Erfan Priyambodo, Sulistyani. (2014).

The Effect of Multimedia Based Learning

(MBL) in Chemistry Teaching Learning on Students’ Self-Regulated Learning (SRL).
Journal of Education and Learning. Vol.8 (4) pp. 363-367.

The Effect of Multimedia Based Learning (MBL) in

Chemistry Teaching and Learning on Students’ Self-
Regulated Learning (SRL)
Erfan Priyambodo1
Yogyakarta State University

Sulistyani2
Yogyakarta State University

Abstract
In recent years, the uses of Multimedia Based Learning (MBL) in classroom instruction increased widely. Overall,
this implementation aims to improve students’ motivation and also their learning outcomes. This study was
answering the effect of MBL toward students’ Self-Regulated Learning (SRL) in chemistry teaching and learning.
The experiment was conducted in class XI of senior high school in Yogyakarta. Researchers create some computer
based media for chemistry materials and continued with expert judgement of the media. Students’ data SRL were
measured using validated questionnaire. The questionnaire consists of three components, i.e. metacognitive,
motivation and behaviour. The results showed that there was significant differences in SRL of students before and
after participating in chemistry teaching and learning which applying MBL.

Keywords: Multimedia, Self-Regulated Learning

1
Erfan Priyambodo, M.Si. Department of Chemistry Education, Faculty of Mathematics and Natural Sciences,
Yogyakarta State University.
Email : erfan@uny.ac.id
2
Sulistyani, M.Si. Department of Chemistry Education. Faculty of Mathematics and Natural Sciences, Yogyakarta
State University.
Email : sulistyani@uny.ac.id
 Introduction
Chemistry is a part of science that is seeking the answers to the questions of what, why and
how natural phenomena related to the composition, structure and properties of a substances. There are
two issues related to chemistry, i.e. as the products (chemistry knowledge in the form of facts, concepts,
principles, laws, and theories) and and also as the processes (scientific work) (Retno Dwi Suyanti,
2010).
In the chemistry teaching and learning in a senior high school, a teacher must deliver a much of
chemistry concepts with different characteristics in limited time. In the end, the teacher can only
resolve the matter but has yet to provide more opportunities for students to practice and prove chemistry
concept. It occurs mainly on material that requires a lot of practice, such as acid-base, thermochemistry,
etc.
Based on research observations in some of senior high school in Yogyakarta, all the chemistry
teaching and learning has been supported by laboratory facilities and adequate technology for senior
high school such as LCD projector, screen, and speakers that are mounted on each class. However, the
teacher in the teaching and learning process less utilize these facilities for the application of Multimedia
Based Learning (MBL).
MBL is a teaching and learning method that applies a blend of interactive media and
accompanied by text, static images, dynamic images and or video in the delivery of the subject matter
(Nazir, et al, 2012). The main purpose of this method is creating better teaching and learning process,
faster and foster independent learning attitude (Lightbody, et al, 2006). In addition, through the MBL,
teachers can deliver more innovative materials and motivate students to study harder (Nazir, et al,
2012). Delivery of teaching materials through the MBL, it would be much more effective than just the
teacher delivering a lecture course material (Osamah, et al, 2010).
Another things that determine the success of the teaching and learning process is students’ self-
regulated learning (SRL). The teaching and learning involves students what to do for himself, the
initiative must come from himself. Education experts agree behold SRL is an important factor in the
motivation of learning (academic motivation) and learning outcomes (academic achievement)
(Zumbrunn et. al., 2011). Zimmerman in Greene et. al. (2011) states that the SRL is a form of the
attitude of a student to monitor and control aspects of cognition, motivation, habits, and emotions
according to the environment or circumstances are always changing in the learning process. Students
who apply SRL means the student to plan, monitor and assess their own learning (Zumbrunn et. al.,
2011). Turan (2010) claim that the students who have academic value (learning outcomes) higher will
tend to have a higher SRL and vice versa.
From the description above, it can be concluded that students SRL is very important to the
success of students in school. Therefore, this study aims to determine the effectiveness of the
implementation of MBL on chemistry teaching and learning toward the students SRL.

