THE EFFECT OF EXPLORATORY MULTIMEDIA LEARNING TOWARDS LEARNING OUTCOMES OF ELECTRICAL POWER GENERATION BASED ON DIFFERENCE OF STUDENTS' SPATIAL ABILITY

Instructional media will determine the quality of learning outcomes. The effectiveness of multimedia is determined by teaching material’s composition and delivery method based on the principles of multimedia design. In addition, the learning outcomes are also determined by the spatial ability of students, especially in learning technologies. This study proved the influence of exploratory multimedia tutorials on the students’ competency of electrical power generation for the immediate post-test (I.PT/M.Rc) and the delayed post-test (D.PT/M.Rt), based on their spatial ability differences. Quasi experiments had been conducted by involving the samples of 74 students with 32 high spatial abilities (H.SA) and 42 low spatial abilities (L.SA). The research proved that there are significant differences between the groups with high-spatial abilities (H.SA) and low spatial ability (L.SA), in which the group (H.SA) is higher than the group (L.SA). Decreasing learning outcomes (M.Rt) from (M.Rc) is also significantly different. The spatial interaction ability conducted in a test setting showed significant differences in the learning outcomes. Learning with exploratory multimedia tutorials is mostly effective for the group (H.SA) on the test (M.Rc) and is not very effective for the group (L.SA) on the test (M.Rt).