IMPLEMENTATION OF ANDROID-BASED INTERACTIVE MULTIMEDIA ON ATOM STRUCTURE MATERIALS ON LEARNING OUTCOMES AND STUDENT MOTIVATION

The development of Android-based interactive multimedia in this study aims to optimize the advantages of technology in supporting successful learning so that technological developments will have a positive impact. The purpose of this study was to determine the effect of implementing Android-based interactive multimedia on learning outcomes and student motivation at SMA Negeri 1 Binjai, Langkat Regency. The method used in this research is descriptive quantitative research method. The data collection instruments used in this study were questionnaires and tests. The data analysis technique used in this research is quantitative descriptive analysis using the one sample t-test formula and correlation test. The learning outcomes of students who are taught using Android-based interactive multimedia obtained by students are higher than the KKM value set at school, which is 75, with an average value of student learning outcomes of 86.91 and a sig. = 0.000 <0.05 from the results of the one sample t-test conducted. The results of the students' motivation towards android-based interactive multimedia obtained an average percentage of 87.57 in the highly motivated category. Motivation and learning outcomes of students have a positive relationship with a very strong strength with the obtained Pearson Correlation value of 0.941 and a coefficient of determination of 88.5%.


INTRODUCTION
The world of education is inseparable from the learning process which includes teachers, students, and the learning environment which influence each other in order to achieve learning goals (Kartini, 2020). Media is one of the supporting factors for achieving learning objectives. This relates to the use of appropriate and varied media in the learning process that can increase learning motivation and can reduce the passive attitude of students at SMA Negeri 1 Binjai Langkat Regency which is indicated by various activities outside of the learning material presented, namely by being engrossed in playing cellphones.
As technology advances are currently developing rapidly, especially in Indonesia, we cannot deny that the use of technology is rampant, even in remote areas that have been touched by technology (Utami, 2021). Technology that used to be a secondary need has now become a primary need, starting from the lower, middle to upper class, children and parents have used technology, with the development of technology and being involved with education is something that makes a revolution to advance education with technology (Silaban, 2021).
According to Arsyad (2014), learning media is anything that can be used to convey messages or information in the learning process so that it can stimulate students' attention and interest in learning. Meanwhile, according to Rusman et al. (2013) the essence of learning media is as a vehicle for conveying messages or information from the source of the message forwarded to the recipient. Then Degeng (2013) argues that learning media is a component of a delivery strategy that can contain messages to be conveyed to the learner, whether it be people, tools, or materials. The use of media in learning is expected to make learning more meaningful. This is in line with the results of Nasir's research (2020) which argues that prioritizing the use of media in learning will generate interest in learning, learning motivation, The use of Android-based smartphones is expected to provide variety for students in learning, especially in obtaining broader and deeper material and ease of access (Yudha, 2021). This is in line with the opinion expressed by Fatimah & Mufti (2014) in their research, namely, Android-based media makes learning more interesting, students can learn material without being limited in time, meaning that students can study outside of learning hours, so that it will have a positive impact on participants. students in the use of smartphones as a medium for learning. In Muyaroah & Mega's research (2017) it shows that the implementation of Biology learning using Android media is more effective than Biology learning that does not use Android media.
The use of android-based interactive multimedia in chemistry learning is expected to make the delivery of difficult chemistry material easier and can make abstract chemical material more concrete which can improve student learning outcomes (Yudha, 2022). Student learning outcomes increase if students are interested in learning certain subjects by using interesting learning media, namely interactive multimedia based on Android (Rizkia et al., 2018). In addition, Android-based interactive multimedia is expected to motivate students to continue learning. According to Wardani et al. (2020) stated that the higher the learning motivation of students, the higher the achievement and learning outcomes to be achieved, where Jurnal Pendidikan Matematika dan IPA Vol. 14, No. learning motivation can grow due to aspirations, learning abilities, students' health conditions, and the atmosphere of the learning environment. The use of technology as a learning medium, namely mobile learning based on Android, is something that needs to be discussed and concerned about in the world of education, where this Android media makes use of technology in the form of cellphones currently owned by teachers and students, as educational staff, we must be observant of the developments that are happening in society, especially regarding developments that occur in society (Suleman, 2019). Regarding the development of modern technology today, we must utilize this technology as a learning medium that will be used by educators. Androidbased interactive multimedia is something that is crucial to be used in learning which is in line with research data which shows that there are differences in the average learning outcomes for pre-test and post-test in classes taught by applying androidbased teaching materials, namely showing significance 0.039 < 0.05 (Wahyuni & Etfita, 2019). Androidbased mobile learning can also help students learn longer and focus and also be confident in independent learning (Wibowo & Arifuddin, 2016).
The learning that took place at SMA Negeri 1 Binjai Langkat Regency during the initial observation, the teacher still used the lecture method and used textbooks in the learning process so that students were less interested and preferred to do other things such as chatting with friends and busy with their mobile phones.
The learning activities that will be obtained are the output or outcome. That is what is called learning outcomes. So that learning outcomes can be explained by understanding two words, namely, results and learning (Purwasi, 2019). The definition of results indicates an acquisition as a result of carrying out an activity or process that results in a functional change in input. And learning is a complex process that happens to everyone and lasts a lifetime, from when he was a baby to the grave later (Sadiman et al., 2014). According to Nurfajriani (2018) learning outcomes include cognitive, affective and psychomotor abilities. Meanwhile, according to Situmorang (2013) learning outcomes are abilities possessed by students after they receive their learning experience.
Based on the background above, the researcher is motivated and interested in conducting research with the title "Implementation of Android-Based Interactive Multimedia on Structure Material on Learning Outcomes and Student Motivation at SMA Negeri 1 Binjai, Langkat Regency".
The purpose of this study was to determine the effect of the implementation of Android-based interactive multimedia on atomic structure material on student learning outcomes and motivation at SMA Negeri 1 Binjai, Langkat Regency.