Methods
This research was an experimental study of observation under artificial conditions in which the
conditions set by the researcher (Moh. Nazir, 2005). The approach used in this study is a quantitative
approach, meaning that all information or data realized in the form of numbers. Data were analyzed
statistically, then the result was described.

Research Variables
The independent variable in this study was the method of chemistry teaching and learning. The
dependent variable was students SRL. The control variables were the teacher, the students' prior
knowledge, the chemistry material being taught, and the number of meetings.

Sampling Techniques
This study was held in class XI of SMA N 5 Yogyakarta. The sampling technique was simple
random sampling. There were two classes taken as an experimental class and as a control class. The
experiment class was XI-A2 which consist of 37 students. The control class was XI-A1 consisting 36
students. The experiment class using MBL in chemistry teaching and learning, while control class was
not.

Research Instruments
The research instruments were (1) lesson plans; (2) computer based media; and (3) SRL
questionnaire. All the instruments were validated by the expert. The SRL questionnaire adapts to the

364 The Effect of Multimedia Based Learning (MBL) in Chemistry Teaching Learning on Students’
Self-Regulated Learning (SRL)
SRL components proposed by Zimmerman (1989). It was consist of three components, i.e.
metacognitive, motivation and behavior.

Table 1. Aspects of Students SRL Questionnaire

Components Observed Number of
questions
Metacognitive 1. Tenacity in the face of adversity 5
2. The desire to learn more about the material being 5
studied
3. The interest in a variety of issues 3
4. Responsible for the opinions 3
5. Self evaluation 5
Motivation 1. The desire to perform better 3
2. Looking for chemistry problem and solve it 3
3. Planning strategies and learning objectives 4
Behavior 1. Completing the tasks 4
2. Attempts to perform at their best 4
3. Glad to learn chemistry 4
4. Time management 4
5. Self observation for the implementation of learning 4
strategies

Data Analysis
Firstly, data were tested for homogenity and normality. Then, data were analyzed statistically
using t-test (independent sample t-test and paired sample t-test).

Result and Discussion

Both experiment and control classes, the chemistry teaching and learning takes 5 meetings.
Material presented in all classes were same, which is acids and bases. As for the difference betweeen
two classes was the chemistry teaching and learning methods. Experiment class was using MBL, while
control class was not (only lecture method).
Media used in experiment class quite varied, including PowerPoint, Frezy, vidio and Flash. The
example of media used shown in the picture below.

Figure 1. Media on strength of acids and bases using Flash

SRL data can be divided into two kinds, namely the SRL data before the learning process and
SRL data after the learning process. SRL questionnaire used was a questionnaire enclosed models with

Erfan P., Sulistyani. (2014). Journal of Education and Learning. Vol.8 (4) pp. 363-367. 365
5 different answer options, which were always (SL), Often (S) Sometimes (K), rare (J), and Never (TP).
This questionnaire consists of 51 items that include positive statements or negative statements.
Both the control class and experiment class, the students’ SRL was increased. The average
value of students SRL are shown in Figure 2 below.

control

experiment

before after

Figure 2. The average value of students’ SRL before and after the learning process.

Based on the analysis using the independent sample t test (in SPSS 16 computer programm), it
was known that t (2.072) > t table (1.99394) and p (0.042) < α (0.05). It can be concluded that there
were significant differences between the students’ SRL who take chemistry study using MBL with
students who take chemistry without applying MBL.
Based on the analysis of the paired sample t-test (in SPSS 16 computer programm), t value
obtained 10,206 with p = 0.000. This value is much larger than t table of 2.028 at a significance level of
0.05. It can be concluded that there were significant differences between the students’ SRL before and
after participating in learning chemistry using MBL.

How can MBL increase students’ SRL?

