Mesyaluna Dinda Anadira, Rizka Novi Irmaningrum, A.F. Suryaning Ati MZ

The Effect of Interactive Mutimedia Based on Articulate Storyline 3 on Student Learning Outcomes in Elementary Schools

Introduction

The effect of interactive mutimedia based on articulate storyline 3 on student learning outcomes in elementary schools. Study reveals interactive multimedia (Articulate Storyline 3) significantly boosts elementary school student learning outcomes. See the positive educational impact of technology.

Abstract

This study aims to determine the effect of interactive multimedia base on articulate storyline 3 on student learning outcomes in elementary schools. This study uses quantitative research with a quasi-experimental method of the non-equivalent control group type. The samples used were class IV A and class IV B, each consisting of 15 students. Data coloction techniques ised were validation, observation and cognitive earning outcome tests. While the collected data were analyzed in two ways, namely prerequisite test were used to ensure the feasibility of the data including normality tests and homogeneity test. Hypothesis testing was used to determine the effect of independent variables on dependent variables using independent sample t-tests. Thus, the results show that the average value of the experimental class is higher than the control class in all three domains of learning outcomes. The t-test produces a Sig. (2-tailed) value of 0.000 (<0.05), which indicates a significant change in the use of interactive multimedia based on articulate storyline 3 on student learning outcomes.

Review

This study investigates the pertinent and timely topic of integrating interactive multimedia, specifically developed using Articulate Storyline 3, to enhance student learning outcomes in elementary schools. The research clearly articulates its objective to determine the effect of this technology, which is highly relevant given the increasing emphasis on digital literacy and engaging pedagogical tools in education. The choice of Articulate Storyline 3 is a strength, as it grounds the study in a specific and widely used development platform, making the findings potentially actionable for educators and curriculum designers considering similar implementations. The abstract effectively conveys a clear research question and the perceived positive impact of the intervention. The methodology employed, a quantitative quasi-experimental design with a non-equivalent control group, is a common and often necessary approach in educational research where full randomization is not feasible. The abstract outlines a suitable data collection strategy involving validation, observation, and cognitive learning outcome tests, which provides a multi-faceted view of student performance. Furthermore, the prerequisite statistical tests (normality and homogeneity) followed by independent sample t-tests for hypothesis testing are appropriate for the study's design and data type. However, the sample size of 15 students per group is notably small and should be considered a significant limitation when interpreting the generalizability of the findings, despite the statistical significance reported (Sig. (2-tailed) value of 0.000). The results, indicating a higher average value in the experimental class across all three domains of learning outcomes and a statistically significant t-test result, strongly suggest a positive effect of the interactive multimedia. This finding holds promise for promoting the adoption of technology-enhanced learning environments in elementary education. While the study provides valuable initial evidence, the modest sample size warrants caution in extrapolating these results broadly. Future research would benefit from replicating this study with larger, more diverse samples, exploring the long-term effects of such interventions, and potentially incorporating qualitative data to gain deeper insights into *how* the interactive multimedia engages students and contributes to improved outcomes beyond just the quantitative measure.

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