Learning Multimedia Based on Science Literacy on the Lightning Theme

This study aims to develop of multimedia based on science literacy on the lightning themes and apply it on the science learning to improve of students' scientific literacy. The method used in this research is Research and Development with ADDIE (Analysis, Design, Development, Implementation and Evaluation) models. The research design at the multimedia implementation as small scale on the science learning by using one-group pretest-posttest design. Implementation was carried out in class IX with 31 students with cluster random sampling. The result of research showed: (1) multimedia based on science literacy on lightning themes in the form of text, images, animation, and videos that refer to the 2015 PISA framework are content, science competencies and science attitudes domains; (2) the feasibility test by the expert and teacher show all aspects of multimedia have a very good category, it is suitable for use in science learning; and (3) the using of multimedia can increase science literacy skills especially content and scientific attitude domains have medium category. As well as competency domains show is very good categories. This is supported by respon of student that multimedia is very good in the domain aspects of literacy and motivation, whereas in aspect of operating multimedia have good categories.


INTRODUCTION
Teaching materials that can also be used in science learning are printed teaching materials in the form of multimedia.

RESULTS AND DISCUSSION
The results of the needs analysis show that students' scientific literacy is

Results of Multimedia Validation
The results of the assessment of multimedia-based scientific literacy of lightning themes by multimedia expert lecturers and material experts are listed in Table 1.
Table 1 shows the average expert assessment of multimedia designed to get an average rating of 87.5%.According to Arikunto (2010), the validation results above 80% include very good categories.
So the multimedia learning developed in this study includes a very good category.
The acquisition of values in each aspect is relatively the same as the average above 80%.This is due to the presence of  1.At the end of each sub-topic, there should be a problem to reflect on the material presented in multimedia shows Validator 3 1. We recommend that the video can be full screen 2. In the basic concept of the process of lightning, it is better if the animation of polarizing the electric charge is connected to the earth's magnetic field Validator 4 1.There should be a narrative that connects the events in the animation 2. add a description for e = electron and p = proton in the basic concept 3. add the original video of the lightning process at the time of the thunder 4. For important concepts, you should use a hyperlink 5. We recommend that the writing does not pass through the image 6.The ozone formation reaction should add the reaction equation 7.There must be clear instructions on the display of facts or myths Validator 5 1. need to be given a more complete explanation of the basics of electricity (the concept of field and electric potential) 2. The concept of an Isolator and conductor needs to be explained 3. added theory about electromagnetic waves