The implementation of MBL in chemistry teaching and learning can improve the students’
SRL because MBL can provide the opportunity for students to control their own learning rate.
Controlling learning rate is part of SRL component, which is a behaviour. In addition, MBL also
provide the opportunity for student in decisions making, especially time management and the matter
they have to learn.
The increasing of students' SRL in the experimental class also due to the function of MBL
itself (Daryanto, 2010), i.e. :
a. It is able to amplify the user's response as soon as possible and as often as possible
b. It is able to provide the opportunity for students to control the pace of their own learning rate.
c. It is able to provide opportunities for the participation of the user in the form of response, either in
the form of an answer, decision, trial, and others.
The results of this study also supported by several studies showing that students with good
SRL tend to have more confidence and choose a destination that is more challenging than others. By
setting goals and regularly re-evaluate the successes and failures in achieving its objectives, then their
self-efficacy will increase (Zimmermen et.al., 1996). Self-efficacy can also increase effort, persistence,
and learning outcomes [Bandura, 1986]. Self-efficacy is part of SRL that can improve learning
outcomes. Then it can be presumed that the SRL can improve learning outcomes, so that SRL has a
positive relationship with learning outcomes.

Conclusions
The result of this study showed that there were (1) significant differences between the students’
SRL who take chemistry study using MBL with students who take chemistry without applying MBL

366 The Effect of Multimedia Based Learning (MBL) in Chemistry Teaching Learning on Students’
Self-Regulated Learning (SRL)
and (2) significant differences between the students’ SRL before and after participating in learning
chemistry using MBL

Acknowledgement
The authors thank the YSU on research grants that have been awarded through DIPA UNY 2013.

References
Bandura, A. (1982). Self-efficacy Mechanism in Human Agency. American Psychologist, 37(2), 122-
147.
Daryanto. (2010). Media Pembelajaran Peranannya Sangat Penting dalam Mencapai Tujuan
Pembelajaran. Yogyakarta : Gava Media
Greene, J. A., Daniel C. Moos, and Roger Azevedo. (2011). Self-Regulation of Learning with
Computer-Based Learning Environments. New Directions for Teaching and Learning. No.
126: 107-115
Lightbody, G., P. McCullagh, M. Hutchison, and C. Weeks. (2006). The Supporting Role of Emerging
Multimedia Technologies in Higher Education. 7thAnnual Conference. 46-54
Moh. Nazir. (2005). Metode Penelitian. Bogor: Ghalia Indonesia
Nazir, M. I. J., Aftab Haider Rizvi, Ramachandra V Pujeri. (2012). Skill Development in Multimedia
Based Learning Environment in Higher Education : An Operational Model. International
Journal of Information and Communication Technology Research, 2(11), 820-828
Osamah, M., S. F. Fong, and W. Zaid. (2010). Effects of Multimedia-based Instrucyional Designs for
Arabic Language Learning among Pupils of Different Achievement Levels. International
Journal of Human and Social Science : 311-317
Retno Dwi Suyanti. (2010). Evaluasi Hasil Belajar Kimia. Yogyakarta: Graha Ilmu
Turan, S., and Özcan Demirel. (2010). The Relationship Between SelfRegulated Learning Skills and
Achievement : A Case from Hacettepe University Medical School. H. U. Journal of Education,
No. 38: 279-291
Zimmerman, B.J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of
Educational Psycology, 329 – 339
Zimmerman, B.J., Sebastian Bonner, and Robert Kovach. (1996). Developing Self-Regulated Learners
Beyond Achievement to Self-Efficacy. USA: American Psychological Association.
Zumbrunn, S., Joseph Tadlock and Elizabeth Danielle Roberts. (2011). Encouraging Self-Regulated
Learning in Classroom : A Review of The Literature. Virginia: Metropolitan Educational
Research Consortium (MERC)

Erfan P., Sulistyani. (2014). Journal of Education and Learning. Vol.8 (4) pp. 363-367. 367