The Influence of Physics Module Base on Interactive Multimedia in Learning According to KTSP Toward the Learning Outcomes of R-SMA-BI Students Grade X in SMAN 1 Padang

Physics learning in R-SMA-BI required learning material in English and base on ICT. Based on the fact, the learning material in English and base on ICT were still limited. An alternative solution to solve this problem was implementation the physics module base on interactive multimedia. The interactive module makes the Physics learning more interesting, so that it was expected can improve the Physics learning outcomes of the students. The purposes of this research were to know the Physics learning outcomes and the achievement of minimum mastery criteria, and to investigate the influence of Physics module based on interactive multimedia in learning according to KTSP toward the learning outcomes of R-SMA-BI students first grade in SMAN 1 Padang. The type of research was Quasi Experimental with the Randomized Control Group Only Design. The population of this research were all R-SMA-BI students in first grade at SMAN 1 Padang who listed in the academic year 2010/2011. Through cluster sampling technique was obtained grade X 5 as the experiment class and grade X 7 as the control class. The data collection techniques of this research were written test for cognitive domain and observation sheet for affective domain. Data analysis techniques that used were conversion of score to the value, descriptive statistical analysis, normality and homogenity test, and compare mean test. Based on data analysis, it could be stated two results of this research. First, the average learning outcomes of students in Physics learning using module base on interactive multimedia on the cognitive and affective respectively 77.5 and 86.52. Learning outcomes of students on cognitive domain 40,6% still cannot reach the minimum mastery criteria at 75. Second, the implementation of the physics module base on interactive multimedia on Physics learning has given a significant influence toward learning outcomes of students both cognitive domain and affective domain.