Science
Learning in schools does not only focus on understand knowledge, but science requires an understanding of scientific processes and scientific attitudes.Students' understanding of science, science processes, and science attitudes is contained in scientific literacy.A person who understands science will have the desire to include science and technology in social life that requires the ability to explain scientific phenomena, evaluate and design scientific research, and interpret scientific data and evidence (OECD, 2013).Similar opinions were expressed by Turiman, et al (2011) and Holbrook and Rannikmae (2009) that the problems of daily life can be solved by increasing the ability and creativity of science and scientific literacy.Science literacy in PISA 2006 focuses on students' ability to clarify things that must be done in personal, social, and cultural contexts (Bybee et al, 2009).According to the OECD (2013), scientific literacy is characterized by four domains, namely the context domain (contexts), competence (competencies), knowledge (knowledge), and attitude (attitude).These four domains are interconnected and are expected to be achieved through the science learning process.A person's understanding of science gets regular assessments by the Program for International Student Assessment (PISA) PISA evaluates scientific literacy every three years for junior high school students in advanced and developing industrial countries such as Indonesia.The results of the PISA assessment in 2015 showed that the achievement of science literacy in Indonesian students was still low with an average score of 500 from all participating countries (OECD, 2015).The results of the study by Rubini et al. (2016) showed that the achievements of scientific literacy from 25 science teachers were 20% of teachers had low literacy in science, 65% were in moderate category, and 15% in low category.According to Toharudin (2010) the weak content of scientific literacy in science learning at the level of primary education is the cause of the lack of success of Indonesian students in TIMSS and PISA.The main weakness lies in aspects of scientific attitudes and science competencies (Arsyad, 2016).Efforts to improve scientific literacy have been carried out by Ardianto and Bibin (2016) using a guided discovery learning model and problem-based learning.The results showed an increase in achievement of scientific literacy with N-gain of 37% (guided discovery learning) and 41% (problem-based learning).Another factor that influences the achievement of scientific literacy is that the use of teaching materials both printed and nonprinted teaching materials has not been maximized.The results of the analysis carried out by Ardianto and Pursitasari (2017) on three books that are often used in science learning in junior high school show that almost all books do not contain proportional aspects of literacy.), ways to investigate (49.98%), ways of thinking (44.44%), interactions between science, technology, and society (35.42%).Literacy aspects contained in the book are still dominated by science knowledge/content.The problem of not accommodating scientific literacy aspects in printed teaching materials has an impact on the low level of scientific literacy.This has been overcome by Putikah (2018) who has developed context-based fun science materials to improve students' scientific literacy.
still low and multimedia unavailability can be used in lightning theme learning.The use of multimedia is very necessary to support the success of learning processes and outcomes, especially for abstract and dangerous material.The use of multimedia in learning has been done byAina (2013)  which is proven to increase student motivation.Multimedia can also reduce misconceptions and gain meaningful knowledge (Cepni et al, 2010).Multimedia based on science literacy learning the theme of lightning is multimedia that includes aspects of the science literacy domain, namely the context domain, the domain of science competence, the domain of science knowledge and the domain of science attitude.The material contained in multimedia developed is the process of lightning, the types of lightning, the danger of lightning, anticipation of the dangers of lightning, and the benefits of lightning followed by problem training.In each material delivery begins with the context domain.At the front, the titles of multimedia, targets, multimedia compilers and navigation buttons mulai.If you click the start button, a material review article will appear on the theme of lightning, core competencies, basic competencies, and learning objectives.In the display of Core Competencies, Basic Competencies, and Learning Objectives there are tombol suara and tombol lanjut, if clicked on the tombol suara, a sound will appear according to the written narration.If clicked on the diklik tombol lanjut, will show video for motivating students and focus students' attention in the learning process.The display on the screen has the play, stop, pause, fullscreen, and lanjut buttons.Play button to start the video, stop button to close the video, pause button to stop the video, fullscreen button to maximize the video screen, and lanjut button to continue the next show.On the display screen there is a menu of the process of lightning, if clicked it will show an animation of the occurrence of lightning followed by a problem exercise.In the animation display there are konsep dasar, suara, lanjut, and kembali.If you click on the yellow words, an explanation of the concept will appear, if you click on the basic concept, the science material will appear.if the suara is clicked, the narration will appear in the form of audio, if clicked on the lanjut button, it will continue to the next animation about the process of lightning, if the button is clicked back the initial animation will appear again.If we will move to the next material, then just click on the menu on the left edge of the screen.Design multimedia produced in this study consists of several components, namely in the form of text, images, animation, sound, and video.Multimedia is developed based on the domain of scientific literacy, namely context, content, competence, and scientific attitudes according to the PISA 2015 framework.The context contained in multimedia in the theme of lightning is in the form of everyday life phenomena related to lightning in the form of videos and images.Each material that will be discussed in the lightning multimedia theme always begins with a contextual phenomenon in the form of lightning events, the danger of lightning, images and texts of lightning victims (Figure 1), and the benefits of lightning (Figure 2).Besides being dangerous, lightning is also useful in producing ozone, so it can reduce the depletion of the ozone layer due to global warming.

Figure 1 .
Figure 1.Display of Lightning Danger Context

Figure
Figure 3. Display of Electrically Charged Atoms

Figure 3
Figure 3 explains about positive, negative and neutral atoms.Animation about the properties of an electric charge, that is, if a similar charge is brought up there will be an attractive force and if two charges with different charges are brought up there will be a resistive force shown in Figure 4.The domain of science competence in the 2015 PISA framework has three competencies, namely the competence to explain scientific phenomena, the competence to evaluate and design scientific research, and the competence to interpret scientific data and evidence.

Figure
Figure 5. Display of Explain Scientific Phenomenon Competence

Figure 9 .
Figure 9. Display of Attitude to Avoiding Science When Lightning Occurs multimedia usage instructions clearly explained; the type and color of the letters, as well as the size and layout of the letters of the language used are simple and understandable, the appearance of the background and the colors of the media are attractive, making the quality of multimedia designs very good.Multimedia also has high attractiveness with a combination of text and images, and an attractive composition of display colors.High gain is also found in the compatibility between multimedia content and curriculum.The ease of material structure and the evaluation help students understand the contents of the material about lightning.In addition, the experts also gave an assessment that from experts for the perfection of lightning multimedia themes are shown in Figure 7, and Figure 8).The use of various types of representation is able to develop scientific competencies (Krajcik and Sutherland, 2010).Further acquisition of the components of scientific competence based on the results of the pre-test, posttest, and N-gain is shown in Figure 10.

Figure
Figure 10.Acquisition of Scope of Science Competence Information: A: explain scientific phenomena B: designing experiments

Table 2 .
Table 1.Results of Multimedia Validation by Experts