METHODS
This research method is a descriptive study, using a quantitative approach with a one-way correlational design, namely examining the effect of the implementation of Androidbased interactive multimedia on Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 259-270

Sandy Yudha, Nurfajriani, Ramlan Silaban
Implementation of Android Based Interactive Multimedia on Atom Structure Materials on Learning Outcomes and Student Motivation learning outcomes and student motivation at SMA Negeri 1 Binjai, Langkat Regency. In this study, the research variables included the independent variable and the dependent variable, which became the independent variable in this study was the implementation of android-based learning (X) while the dependent variable was student learning outcomes and motivation (Y) with the following research design: The research sample was one class, namely class X IPA 1 as the experimental class.Sampling in this study using purposive sampling technique. The data collection instruments used in this study were questionnaires and learning achievement tests. Questionnaires are used to obtain data about student motivation using interactive multimedia android in the learning process and learning achievement tests are used to measure students' ability to achieve learning objectives in the material being taught using android media. Data analysis used in this research is descriptive and inferential.to calculate the percentage of students' learning motivation can be calculated using the formula: = ⁄ × 100% Annontation: = Percentage of student motivation A = Total Maximum score a = Total score obtained The percentage value of students' learning motivation is then converted with the assessment criteria in Table 1. Pearson Correlation is used in order to know the relationship between variables if the data user has at least ordinal data. The basic thought in this analysis is that if a value of a variable has a suitability for the ranking of values with other variables, then these two variables have a correlation with each other. The Pearson Correlation correlation test is carried out by first carrying out prerequisite tests, namely normality and linearity tests. To facilitate the provision of correlation coefficient categories, the following measurement criteria are made in Table 2. Decision making based on probability.
If Sig < 0.05 then Haaccepted H0 is rejected, if Sig > 0.05 then rejected H0 is accepted.H a The coefficient of determination (KD) to calculate the contribution or contribution of X to the rise and fall of the value of Y, the following formula is used: KD = r 2 Annontation: KD = Coefficient of determination (%) r = Correlation coefficient

