software that can create digital and
interactive learning media. Macromedia Flash is one of the application programs used to design animations
widely used today. One of the research results related to Macromedia flash software is applying physics learning
media using Macromedia Flash to create interactive multimedia that can improve student learning outcomes
(Fakhri & Bektiarso, 2018; Gómez et al., 2011).
Macromedia Flash is multimedia that can create videos, animations, images, and sounds quickly and
effectively (Fakhri & Bektiarso, 2018). Media development using Macromedia flash software in physics learning
makes abstract material concrete, making objects in applications more interactive to attract the attention and
interest of students in the learning process. The advantages of using Macromedia flash media include animation,
and the resulting images are very consistent and flexible. Image quality is maintained; program emergence time
is relatively fast; the resulting interactive program; easy to create animations; can be integrated with several
other programs; the final result can be stored in various forms, and can be used to make short films, and
presentations (Haeruddin, 2017).
Previous research stated that interactive multimedia is effectively used to facilitate students ' learning
(Knoop-van Campen et al., 2020; Prasetyo et al., 2020). Other studies also state that multimedia will increase
students' enthusiasm for learning (Indah Septiani et al., 2020; Khan & Masood, 2015). Other findings also state
that learning media in multimedia will improve student learning outcomes (Daniels & Gierl, 2017; Mayer,
Rini Amelia1, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5 (2021). Journal of Education Technology. Vol. 5(3) PP. 491-500
Improving Student Learning Outcomes Through Physics Learning Media Using Macromedia Flash 493
2012). Previous research studies discussing physics learning media using Macromedia flash software have been
widely tested in the classroom and published in ISSN national and sinta accredited journals. Therefore, it is
necessary to summarize, compare and analyze the results of these studies. So that they can understand the
suitable media in learning physics and better suggestions for future research, based on this, researchers are
interested in conducting research using the meta-analysis method with the title "Meta-analysis of physics
learning media usinMacromediaia flash software." The purpose of this study was to analyze physics learning
media using Macromedia flash software in terms of student learning outcomes based on the type of research
method used, level of education, type of media, and material used as content in the media under study.
2. METHOD
This study uses a meta-analysis method that examines several research results in similar problems
regarding physics learning media using Macromedia flash software in terms of student learning outcomes. Meta-
analysis is quantitative because it uses numerical calculations and statistics for practical purposes, namely to
compile and extract information from so much data that is not possible with other methods (Fajrin, 2018). The
data collection technique for this research is to collect research articles that discuss physics learning media using
Macromedia flash software for the last ten years that have been tested in class and published in national journals
with ISSN—summarizing research article data in the form of research variables, research objectives, type of
research, education level, material and statistical data that can be used. The research sample was taken using a
purposive sampling technique, a non-random technique to obtain data or information by the research theme. The
sample consists of 21 articles on physics learning media using Macromedia flash software published in 2011-
2020. Articles come from various sources such as national journals with ISSN, sinta accredited national journals,
national journals with ISBN, and IOP Publishing, International Conference of Technology and Education. The
articles used must have several criteria to be analyzed, namely having variables that can be used to calculate the
effect size. The variables are articles with the average post-test and pretest values, standard deviation, the
average of the experimental and control groups, the average post-test of the experimental and control groups, and
the average pretest, the standard deviation of the experimental and control groups. T test results, number of
experimental and control groups, and correlation values. The use of each variable based on the data contained in
the article is adjusted to the effect size formula. The distribution of 21 research subject articles can be seen in
Table 1.
