Chapter 2
LITERATURE REVIEW
2.1 Background to Multimedia Courseware
”Nowadays there kinds of technology multimedia facilities are provide for learning especially for science education for instance journal, articles, notes, slide show, games, animation, and simulation. These facilities help learners to improve and increase their understanding knowledge. Technology multimedia approaches to reveal the information and understanding in their learning. Students expecting to be an active user regarding leads to need for creation tools and tasks in the content of course ware. Computer multimedia learning environment is designed to support construct and exploratory learning also give learners more agencies in the learning process ( Scandamalia & Bereite, (1991). Besides that, Roger Azevedo (2005) in his article are agreed that computer environment enable to creates a meta cognitive tools because of technology uses which is helping to achieve instructional goal.
”According to Loretto ( 2014) defined multimedia as the uses computers to present text audio, video, animation, interactive features, and still images in various ways and combinations made possible through the advancement of technology. Next Marshall ( 1999), which is the best definition of multimedia is the field concerned with the computer-controlled integration of text, graphics, drawings, still and moving image (video), animations, audio, and any other media. In fact, any other media where every type of information can be represented, stored, transmitted and process digitally ( Marshall, (1999). Havice (1999) states that multimedia specifies the use if multiple media formats to present information.
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”Courseware is a term that combines the words form ‘course’ and ‘software’ . The term is use to describe the additional education materials by teachers and as tutorials for students. In addition, it is usually designed in package for use with computer (Jing, 2005) . Courseware was defined as a course materials that being delivered in electronic format (Parrott and Kok, 1997). Learning by using courseware is differ form the other traditional approaches learning method where the students are necessary to extract and remember the information by themselves. Instead of being fed with the information, students can explore and closure to especially in he natural phenomena by using the courseware.
”Providing appropriate instructional supports and guidance become even more effective essential in computerized learning environments. Generally, students often learn by themselves without having knowledgeable peers who provide their needs. Therefore, different communication medium is use within a single computer programs. The information such as audio, sound effects, or voice-over narration, photographs or graphics and video are in the content in a single computers programs (Hick, 1997).
”Basically, multimedia can be separated by two groups which is linear to non-linear. Linear multimedia is when the media presented is free form viewer control example, like cinema presentation and radio air. Next, for non-linear multimedia is describe where user can control and navigate the system by giving input to the system. For instance, video games, system in the automatic teller machine, Skype and Skyrim.
2.2 Benefits of Multimedia Courseware
”The possessed of interactivity and multimedia elements in learning of physics serve as convenient in interest behavior of students towards the physics knowledge (Jana & Renata, 2012). Zoraini el al. (2007) state that interactive multimedia courseware was an effective and useful learning material and had complemented the print modules provided to the learners. In fact, by combining text, video, animation, image, sound and applying scientific principles, multimedia technology can allow to assist for first hand learning experiences, time savers, learning motivation and deeper stable learning ( Mojtaba et al. 2013).
”Hick (1997) was agreed that there are some benefits of multimedia courseware. The benefits giving to assist in helping the adoption for training and education. The multimedia could enhance the learning process and achieve measurable performance results by knowing the information in the meantime. Multimedia can provide the effective process transferring static information to the learning patterns in dynamics and interaction . This approach is more interesting and fun to make some design games entertainment compared to the traditional learning approaches.
”Najjar (1996) found that ‘learning was higher when information was presented via computer-based multimedia system than traditional classrooms lectures’. Computers based interactivity is a mutual action between two consumers, learning system and learning materials. The multimedia courseware is flexible, modular and practical where provide the CD-ROM that capable to use on the desktop and mobile application. Therefore, topics area in physics can be explored by the learners and skip once they do not interact with the content. It also consistent, timely, engaging and cost effective that keeps learner to replay the content program again. Apart from that, learners capable to improve themselves with such new approach to build the development and interest toward the strength the knowledge of physics.
2.3 Misconception in Physics
”A misconception is a conclusion the wrong information due to the fault or wrong facts. It obvious from the incorrect result in thinking or flawed understanding toward the information being given. Barras (1984) wrote that ‘mistakes’ or misconception and misinterpretations of facts, saying that teachers and brighter student can correct the error.
Basically, in Physics, a student that holds the misconception of theory of physics have that unbelieving known and understanding with the scientific known. They may have logical thinking based on natural phenomena in their surroundings that overlaps the scientific Physics knowledge.
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”Misconception are the sets of student presenting believe in physical phenomena which persistent and preclude more correct understanding (Monfront et al., 2007). Reiner et all. (200) stated that student’s misconception can stem based on their substance-based knowledge which is they had come to class with existing knowledge constructed. According to Clement (1987), misconceptions are widespread and resistant to change, but students have useful intuitions and reasoning processes that could used to be more full. Learning of physics becomes difficult by the presence of numerous misconceptions.
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”According to Gafoor (2008), data collected using the ‘Test of Concept Attainment in Physics (TCAP)’ from a stratified sample of 627 pupils studying in standard time in District of Kerala reveal that the majority of students have misconceptions regarding 34 concepts in physics. The strategy for dealing with the misconception is described by Stephans (1996) who approaches the concept of Physics to help students becomes aware of their misconception by aware the result of the misconception exist.
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”2.4 Misconception on Topic of Mirror and lenses
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”Many misconceptions are not ‘miscomprehensions’ of presenting material, but are preconceptions that student bring to class with them (Clement, 1987). Preconception is a notion, opinion, or idea that has been formed before get into something. For instance, when students make up their mind in advance is like they have understanding without knowing the based information from the root of the concept. Otherwise, a preconception can be defined as an idea or opinion that someone has before learning and experiencing on something indirectly.
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”Stephans (1996) has been exploring that approach in dealing with the misconception of optics. He has developed sixth steps which are being aware of result and the prediction of the misconception existence. Students may expose and spread their believe confidently to peers. Students have difficulty to describe the imaged form from that light process through the mirror and lenses. The Hands-On Optics (HOO) programmed has been designed to address the disconnect between the ideas held by young children about light and basic optical concepts (Pompea et al, 2005). The ideas to dealing the approaches to encounter the misconception by designed such that kind of program to know student’s understanding in the optics knowledge.
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”Misconception research in the design of optics instructional materials and teacher professional development program, had done to recognize the misconception of optics. The myth has been discovered from that research. For example the object is black because they do not reflect any light and light only reflects off the mirror and other smooth surfaces. Light is on a mirror during reflection which is light do not travel in the meantime of reflection occur. These myth are helping the teachers to deal with it in order to encounter the misconception in understanding of light.