Student Learning Outcomes
Student learning outcomes in atomic structure material are measured by providing posttest questions after the implementation of Android-based interactive multimedia which aims to measure student learning outcomes. The learning outcomes of students who meet the KKM applied by schools can be measured using the one sample t-test using SPSS. Before carrying out the one sample t-test, the conditions that must be tested first are the normality test using SPSS. The results of the normality test for student learning outcomes can be seen in Table 3. learning outcomes is normally distributed. After the data is normally distributed, then it can be tested using the one sample t-test using SPSS. The output results of the one sample t-test using SPSS can be seen in Table 4 and Table 5. Based on Table 4.The results showed that the average score of 34 students who were taught with Android-based interactive multimedia was higher than the KKM score that had been set at school, which was 86.91. Based on Table 5. The results of the one sample t-test obtained the sig. = 0.000 <0.05 then H0 is rejected and Ha is accepted, so it can be concluded that the learning outcomes of students after implementing interactive multimedia based on Android as a result of development can have fulfillment of the KKM which has become a provision, namely 75.

Student Learning Motivation
The motivation measured in this study is extrinsic motivation which consists of several indicators including;1) Attention; 2) Confidence (confidence); 3) Satisfaction; 4) Challenges (challenges); 5) Curiosity; 6) Participation (engagement). The average score of students' learning motivation according to the indicators can be seen in Table 6. Based on Table 6. it is known that the indicator attention the average percentage of students' question item motivation was 86.76% which was included in the highly motivated category, the confidence indicator was 86.62% which was included in the highly motivated category, the Jurnal Pendidikan Matematika dan IPA Vol. 14, No. 2 (2023) h. 259-270

Sandy Yudha, Nurfajriani, Ramlan Silaban
Implementation of Android Based Interactive Multimedia on Atom Structure Materials on Learning Outcomes and Student Motivation satisfaction indicator was 88.68% which was included in highly motivated category, a challenge indicator of 86.78% which is included in the highly motivated category, an indicator of curiosity of 89.34% which is included in the highly motivated category, and an indicator of participation of 87.25% which is included in the highly motivated category.

The Relationship between Learning Motivation and Student Learning Outcomes
The relationship between motivation and student learning outcomes can be known by testing the correlation between learning motivation and student learning outcomes obtained. The researcher conducted a correlation test using SPSS assistance which first carried out a prerequisite test including:

Normality test
The results of the normality test of motivation data and student learning outcomes can be seen in Table 7. Based on Table 7, it is known that the Shapiro-Wilk normality test using SPSS obtained a value of Sig. The learning result is 0.067 and the value of Sig. learning motivation of 0.490. Both of these data are included in the normal category because the Sig. obtained > 0.05.

Linearity test
Linearity testing is carried out with the aim of knowing if the two variables are related linearly or not in a significant way. Tests produced through the use of SPSS can be seen in Table 8. Based on the results Sig. obtained is 0.406 > 0.05. So that it can be concluded if there is a linear relationship to learning outcomes and students' learning motivation.

Correlation test
After the two correlation test conditions have been met, both normality and linearity can then be carried out correlation testing so that it can be seen if the motivation and and discrete data which is suitable for research using parametric statistical tests. The correlation test was carried out using SPSS which can be seen in Table 9.  -tailed) .000 N 34 34 **. Correlation is significant at the 0.01 level (2-tailed).
Based on Table 9. it can be seen that the value of r count is greater than r table (0.941 > 0.367) and a significant value of 0.000, which means less than 0.05 (0.000 < 0.05), so that the second hypothesis H0 is rejected and Ha is accepted that is, there is a relationship between motivation and student learning outcomes after being taught interactive multimedia based on Android with a positive relationship. While the criterion for the strength of the relationship between motivational variables and student learning outcomes with a correlation coefficient (r) of 0.941 is included in the category of a very strong relationship.