Table 1. Distribution of Article Sample
No
Research
Types of Research
Types of Media
Materials
1
Damanik & Tanjung (2013)
Quasi Eksperimen
Animation media
Suhu dan Kalor
2
Salim et al., (2011)
Penelitian Tindakan
Kelas
Multimedia
Gaya
3
Ratna & Dewi (2017)
Quasi Eksperimen
Multimedia
Besaran dan satuan
4
Sakti et al., (2012)
Quasi Eksperimen
Multimedia
Fluida Statis
5
Siagian, Y & Siagian (2017)
Quasi Eksperimen
Animation media
Momentum dan impuls
6
(Marnita & Ernawati, 2017)
Quasi Eksperimen
Multimedia
Gerak
7
Turnip & Panggabean, J
(2017)
Quasi Eksperimen
Animation media
Momentum dan impuls
8
Tampubolon et al. (2020)
Quasi Eksperimen
Animation media
Fluida Statis
9
Anggereni &
Khairurradzikin (2016)
Quasi Eksperimen
Animation media
Hukum Newton
10
Ika, Y (2018)
Quasi Eksperimen
Animation media
Listrik Dinamis
11
Nopianti et al. (2019)
Quasi Eksperimen
Animation media
Cahaya
12
Sare, Y & Budhi (2018)
Quasi Eksperimen
Animation media
Gerak
13
Siregar et al. (2019)
Quasi Eksperimen
Animation media
Fluida Statis
14
Abbas, M, L (2019)
Quasi Eksperimen
Animation media
Tekanan
15
Fartina et al. (2019)
Research and
Develompent
Animation media
Gerak Lurus
16
Fakhri & Bektiarso (2018)
True Eksperimen
Animation media
Momentum Impuls dan
Tumbukan
17
(Saputra & Sari, 2018)
Pre-eksperimental
design
Animation media
Tekanan
18
Elfina, Maria, & Flash
Pre-eksperimental
Learning Media
Tekanan Zat Cair
Rini Amelia1, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5 (2021). Journal of Education Technology. Vol. 5(3) PP. 491-500
p-ISSN : 2549-4856, e-ISSN : 2549-8290 494
No
Research
Types of Research
Types of Media
Materials
(2017)
design
19
Sastria et al. (2013)
Pre-eksperimental
design
Learning Media
Pengukuran
20
Thahir et al. (2019)
Quasi Eksperimen
Animation media
Suhu dan Panas
21
Usmeldi (2012)
Quasi Eksperimen
Learning Media
Medan Magnet
The steps of data analysis are; (1) identify the type of research and the research variables that have been
found, are included in the appropriate variable column, (2) identify the mean and standard deviation of the
experimental group data/before treatment and control group/after treatment for each subject/sub-study that trials
have been carried out, (3) identify t-tests for each subject/sub research that have been tested, (4) calculate effect
size (ES) using statistical parameters, (5) analyze effect size (ES) from the results of collecting research articles,
and (6) conclude the results of data analysis. After the effect size is calculated based on the appropriate formula,
then the effect size is categorized by the effect size criteria according to Diancer in Table 2.
Table 2. Criteria for Effect Size (ES)
No
ES
Category
1
ES ≤ 0,15
Very low
2
0,15< ES ≤ 0,40
low
3
0,40< ES ≤ 0,75
Currently
4
0,75< ES ≤ 1,10
High
5
ES >1,10
Very high
(Olejnik & Algina, 2003)
3. RESULT AND DISCUSSION
The first result of this research is the type of research that has been done by previous researchers in
the development of physics learning media using Macromedia flash software. Based on data analysis, it was
found that 71% of articles on physics learning media used Macromedia flash software using a quasi-
experimental method. The research that has been entered as a journal article is quasi-experimental research
that tests the effectiveness of physics learning media using Macromedia flash software in terms of student
learning outcomes. In addition, 14% of the research is a pre-experimental design research that tests the
effectiveness of physics learning media. The rest are actual experiments, R & D as much as 5%, and PTK as
much as 5%.
Research on physics learning media using Macromedia flash software uses more quasi-experimental
methods because this method can analyze the effectiveness of physics learning media using Macromedia flash
software in terms of student learning outcomes (Gunawam et al., 2015). In addition, this method can assess the
effect of an action on behavior or test whether there is an effect of the action. The action in the experiment is
called treatment which means giving conditions that will be assessed for their effect pengaruhnya (Gunawam
et al., 2015; Umam & Yudi, 2016). This treatment is given in the form of learning media using Macromedia
flash software. This is in line with previous research, which determined how much influence the problem-
based learning model assisted by Macromedia flash had on student learning outcomes on the subject matter of
static fluids in the X-MIA class of MAN Binjai (Sulani et al., 2020). The research he conducted using a quasi-
experimental method showed that student learning outcomes were classified as very good, with an average of
81.87. The results of this study provide input to the next researcher to research physics learning media with a
quasi-experimental method with better testing. The results of these two studies are the effect size (ES) of
physics learning media using Macromedia flash software in terms of student learning outcomes based on the
level of education presented in table 3.
