Analisis Pemanfaatan Konten Interactive Multimedia Based Learning Terhadap Peningkatan Kompetensi Belajar Mandiri Mahasiswa Di Masa Pandemi Covid-19


  • Anggun Nugroho Institut Teknologi dan Bisnis STIKOM Bali
  • Joko Santoso Institut Teknologi dan Bisnis STIKOM Bali
  • I Wayan Karang Utama Institut Teknologi dan Bisnis STIKOM Bali
  • Shofwan Hanief Institut Teknologi dan Bisnis STIKOM Bali


interactive multimedia learning, pandemic CoViD-19, self-study competence


In the lecture process, a lecturer has the task of delivering several learning concepts, each of which has different characteristics in a very limited time. Often lecturers can only complete lecture material but have not been able to provide more challenges for students to prove and practice their understanding of lecture material. This is very much needed, especially in practical lecture materials that require sufficient understanding and lots of case study exercises. In general, it was found that student learning achievement fell on the implementation of full online learning policies during the CoViD-19 pandemic, this is certainly related to independent learning competence (KBM) which is an important factor in online learning. If this continues to happen, it is feared that it will affect student achievement in the long term. So it takes a sense of care and creativity of lecturers to maintain learning achievement and independent learning competence of students. In this study, an analysis of the relationship and influence between the use of interactive multimedia based learning on student teaching and learning was carried out. The research was conducted in several teaching classes at ITB STIKOM Bali which were divided into experimental class and control class. In the experimental class, the implementation of interactive multimedia based learning content was treated, while in the control class there was no such treatment


Azevedo, R., Daniel C.M., Jennifer, C. (2011). Adaptive Content and Process Scaffolding: A key to facilitating students’ self-regulated learning with hypermedia.

Carman, J.M. (2015). E-Learning and Blended learning design: Five key ingredients, diunduh 20 Mei 2021, dari

Greene, J. A., & Azevedo, R. (2010). The measurement of learners’ self-regulated cognitive and metacognitive processes while using computer-based learning environments. Educa- tional Psychologist, 45, 203-209.

Hofstetter. (2001). Multimedia Intreaktif. Jakarta: Yudistira.

Osamah, M., S. F. Fong, and W. Zaid. (2010). Effects of Multimedia-based Instructional Designs for Arabic Language Learning among Pupils of Different Achievement Levels. Inter-national Journal of Human and Social Science : 311-317.

Santyasa I.W., 2021. Project Based E-Learning and Academic Procrastination of Students in Learning Chemistry, International Journal of Instruction. July 2021, Vol. 14 No.3

Sugiono. (2009). Metode Penelitian Pendidikan Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alpabeta.

Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, re- search, and applications (pp. 297-314). Mahwah, NJ: Erlbaum.

Zimmerman, B., & Schunk, D. (Eds.) (2011). Handbook of self-regulation of learning and performance. New York: Routledge.

Zumbrunn, S., Joseph Tadlock and Elizabeth Danielle Roberts. 2nd edition (2016). Encouraging Self-Regulated Learning in Classroom : A Review of The Literature. Virginia: Metropolitan Educational Research Consortium (MERC).