Coefficient of determination (KD)
The coefficient of determination is used to determine the percentage of influence that has been tested using the correlation test. Based on the above calculation results, the coefficient of determination is 0.885 indicating that the independent variable (motivation) contributes 88.5% to the dependent variable (learning outcomes) while the remaining 11.5% contribution is influenced by other factors.
The acquisition of high student learning outcomes was also followed by the fulfillment of the KKM score set by the school, namely 75 because the results of the one sample t-test obtained a sig value. = 0.000 < 0.05 then Ho is rejected and Ha is accepted, so it can be concluded that the learning outcomes of students after being applied interactive multimedia based on Android the results of the development can meet the KKM standard that has been set in schools, namely 75, with an average score of student learning outcomes of 86.91. Jurnal Pendidikan Matematika dan IPA Vol. 14, No. Almost similar results were also obtained by Humaira et al. (2020) obtained the results that the use of interactive multimedia based on Android that was developed could improve student learning outcomes.
Student motivation towards the application of android-based interactive multimedia on atomic structure material is highly motivated by obtaining an average value of student motivation of 87.57%. This is because multimedia can help teachers in delivering material, learning is more varied and interesting so that students are not bored or bored, and easy to understand in chemistry. Learning motivation obtained by students also has a positive relationship with learning outcomes, because the value of r count is greater than r table (0.941 > 0.367) and a significance value of 0.000, which means less than 0.05 (0.000 < 0.05) with the criterion of the strength of the relationship between learning motivation variables and student learning outcomes, namely having a strong relationship.
Application of android-based interactive multimediawill make the learning atmosphere more enjoyable. Based on the results of Fahreza's research (2022) the use of androidbased media in studying integers makes the experimental learning atmosphere more interesting and fun when compared to the control class when implementing android-based interactive multimedia in chemistry learning will make students motivated to learn to understand chemical material that will have an impact obtaining good learning outcomes. The same thing was stated by Situmorang et al. (2015) innovative and interactive learning multimedia can increase student motivation to study independently.
In the correlation test to see if there is a relationship between learning motivation and student learning outcomes. Based on the results of the data obtained by the correlation table, it is known that the Sig (2-tailed) value is 0.000 < 0.05, which means that there is a positive correlation between motivation and learning outcomes of students who are taught using interactive multimedia based on Android, or H0 is rejected and Ha accepted. According to Sugiyono (2007) the correlation coefficient value of 0.80-1.00 is included in the very strong relationship category in the guidelines for providing interpretation of the correlation coefficient. From the statement and the results of the correlation coefficient values, it can be concluded that the relationship between motivation and learning outcomes is the strongest. This is because the value of the correlation coefficient is 0.941.
For the contribution of the determinant coefficient (KD) on motivation and learning outcomes is 88.5%. This is consistent with previous research, namely the research of Nuraini et al. (2018) which showed that there was a positive correlation between learning activity and learning outcomes in chemistry class X SMA N 5 Pontianak with a correlation coefficient (r) of 0.67 which was in the category strong. The contribution of learning activities and learning outcomes obtained by the determinant coefficient (r 2 ) of 0.451. This means that in this study learning activities Jurnal Pendidikan Matematika dan IPA Vol. 14, No. Thus, the results of the research above are an affirmation of the importance of the role of a medium in the learning process in order to further detail, broaden, deepen the subject matter, and of course make it easier for educators to convey the material presented. By utilizing various media in learning, it means that the ability level of students in exploring the subject matter will be maximized which will have a direct impact on student learning outcomes and motivation. Android media is very attached to the daily lives of high school youth which functions as a communication tool and has great potential as an innovative and interactive learning medium for students (Silaban, 2021).

CONCLUSION
Based on the results of the research that has been done, it can be concluded that the t test results obtained sig. = 0.000 <0.05 which indicates H0 is rejected, Ha is accepted, that is, the learning outcomes of students taught using interactive multimedia based on Android are higher than the KKM score set at school, namely 75, with an average value of student learning outcomes of 86, 91. The results of students' motivation towards Androidbased interactive multimedia obtained an average percentage of 87.57% in the highly motivated category. Students' motivation and learning outcomes have a positive relationship with a very strong force with the value obtained Pearson Correlation of 0.941 and a coefficient of determination of 88.5%. So that the results of this study can improve learning outcomes and motivate students in the process of learning chemistry on atomic structure material.