Table Three shows that research on physics learning media using Macromedia flash software in terms of
student learning outcomes is mainly carried out at the SMA/MA level, namely 57%, followed by research at the
SMP/MTs level as much as 24%, followed by research at the SMK level as much as 9.5%, and research at the
university level as much as 9.5%. The results of the analysis of the effect size of physics learning media using
Macromedia flash software in terms of physics learning outcomes based on education level found that the effect
size was very high in universities with an average value of 2.79. The effect size is high at the junior high school
level, with an average value of 0.89. The effect size is moderate at the SMA and SMK levels, with an average
value of 0.74 and 0.45, respectively. This shows that physics learning media using Macromedia flash software is
effective in improving student learning outcomes at the level of junior high school and equivalent, high school
equivalent, vocational school, and university.
Rini Amelia1, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5 (2021). Journal of Education Technology. Vol. 5(3) PP. 491-500
Improving Student Learning Outcomes Through Physics Learning Media Using Macromedia Flash 495
Table 3. Distribution of Education Levels
No.
Education Level
Frekuensi
Frequency Relative
Frequency(%)
ES
Category
1
SMP/MTs
5
24
0.89
high
2
3
SMA/MAN
SMK
12
2
57
9.5
0.74
0.45
Currently
Currently
4
PerguruanTinggi
(PT)
2
9.5
2.79
Very high
Physics learning media using Macromedia flash software in universities can improve students'
understanding of concepts. This is in line with previous research on physics learning using Macromedia flash-
MX animation media and images to improve students' understanding of concepts (Yuliani, 2017). The results of
his research show that there is an increase in understanding of concepts in quantum physics learning by using
Macromedia Flash - MX animation media. This is because physics learning media using Macromedia flash
software in universities can stimulate students' thoughts, feelings, interests, and attention in such a way that the
learning process can be more optimal and students can learn independently (Gunawan et al., 2015; Usmeldi,
2012). Physics learning media using Macromedia flash software can visualize abstract material into concrete so
that it can help students understand physics learning material in universities (Viajayani, et all, 2013; Yuliani,
2017). Based on the description above, the results of this study indicate that physics learning media using
Macromedia flash software at the higher education level (PT) is effectively used. Research on physics learning
media using Macromedia flash software at the education level of SMA, SMK, and SMP/MTs, needs to do a
more in-depth needs analysis so that the media used is genuinely compelling. The results of these three studies
are the effect size (ES) of physics learning media using Macromedia flash software in terms of student learning
outcomes based on the type of media developed, which is presented in table 4.
Table 4. Distribution of Media Types
No
Media Type
Frequency
Relative Frequency (%)
ES
Category
1
Animation Media
14
67
0,77
High
2
Multimedia
4
19
1,98
Very high
3
Learning Media
3
14
0,69
Currently
Based on table 4, the average effect size of the media types from the articles analyzed consists of the
medium, high, and very high categories. The type of learning media is in the medium category with an average
effect size of 0.69, the type of animation media is in the high category with an average effect size of 0.77, while
the type of multimedia media is in the very high category with an average effect size of 1.98. . This proves that
physics learning media using Macromedia flash software in terms of physics learning outcomes has a significant
effect. This is because physics learning media using Macromedia flash software can increase student activity
during learning. As was done by researchers in their research to determine how much influence the discovery
learning model assisted by Macromedia flash animation media on the activities of students on pressure material
at SMP N 1 Suhaid, obtained an effect size of 1.19 in the very high category. His research shows that the
activities of students during learning are classified as very good with a percentage of 95% - 100% (Saputra,
2018). This is because using Macromedia flash animation media can improve the quality of learning, both
students' learning motivation, student learning outcomes, or teaching activities in the classroom (Margareta &
Wahyuno, 2014; Handhika J, 2012; Siagian, Y, & Siagian, H, 2017). It can also increase the curiosity of students
and stimulate students to react physically and emotionally.
