Interactive Multimedia Design Based on Cognitive Conflict on Dynamic Fluid Using Adobe Animate CC 2019

A. Afifah(1), F. Mufit(2), H. Hamdi(3), W. S. Dewi(4),

(1) Universitas Negeri Padang, Indonesia
(2) Universitas Negeri Padang, Indonesia
(3) Universitas Negeri Padang, Indonesia
(4) Universitas Negeri Padang, Indonesia


In the 21st century Science and Technology (IPTEK) is experiencing very rapid development which requires students to have skills in that century. In addition, one of the objectives of learning physics in the 2013 curriculum is to have a good understanding of concepts and principles. However, in reality there are still obstacles in students' understanding of concepts that are still low, including dynamic fluid material. The solution given is to develop interactive multimedia based on cognitive conflict. This study aims to determine the characteristics of interactive multimedia design and determine its validity. This type of research is development research using the Plomp development model which is special to the preliminary research and prototyping stages to the expert review. Preliminary research data obtained from needs analysis through filling out a questionnaire by 3 physics teachers and the validity of the data obtained from 3 physics lecturers. The instruments in this study were teacher questionnaires, self-evaluation sheets and expert validity sheets. Data were analyzed descriptively. This research produces interactive multimedia with characteristics set according to 4 syntaxes of cognitive conflict-based learning models using the adobe animate cc 2019 application. Multimedia is designed to improve students' conceptual understanding of dynamic fluid materials and justify 4C skills. the results of self-evaluation show that multimedia is in the very good category.


misconception, adobe animate cc 2019, dynamic fluid, cognitive conflict, interactive multimedia

Full Text:



Alfiani. (2015). Analysis of the Misconception Profile and Consistency of High School Students' Conceptions on the Topic of Temperature and Heat. National Seminar on Physics 2015 Department of Physics, Faculty of Mathematics and Natural Sciences, State University of Jakarta, SNF 2015-IV.

Annisa, F., Mufit, F., & Asrizal. (2020). Analysis of the Validity and Practicality of Student Worksheets Based on Cognitive Conflict on the Materials of Straight Motion and Parabolic Motion. Pillar of Physics Education, 13(1), 233–240. icle/view/7948

Arifin, F.A., Mufit, F., & Asrizal. (2021). Validity and practicality of interactive multimedia based on cognitive conflict integrated new literacy on thermodynamic and mechanical waves material for class xi high school students. Journal of Physics: Conference Series, 1876(1).

Delvia, T.F., Mufit, F., & Bustari, M. (2021). Design and Validity of Physics Teaching Materials Based on Cognitive Conflict Integrated Virtual Laboratory in Atomic Nucleus. Pillar of Physics Education,

(1), 05.

Education. (2008). Guide to Development of Teaching Materials. Jakarta: Directorate General of Primary and Secondary Education Management

Hanum, S.A. (2019). Development of Cognitive Conflict-Based Worksheets Integrated with New Literacy on Fluid Materials for Class XI High School Students. Pillar of Physics, 6(4), 33–40.

Harefa, A.R. (2019). Peran Ilmu Fisika dalam Kehidupan Sehari-hari. Jurnal Warta Edisi 60, 13(2), 60-69.

Jafar, A.F. (2021). The Implementation of the Conventional Learning Method to Physics Learning Outcomes of Students.Al asma: Journal of Islamic Educations, 3(2), 190-199.

Luthfi, I., Mufit, F., & Putri, M.R.N. (2021). Design of Physical Teaching Materials Based on Cognitive Conflict Learning in Direct Current Electricity Integrating Virtual Laboratory. Pillar of Physics Education, 14(1), 37.

Mufit, F., Asrizal, Hanum, S. A., & Fadhilah, A. (2020). Preliminary research in the development of physics teaching materials that integrate new literacy and disaster literacy. Journal of Physics: Conference Series, 1481(1), 0–12.

Mufit, F., Asrizal, Hanum, S.A., & Fadhilah, A. (2020). Preliminary research in the development of physics teaching materials that integrates new literacy and disaster literacy. Journal of Physics: Conference Series, 1481(1), 0–12.

Mufit, F., & Fauzan, A. (2019). Model Learning (PbKK). CV IRDH.

Mufit, F., Festiyed, F., Fauzan, A., & Lufri, L. (2018). Impact of Learning Model Based on Cognitive Conflict toward Student's Conceptual Understanding. IOP Conference Series: Materials Science and Engineering, 335(1).

Plomp, T. (2013). Educational Des ign Research: An Introduction". In T. Plomp & N. Nieveen (Ed). Educational Design Research, Part A: An Introduction. Netherlands Institute for Curricullum Development.

Pratama, V., Anggraini, S. F., Yusri, H., & Mufit, F. (2021). Disain dan Validitas E-Modul Interaktif Berbasis Konflik Kognitif untuk Remediasi Miskonsepsi Siswa pada Konsep Gaya. Jurnal Eksakta Pendidikan (Jep), 5(1), 68–76.

Puspitasari, R., Mufit, F., & Asrizal (2021). Conditions of learning physics and students' understanding of the concept of motion during the covid-19 pandemic Journal of Physics: Conference Series,

(1), 1-11.

Rahim, R. (2015). Meta-anlysis on Element of Cognitive Conflict Strategies with a Focus on Multimedia Learning Material Developmen. Vol. 8, No. 13. Hlm. 73-78.

Ramdania, D.R. (2019) Media Use Flash Flip Book in Information and Communication Technology Learning to Improve Student Learning Outcomes Scientific Article.

Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian. Yogyakarta: Parama Publishing.

Suari, M. (2017). Pemanfatan arduino nano dalam perancangan media pembelajaran fisika. Natural Science: Jurnal Penelitian Bidang IPA dan Pendidikan IPA, 3(2), 474-480.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License