Development, Validity, and Practicality of Interactive Multimedia Teaching Materials for Long Jump among Undergraduate Sport Science Students

Sinung Nugroho; Silvia Fauziah  Nasution; Regina Rengsi Putri  Wahyuni; Ramlan Sahputera  Sagala

doi:10.31599/wyb86970

Authors

Sinung Nugroho Universitas Negeri Medan, Indonesia
Silvia Fauziah Nasution Universitas Negeri Medan, Indonesia
Regina Rengsi Putri Wahyuni Universitas Negeri Medan, Indonesia
Ramlan Sahputera Sagala Universitas Negeri Medan, Indonesia

DOI:

https://doi.org/10.31599/wyb86970

Keywords:

interactive multimedia, teaching materials, long jump, movement understanding, research and development, validity, practicality

Abstract

The integration of digital technology into higher education has created opportunities for instructional resources that combine conceptual explanation with visual and interactive learning support. In athletics education, conventional materials may provide limited opportunities for repeated observation of complex movement sequences. This study aimed to develop interactive multimedia teaching materials for the long jump and to assess their preliminary validity and practicality among undergraduate Sport Science students. A Research and Development (R&D) approach adapted from the Borg and Gall model was used and limited to five stages: research and information collecting, planning, developing the preliminary product, preliminary field testing, and main product revision. The product integrated text, images, animations, instructional videos, movement-analysis content, formative quizzes, feedback, and self-evaluation. Six experts rated 30 items covering subject matter, media, and learning domains, while 20 undergraduate students rated 40 items covering ease of use, learning interest, content presentation, and multimedia appearance. Expert appraisal produced 90.0% overall, with domain scores of 90.0% for subject matter, 88.0% for media, and 92.0% for learning. The overall Aiken’s V was 0.875, providing supporting evidence of content relevance based on the expert ratings. Student responses produced an overall score of 90.0%; the dimension scores were 89.8% for ease of use, 91.5% for learning interest, 91.7% for content presentation, and 87.1% for multimedia appearance. All dimension scores fell within the study’s Very Practical category. These findings indicate that the product was favorably appraised and practically usable in a limited field setting.

Downloads

Download data is not yet available.

References

Aiken, L. R. (1985). Three coefficients for analyzing the reliability and validity of ratings. Educational and Psychological Measurement, 45(1), 131–142.

Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(1), 1–24.

Borg, W. R., & Gall, M. D. (1983). Educational research: An introduction (4th ed.). Longman.

Casey, A., Goodyear, V. A., & Armour, K. M. (2021). Digital technologies and learning in physical education: Pedagogical cases. Routledge.

Fiorella, L., & Mayer, R. E. (2021). Learning as a generative activity. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.

Goodyear, V. A. (2023). Digital technologies and learning in physical education: A critical review of research and practice. Physical Education and Sport Pedagogy, 28(5), 523–538.

Hodges, N. J., & Williams, A. M. (2022). Skill acquisition in sport: Research, theory and practice (3rd ed.). Routledge.

Lees, A., Graham-Smith, P., & Fowler, N. (2022). A biomechanical analysis of the long jump. Journal of Sports Sciences, 40(4), 385–398.

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.

Mayer, R. E., & Fiorella, L. (Eds.). (2021). The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.

Moreno, R., & Mayer, R. E. (2021). Interactive multimedia learning: Principles and applications. In R. E. Mayer & L. Fiorella (Eds.), The Cambridge handbook of multimedia learning (3rd ed.). Cambridge University Press.

Paas, F., Renkl, A., & Sweller, J. (2022). Cognitive load theory: Instructional implications of the interaction between information structures and human cognitive architecture. Educational Psychology Review.

Priyambada, G., Suprayitno, S., Ndayinsenga, J., Ristiana, P. A., Sunarti, S., Pebrian, A., & Budiman, B. (2024). Video variations as learning method of physical education. Journal of Physical Education (Maringá), 35(1), Article e3551.

Schmidt, R. A., Lee, T. D., Winstein, C. J., Wulf, G., & Zelaznik, H. N. (2019). Motor learning and performance: From principles to application (6th ed.). Human Kinetics.

Sugiyono. (2022). Metode penelitian dan pengembangan (Research and Development/R&D). Alfabeta.

Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: Twenty years later. Educational Psychology Review, 31(2), 261–292.

UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO Publishing.

Wiarto, G. (2016). Media pembelajaran dalam pendidikan jasmani. Laksitas.

Wiguno, L. T. H., Kurniawan, A. W., Wahyudi, H., & Aqsha, A. H. (2023). Development of interactive multimedia-based physical fitness learning media in junior high school. Journal of Sport Science and Education, 8(1), 54–68.

Wulf, G., & Lewthwaite, R. (2021). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review.

Zhao, Y., Wang, X., & Li, J. (2025). Technology-enhanced learning in physical education: A systematic review. Scientific Reports.