The type of multimedia using Macromedia flash software has a very high influence on student learning
outcomes, with an average effect size of 1.98. This is because using multimedia using Macromedia flash
software can remediate students' misconceptions. Previous research also used spreadsheet-assisted Macromedia
flash, one of the computer-assisted instruction learning media, to perform simulations in learning. This study
obtained an effect size of 1.2 in the very high category (Elfina, Maria, & Hamdani, 2017). Using Macromedia
flash in Elfina's research can help students see abstract concepts that look like actual processes. Students can
manipulate data, collect, analyze data, and draw conclusions through the simulation because Macromedia flash
can visualize abstract concepts. The advantage of Macromedia Flash is that it can create animations,
presentations, and simulations from one form to another, which is then moved by following a predetermined path
(Fitria et al., 2016; Siagian & Simatupang, 2017). Simulation results that are contrary to students' initial ideas, if
carried out repeatedly, will eventually result in a change in the concept of students (Paul, 2013). The results of
Rini Amelia1, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5 (2021). Journal of Education Technology. Vol. 5(3) PP. 491-500
p-ISSN : 2549-4856, e-ISSN : 2549-8290 496
these four studies are the effect size (ES) of physics learning media using macromedia flash software in terms of
student learning outcomes based on the learning materials presented in table 5.
Table 5. Material Distribution
No
Material
Frequency
Relative Frequency (%)
ES
Category
1
Suhu dan kalor
2
9.52
0,74
Currently
2
Gaya
1
4.76
0,35
Low
3
Besaran dan satuan
1
4.76
0,99
high
4
Momentum dan
impuls
3
14.3
0,51
Currently
5
Fluida statis
3
14.3
0,90
high
6
Hukum newton
1
4.76
1,3
Sangat Tinggi
7
Listrik dinamis
1
4.76
0,50
Currently
8
Gerak
2
9.52
3,82
Sangat Tinggi
9
Gerak lurus
1
4.76
0,13
Very Low
10
Tekanan
2
9.52
0,90
high
11
Tekanan zat cair
1
4.76
1,20
Very high
12
Pengukuran
1
4.76
0,74
Currently
13
Cahaya
1
4.76
0.20
Low
14
Medan Magnet
1
4.76
0.13
Very Low
The analyzed media types were 14 topics of learning material, as shown in Table 7 above. Based on
the data obtained, the average effect size value is in the very low to very high category. The physics materials
that fall into the very low category are straight motion and magnetic fields; low category, style, and light
material. Furthermore, that are included in the medium category are temperature and heat, momentum and
impulse, dynamic electricity, and measurement. Then the materials whose effect size is in the high category
are quantities and units, static fluid, and pressure. Effect size in the very high category is Newton's law of
motion and the pressure of liquids. The highest effect size is shown in multimedia with motion material, which
is 3.82. This type of multimedia media makes it easy for students to learn individually or in groups, makes it
easy for teachers to deliver material, increases students' motivation and learning outcomes (Sunarti &
Anggraini, 2013; Faizah, et all, 2020). Multimedia can reduce the saturation of students because the learning
process is carried out by most students interactively (Abendroth & Richter, 2021; Choi et al., 2019). Based on
the description above, it can be concluded that multimedia is the most effective learning media. Multimedia
can then be developed in multimedia to increase students' motivation and critical thinking skills (Rante, et all,
2013; Marnita & Ermawati, 2017). Research on physics learning media using Macromedia flash software on
the types of learning media and animation media needs to do a more in-depth analysis of needs so that the
media used is genuinely effective.
Physics learning media using Macromedia flash software with motion material is developed in the form
of learning media that makes it easier for students to master concepts and assist educators in communicating with
students and even able to package material to be more explicit, complete, and interesting for students (Saputra &
Sari, 2018, Martina & Ernawati, 2017). The process of learning physics focuses on concepts and the relationship
between abstract concepts. The characteristics of some abstract concepts in physics cause difficulties in
visualizing and conveying concepts to students (Gunawan et al., 2015; Tampubolon, et all, 2020). This difficulty
is then overcome by using physics learning media (Lia, 2015). So that learning media become teaching aids that
can motivate students to be creative and construct their knowledge and concrete abstract concepts (Handhika,
2012; Rante et al., 2013).
4. CONCLUSION
The best effectiveness of physics learning media using Macromedia flash software in terms of student
learning outcomes based on education level is in Higher Education. The best effectiveness of physics learning
media using Macromedia flash software in terms of student learning outcomes based on the type of media
developed is multimedia. The best effectiveness of physics learning media using Macromedia flash software in
terms of student learning outcomes based on learning material is motion material. It can be concluded that
learning media using Macromedia flash software is a medium that can help students in learning.
Rini Amelia1, Ummi Salamah2, M Abrar3, Desnita4, Usmeldi5 (2021). Journal of Education Technology. Vol. 5(3) PP. 491-500
Improving Student Learning Outcomes Through Physics Learning Media Using Macromedia Flash 497
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