The Effectiveness of Interactive Multimedia 3D Modeling of Metallic Bondings to Optimize Visual-Spatial Intelligence

The research aims to test the effectiveness of three-dimensional (3D) modelling of metallic bonding as a learning media to optimize student visual-spatial intelligence. The respondents of this research were 25 students of the class 2017 in Universitas Negeri Surabaya. Data was collected online three times, including initial knowledge test, small group test, and large group test. The data collection method uses multiple-choice tests consisting of ten questions about metallic bonding and five visual-spatial questions. There is a 20-minute limit to answer all those questions after getting the experience to use the media. The effectiveness is analyzed based on classical learning completeness obtained from the average individual completeness value. Based on the results, the interactive multimedia 3D metallic bonding model effectively optimizes visual-spatial intelligence. The percentage of classical completeness in the small and large groups is 75.00 and 76.00 (%), respectively. This value is classified into the high category based on the recapitulation of student learning outcomes level.


Introduction
As one of science subjects, chemistry has several concepts that cannot be actualized directly but only through schematic modeling. Modeling or abstraction requires the ability to visualize (describe indirectly) in supporting the learning process (Brown & Brown, 2002;Robert & Chevrier, 2003).
Chemical bonding is one of the tricky main topics in chemistry for students. Based on the data National Examination scores in 2017, the percentage of students understanding the chemical bonding subject, including ions, covalent, and metallic bonds in East Java Province and the national data was 41.67 and 44.44%, respectively. In 2018, the percentage of students understanding the chemical bonding in the East Java Province and the national data was 52.38 and 51.98%, respectively. This data shows more than 45% of students do not understand chemical bonding overall.
The 21 st century is marked as the century of openness or the century of globalization, which means life humans in the 21 st century experience fundamental changes that are different from the order of life in the previous century. This century is also known as the knowledge age. In this era, all alternative efforts to supply life necessities in various contexts are more knowledge-based (Wijaya et al., 2016;Kurniawan, 2017).

Measures
provide life necessities of knowledge-based education, knowledgebased economic development, knowledgebased social empowerment and development, and industry-based knowledge development (Mukhadis, 2013;Ollino et al., 2018) As one of the countries in Southeast Asia,  Indonesia  has  the  Information  and  Communication Technology Development  Index (ICT Development Index (IDI)) which  increased from 2015 to 2017. IDI value  Indonesia in 2015, 2016, and 2017was 3.88, 4.34, and 4.99, respectively (Badan Pusat Statistik, 2018. This value indicates that the classified of ability to understand and follow technological developments are good socially. It is supported by the number of Internet users in Indonesia, around 123 million users, which ranks 6th globally (Hidayat, 2014).
Metallic bonding is a type of chemical bonding often described as an array of positive ions in a sea of electrons. The outer electrons have become delocalized over the whole metal structure. It means they are no longer attached to a particular atom or pair of atoms but can be thought of as moving freely around in the whole structure (Housecroft & Sharpe, 2008;Effendy, 2007). The concept of sea electrons in metallic bonding requires three-dimensional modeling to facilitate how metallic bonding can be formed and its characteristics compared to ionic, covalent, and covalent coordination bonding (Miessler & Tarr, 2004;Greenwood & Earnshaw, 1997;Connelly et al., 2005). Therefore, one aspect that needs to be improved is the ability to use information and communication technology (ICT) for learning chemistry, especially chemical bonding topics (Habraken, 1996;Braund & Reiss, 2004). Interactive media is one of the kinds of technologies classified into ICT commonly used in a language context. There was a significant difference in the psychomotor skills of students taught and retention abilities in cognitive with interactive multimedia technology (Rajendra & Sudana, 2018). Implementing interactive multimedia in blended learning can improve student learning outcomes in the medium and high categories. The development of virtual lab-based media can improve the validity percentage by around ≥ 61 (Arham & Dwiningsih, 2016;Dwiningsih et al., 2018).
The learning method in metallic bonding often focuses on memorizing or visual-spatial concepts (Kincheloe, 2004;Al-Balushi & Al-Hajri, 2014). In this research, the authors wanted to make it easier for students to understand the concept of metallic bonding and practice their visual-spatial skills through the Interactive Multimedia 3D Metallic Bonding Modeling application (software).
The learning theory of this research is behavioristic. The theory focuses on the idea that all behaviors are learned through interaction with the environment that affects acquiring the knowledge. According to this theory, the behavior is entirely ruledetermined, predictable, and determinable. Moreover, a person engages in certain behaviors because they have learned through previous experiences, to associate the behavior with gifts. Someone stops a behavior, perhaps because the behavior has not been rewarded or has been punished. All beneficial or destructive behaviors are learned behaviors (Fahyuni & Istikomah, 2016). The research aims to test the effectiveness of interactive multimedia 3D modeling of metallic bonding. The validity and practicality have been tested in the same research model. Multimedia is equipped with three-dimensional visualizations, explanations, and problems related to metallic bonding, and students can learn while moving the 3D modeling animation of metallic bonding. Multimedia is also equipped with two languages, namely Indonesian and English. In its application, multimedia is combined with a guided inquiry learning model with a scientific approach.

