Interactive Multimedia as a More Effective and Engaging Solution for Visual Programming Learning
DOI:
https://doi.org/10.15294/edukom.v12i2.36282Keywords:
ADDIE, Interactive Multimedia, Learning Effectiveness, Visual ProgrammingAbstract
This study developed and evaluated an interactive multimedia learning product for the Visual Programming course at Sekolah Tinggi Teknologi STIKMA Internasional. Using the ADDIE development model Analysis, Design, Development, Implementation, and Evaluation the research aimed to improve learning effectiveness and student engagement through multimedia-based instruction. The product, designed as an executable (EXE) application, includes six chapters integrating text, animation, video, quizzes, and interactive navigation. Validation involved four experts in content, media, language, and user interface, as well as student trials in both small-group and field settings. Expert validation results averaged 89.26%, categorized as highly valid, while student trials showed an average of 84.8%. Field testing indicated that all students achieved the course passing standard, with scores ranging from 60 to 100. These findings demonstrate that the interactive multimedia effectively enhances students’ comprehension, motivation, and learning outcomes. The results are consistent with the Cognitive Theory of Multimedia Learning, which emphasizes the integration of visual and verbal channels to optimize cognitive processing. Practically, the product benefits students, lecturers, and institutions by promoting independent learning and supporting digital transformation in education. Overall, the developed multimedia is considered valid, effective, and feasible as an innovative instructional medium for Visual Programming.
References
Alam, A. (2022). Development of web-based interactive multimedia learning using 4D model. Jurnal Teknologi Pendidikan.
Arikunto, S. (2019). Prosedur penelitian: Suatu pendekatan praktik. Jakarta: PT Rineka Cipta.
Asmara, A., et al. (2024). Ubiquitous learning with online project-Scratch programming. Jurnal Edukasi Elektro, 8(2), 105–115.
Cavanagh, T. M., & Kiersch, C. (2022). Using commonly available technologies to create online multimedia lessons through the application of the Cognitive Theory of Multimedia Learning. Educational Technology Research and Development, 71(3), 1033–1053.
Çeken, B., & Taşkın, N. (2022). Multimedia learning principles in different learning environments: A systematic review. Smart Learning Environments, 9, 19.
Dina, N. Z., Wuryanto, E., & Marjianto, R. S. (2019). Evaluation on the effectiveness of visual learning environment on programming course from students’ perspectives. IIUM Engineering Journal, 20(1), 100–107.
Elfira, E., et al. (2025). Transforming vocational learning with interactive multimedia: Creative solutions for the digital era. Jurnal Penelitian Pendidikan IPA, 11(8), 1149–1156.
Etyarisky, V., & Marsigit, M. (2023). The effectiveness of interactive learning multimedia with a contextual approach to students’ understanding of mathematical concepts. Al-Ishlah: Jurnal Pendidikan, 15(3), 3115–3128.
Haliney, T., et al. (2024). A serious game for programming in higher education. Computers & Education: Artificial Intelligence, 5, 100164.
Harisah, S. (2025). Designing environment-based interactive multimedia for character and digital learning engagement. Al-Ishlah: Jurnal Pendidikan, 17(2), 6134–6142.
Hasanah, U., & Sudira, P. (2021). The use of interactive visual-based learning media in science learning. Journal of Education Technology, 5(4), 563–570.
Hasanuddin, H., Asgar, H., & Jayadi, A. (2023). Interactive multimedia research trends in higher education: A review of assisted literature NVivo 12 Pro. SISFOKOM, 12(2).
Hasri, S. A., Fitria, Y., & Erita, Y. (2023). Interactive multimedia based on Adobe Flash in thematic learning for grade V elementary school. Indonesian Journal of Educational Research and Review, 6(2), 396–409.
Kalemkuş, J., & Kalemkuş, F. (2024). The effects of designing scientific experiments with visual programming language on learning outcomes. Science & Education, 34(4), 2409–2430.
Kuhlmann, S. L., Bernacki, M. L., & Greene, J. A. (2023). A multimedia learning theory-informed perspective on self-regulated learning. New Directions for Teaching and Learning, 2023(173), 17–23.
Kusumaningsih, D. F., Soepriyanto, Y., & Aulia, F. (2024). The effect of peer-assisted learning (PAL) method on visual programming knowledge outcomes in educational technology students. Eduvest – Journal of Universal Studies, 4(11), 10980–10992.
Lin, P. W., et al. (2025). Dynamic program analysis and visualized learning: Enhancing students’ understanding of program logic. Future Computing, 98(1), 1–12.
Mahdiyah, M. (2025). Improving students’ understanding and learning outcomes: Visual programming learning media based on Scratch. JP (Jurnal Pendidikan: Teori dan Praktik), 10(2), 143–155.
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236.
Marta, R., Riyanda, A. R., Samala, A. D., Dewi, I. P., & Adi, N. H. (2024). Innovative learning strategies: Project-based learning model for excelling in visual programming. TEM Journal, 13(1), 581–589.
Maulana, A., et al. (2025). Integration of visual programming and computational thinking to improve algorithmic competence. Journal of Educational Technology Research, 7(1), 55–67.
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Moriska, A., & Hanif, M. (2024). Interactive learning multimedia using Articulate Storyline as an alternative medium to improve students’ critical thinking skills. Jurnal Ilmiah Sekolah Dasar, 8(2), 258–269.
Navarrete, E., Nehring, A., Schanze, S., Ewerth, R., & Hoppe, A. (2023). A closer look into recent video-based learning research: A comprehensive review of video characteristics, tools, technologies, and learning effectiveness. Frontiers in Education, 8, 112–130.
Pratiwi, K. H., Situmorang, R., & Iriani, T. (2024). The potential of interactive multimedia with contextual teaching and learning approaches: A systematic literature review. Jurnal Educatio: Jurnal Pendidikan Indonesia, 10(2), 69–77.
Rizqa, M., Husni, R., & Rahmi, U. (2023). The development of interactive multimedia learning in vocational school. MREJ, 7(2), 1–10.
Septiani, A. N. S. I., Rejekiningsih, T., Triyanto, & Rusnaini. (2020). Development of interactive multimedia learning courseware to strengthen students’ character. European Journal of Educational Research, 9(3), 1267–1279.
Sidiq, M. R., Napitupulu, E., & Farihah, F. (2024). Enhancing computational learning through visual programming media: An empirical study of academic achievement. JINAV: Journal of Information and Visualization, 5(1), 12–21.
Staneviciene, E., & Žekienė, G. (2025). The use of multimedia in the teaching and learning process of higher education: A systematic review. Sustainability, 17(19), 8859.
Subagja, S., Rubini, B., & Kurniasih, S. (2023). The development of interactive multimedia based on TPACK to enhance students’ science process skills. JPPIPA, 9(5), 4055–4062.
Weng, C., Otanga, S., Weng, A., & Cox, J. (2018). Effects of interactivity in e-textbooks on 7th graders’ science learning and cognitive load. Computers & Education, 120, 172–184.
Wibowo, A., Yus, A., & Setiawan, D. (2024). Analysis of the effectiveness of multimedia learning based on contextual learning in elementary schools. Indonesian Journal of Advanced Research, 1(1), 45–54.
Zhang, L., & Nouri, J. (2019). A systematic review of learning computational thinking through Scratch in K–9. Computers & Education, 141, 103607.
