PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BERBASIS iNTERTEKSTUAL PADA MATERI LARUTAN PENYANGGA

Penelitianpengembangan multimedia pembelajaranberbasisintertekstualpadamaterilarutanpenyanggainidilakukankarena: (1) guru kesulitanuntukmenjelaskan level submikrosdansimbolikdanpertautannya, (2) siswamengalamimiskonsepsipadabeberapabagianmaterilarutanpenyangga, (3) bukuteks yang digunakansiswatidakmenjelaskan level submikrodan level simbolik, (4) multimedia yang sudahadahanyamempertimbangkanaspek media. Penelitianinimenggunakan model R&D (Research & Development) padaskalakecil.Kemudian multimedia yang sudahdibuatdivalidasipadaaspekkonten, aspekpedagogi, danaspek media. Multimedia yang dikembangkandinyatakan valid padaaspekkontendengancatatan: (1) menekankanfenomenaperanlarutanpenyanggapadarespirasidandarah, (2) menekankanasalkomposisilarutanpenyangga, sedangkanpadaaspekpedagogidinyatakan valid dengancatatan: (1) menambahkanjawabanmengenaidarah di akhirpembelajaran. Sedangkanpadaaspek media dinyatakan valid dengancatatan: (1) menambahkanpetunjukpenggunaan, dan (2) menambahkansignalingpadabagianprinsiplarutanpenyangga. Berdasarkan data angkettanggapan guru diperolehhasilbahwatingkatpersetujuanterhadap: (1) multimedia adalah 100%, (2) navigasi multimedia adalah 100%, (3) pedagogi multimedia adalah 100%, dankonten multimedia adalah 100%. Secarakeseluruhantanggapan guru terhadap multimedia terletakpadadaerahtingkatpersetujuanpadadaerahpositif, sehingga multimedia dinilaibaik.Berdasarkan data angkettanggapansiswadiperolehbahwatingkatpersetujuanterhadap: (1) motivasipada multimedia adalah 79,41%, (2) kontenpada multimedia adalah 85,30%, (3) navigasipada multimedia adalah 92,65% , (4) interaktifitas multimedia adalah 82,35%, dan (5) tampilan multimedia adalah 86,27%. Secarakeseluruhantanggapansiswaterhadap multimedia terletakpadadaerahtingkatpersetujuanpsositifsehingga multimedia dinilaibaik. Sehingga multimedia pembelajaranberbasisintertekstualpadamaterilarutanpenyangga yang telahdikembangkandapatdigunakan. ;---The research on the development of intertextual based learning multimedia in the buffer material was carried out because: (1) the teacher had difficulty explaining the submicros and symbolic levels and their linkages, (2) students experienced misconceptions in some parts of the buffer solution material, (3) the textbooks used by students did not explain submicro level and symbolic level, (4) existing multimedia only consider media aspects. This study uses a R & D (Research & Development) model on a small scale. Then the multimedia that has been made is validated on aspects of content, pedagogical aspects, and media aspects. Multimedia developed is declared valid on the aspect of content with the following notes: (1) emphasizing the phenomenon of the role of buffer solutions in respiration and blood, (2) emphasizing the origin of the buffer solution composition, while in pedagogical aspects it is declared valid with notes: (1) adding answers to blood in end of learning. While the media aspect is declared valid with notes: (1) adding instructions for use, and (2) adding signaling to the principle part of the buffer solution. Based on the teacher response questionnaire data obtained results that the level of approval of: (1) multimedia is 100%, (2) multimedia navigation is 100%, (3) multimedia pedagogy is 100%, and multimedia content is 100%. Overall the response of teachers to multimedia lies in the level of approval in positive areas, so multimedia is considered good. Based on student response questionnaire data obtained that the level of approval of: (1) motivation in multimedia was 79.41%, (2) content in multimedia was 85.30%, (3) navigation in multimedia was 92.65%, (4) multimedia interactivity is 82.35%, and (5) multimedia display is 86.27%. Overall students' responses to multimedia lie in the area of positive approval level so that multimedia is considered good. So that intertextual based learning multimedia on the material of buffer solution that has been developed can be used