Types of the Research
The type of research is research and development (R&D) that produce the specific products and test their effectiveness (Sugiyono, 2011). The product in this development research is an application software using Aurora 3D Presentation 2012.

Subjects of the Research
The research subjects were 25 students of undergraduate Chemistry Education at the Universitas Negeri Surabaya, Class of 2017.

Research and Development Procedures
The research uses a series of ADDIE model development, including analysis, design, development, implementation, and evaluation (Seel et al., 2017). The focus of the research is testing the effectiveness based on the implementation and evaluation process. Figure 1 shows the ADDIE model development of the research. The systematic of the research are formulated as below: 1) Giving the questions to large group students without being accompanied by giving the metallic bonding theory. 2) Giving the metallic bonding theory accompanied by interactive multimedia three-dimensional modeling (3D) of metallic bonding in small and large groups students. The steps to quantitative analysis data as follow: 1) The completeness of student learning outcome (individually) determines using Eq. (2):

Result and Discussion
The design and features contained in interactive multimedia consist of one main page (homepage) and five additional pages, consisting of the competency page, introduction, metallic bonding theory, quizzes, and author profile. The background design uses the Adobe Photoshop CS6 and Adobe Illustrator CC 2017 applications, while the overall design and programming application use the Aurora 3D Presentation 2012. There are seven clickable icons in the main page display, as shown in Figure 2. Five of the seven icons are hyperlinks to other pages. One icon is for changing the language (two language options are available, namely Indonesian and English), and the exit button to close the program. The competency page consists of core competencies and basic competencies used in metallic bonding adjusted to the latest 2013 revised curriculum. Figure 3 shows the competency page display. The theory page consists of a flash animation video, metallic bonding theory, and an image that can be played, paused, and looped. This page contains a 3D visualization of the metallic bonding compound that can rotate in any direction. Figure 4 shows the theory page display. The quiz page consists of multiple-choice questions and submits button to lock the answer. Figure 5 shows the quiz page display. Jurnal Tadris   There is a 20-minute limit to answer all those questions after getting the experience to use the media. The test was carried out three times with details: the preliminary knowledge test before being given theory and media interactive, the small group test, and the large group test. Table 2 shows the preliminary knowledge written test results.
The preliminary knowledge test aims to understand students' knowledge about metallic bonding theory before know about interactive multimedia 3D metallic bonding modeling. The test results showed an average value of 45.33%, lower than the completeness criteria (75.00%). Furthermore, after students learn about metallic bonding theory in the interactive multimedia 3D modeling of metallic bonding, the written test be solved in the small group students. Table 3 shows the small-group written test results. The average value has increased to 80.56%, with the percentage of classical learning completeness is 75.00%. This value is classified into the high category based on the recapitulation of student learning outcomes level in Table 1. The test was tried on a large scale to determine that the media can be applied on a standard class scale (25 students). Table 4 shows the large-group written test results. Based on these results, the 19 students had a percentage above 75.00%. The mean value of individual completeness and classical learning completeness is 80.00% and 76.00%, respectively. This value is classified into the high category based on the recapitulation of student learning outcomes level in Table 1. Figure 6. Examples of Visual-Spatial Test Figure 6 shows the example of a visual-spatial test. Moreover, the written test about five visual-spatial questions be solved in the largegroup students to know the visual-spatial intelligence. Table 5 shows the large-group written test results about spatial-visual. Based on these results, the 19 students had a percentage above 75.00%. The mean value of individual completeness and classical learning completeness is 80.00% and 76.00%, respectively. This value is classified into the high category based on the recapitulation of student learning outcomes level in Table 1.
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/) The Effectiveness of Interactive Multimedia 3D Modeling Metallic Bondings to Optimize Visual-Spatial Intelligence

Conclusion
The interactive multimedia 3D metallic bonding modeling effective and can be used in the learning process with the classical learning completeness in the small and large group is 75.00% and 76.00%, respectively. This value is classified into the high category based on the recapitulation of student learning outcomes level.