The Effectiveness Of Multimodal Approaches In Learning

Abstract

This study aims to test the effectiveness of a multimodal approach in learning. The method used in this study is an experimental research method whose implementation uses a quasi-experiment type. The steps of implementing the effectiveness test, namely (1) determining the control group and the experimental group, (2) conducting the pretest, (3) carrying out learning in the control and experimental class, (4) conducting the postest, and (5) analyzing the experimental test results. The multimodal approach has been tested through the t-test to improve students' literary psychological analysis skills. The results of the effectiveness test showed a significant difference in students' psychological analysis abilities in general between the post-test scores of the control class and the experimental class (p = 0.00 <0.05). This shows that the two variances are not the same, so the variance to compare the population average (t-test for Equality of Means) in the t-test test must be based on equal variance not assumed. At the equal variance not assumed, a t value of 8.114 was obtained and a significance level of Sig. (2-tailed) of 0.000 <0.05, p = 0.000. These results indicate that p <0.05, means that there is a significant difference between groups of students who get treatment using a multimodal approach. Thus, there is a significant difference in student learning outcomes between the experimental class with the multimodal approach compared to the control class with conventional methods. The above analysis results show that Ho is rejected because of the significance level of Sig. (2-tailed) of 0.000 <0.05, while H1 was accepted because there was a significant difference between the increase in student learning outcomes in the experimental class and the control class.