Contextual Interactive Multimedia: Improving Students’ Learning Outcomes in Dynamic Fluid Physics

Abstract

Purpose of the study: This study aimed to examine the effect of contextual interactive multimedia on Grade XI students’ learning outcomes in dynamic fluid concepts and determine whether its use produced better learning outcomes than PowerPoint-supported instruction. Methodology: A quantitative quasi-experimental method with a pretest–posttest nonequivalent control group design was employed. The participants were 58 Grade XI science students from State Senior High School 3 of South Tangerang City, Indonesia. Data were collected using a 20-item multiple-choice test, observation sheet, and student-response questionnaire. The multimedia was developed using Adobe Flash CS3, AVS Video Editor, and Audio Edit Magic. Data were analyzed using normality, homogeneity, independent-samples t-test, Cohen’s d, and normalized gain. Main Findings: The experimental group achieved a higher posttest mean (89.76) than the control group (80.71). The independent-samples t-test showed a significant difference between groups (t = 5.08 > tcritical = 2.003). The intervention produced a large effect (Cohen’s d = 1.12) and a high normalized gain (g = 0.84), compared with g = 0.69 in the control group. Student activity reached 82.33%. Novelty/Originality of this study: This study integrates contextual learning with interactive multimedia specifically for dynamic fluid instruction. Unlike conventional presentation-based media, the developed product combines animation, instructional video, simulation, interactive exercises, contextual problems, and real-life applications within an integrated learning environment, providing an accessible approach to visualizing abstract physics concepts and supporting their application in meaningful contexts.