Manuscript received February 11, 2023; revised March 16, 2023; accepted June 5, 2023.
Abstract—This research aims to develop cognitive
conflict-based interactive multimedia that is valid, practical, and
effective in improving students’ 21st-century skills, known as 4C
skills. The development used the Plomp model, with 3 stages:
preliminary research, prototyping/development phase, and
assessment phase. In preliminary research, teacher
questionnaires were used to discover school problems. In the
development phase, interactive multimedia prototypes were
designed as solutions. At this stage, a validity test was also
carried out on the prototype through an expert review by 5
validators. Practicality tests were also carried out through
one-to-one and small-group evaluations of 12 students. The
instrument of validity and practicality sheets was used at this
stage. Experimental research carried out the effectiveness test in
the assessment phase 2 sample classes comprising 56 high school
students. The 4C skill observation sheet instrument (critical
thinking, creativity and innovation, collaboration, and
communication) was used at this stage. The data were analyzed
by percentage techniques, V-Aiken, N-Gain, and Mann-Whitney
tests. The preliminary research results obtained some problems,
including low 4C skills, teacher-centered dominant learning,
and minimal use of electronic learning media. Interactive
multimedia prototypes were designed as solutions. The
prototype validity test results were obtained with valid
categories. The results of the practicality test at the one-to-one
stage and the small group stage obtained scores of 99.2 and 99.4,
respectively which are in the very practical category. The results
of the effectiveness test based on the N-Gain value inform the
improvement of critical thinking skills, and creative thinking is
in the high category, while communication and collaboration
skills are in the moderate category. Based on the Mann-Whitney
U test on all four skills, Sig. (2-tailed) < 0.05 was obtained, which
showed a significant effect. In conclusion, cognitive
conflict-based interactive multimedia can effectively improve
students' 4C skills.
Index Terms—Interactive multimedia, smartphone, cognitive
conflict, 21st-century skills
Fatni Mufit, Muhammad Dhanil, and Mardia Roza Tanjung are with the
Department of Physics, Faculty of Mathematics and Natural Sciences,
Universitas Negeri Padang, Padang, Indonesia.
Yeka Hendriyani and Usmeldi are with the Electrical Engineering
Department, Universitas Negeri Padang, Padang, Indonesia.
*Correspondence: fatni_mufit@fmipa.unp.ac.id (F.M.)
Cite: Fatni Mufit*, Yeka Hendriyani, Usmeldi, Muhammad Dhanil, and Mardia Roza Tanjung, "The Effectiveness of Smartphone-Based Interactive Multimedia Integrated Cognitive Conflict Models to Improve 21st-Century Skills," International Journal of Information and Education Technology vol. 13, no. 11, pp. 1793-1801, 2023.
Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).