Available via license: CC BY-NC-ND 4.0
Content may be subject to copyright.
International Research Journal of Engineering, IT & Scientific Research
Available online at https://sloap.org/journals/index.php/irjeis/
Vol. 9 No. 2 March 2023, pages: 1-10
ISSN: 2454-2261
https://doi.org/10.21744/irjeis.v9n2.2274
1
Learning Media Development Based on 3D (3D) Animation Videos
in Courses Mechanics Technique
Rasiwan
a
Hartanto Wahyu Sasongko
b
Robby Mauludy Arif
c
Randy Setiawan
d
Etty Rabihati
e
Iwan Supardi
f
Article history:
Abstract
Submitted:
Revised:
Accepted:
This study aims to: (1) produce 3-dimensional (3-D) animated video-based learning
media in the Engineering Mechanics course. (2) Knowing the feasibility level of 3-
dimensional (3-D) animated video-based learning media in the Engineering
Mechanics course. This research employed to research and development methods to
develop learning media based on 3-dimensional (3-D) animation videos. The learning
media development procedure is carried out through (1) the preliminary study stage,
which consists of a literature review and a field study; and (2) the development stage,
which is carried out by making a draft of a model design that is divided into three
parts, including: compiling materials, making scripts, preparing 3-dimensional (3-D)
animation videos, and editing animation videos. Furthermore, validation of
assessments by material experts, media experts, and learning experts, as well as
limited trials to assess the feasibility of the learning media created; (3) The evaluation
stage is the final stage of the development process related to the final model of 3-
dimensional (3-D) animated video-based learning media in the Engineering
Mechanics course. The results of the Study show that 3-dimensional (3-D) animated
video-based learning media in the Engineering Mechanics course get a feasibility
level based on the assessment of media experts, with a percentage of 97% showing it
is very feasible, learning experts with the percentage of 84% showing it is very
feasible, and material experts with a percentage of 93% showing it is very feasible.
The results of a limited trial of 30 students showed a percentage of 88%, indicating
that it was feasible.
Keywords:
3D animation,
engineering mechanics;
learning media;
research and development
method;
International research journal of engineering, IT & scientific research © 2023.
This is an open access article under the CC BY-NC-ND license
(https://creativecommons.org/licenses/by-nc-nd/4.0/).
Corresponding author:
Rasiwan,
Politeknik Negeri Pontianak, Indonesia.
Email address: rasiwan1963@gmail.com
a
Politeknik Negeri Pontianak, Indonesia
b
Politeknik Negeri Pontianak, Indonesia
c
Politeknik Negeri Pontianak, Indonesia
d
Politeknik Negeri Pontianak, Indonesia
e
Politeknik Negeri Pontianak, Indonesia
f
Politeknik Negeri Pontianak, Indonesia
ISSN: 2454-2261
IRJEIS Vol. 9 No. 2 March 2023, pages: 1-10
2
1 Introduction
Engineering Mechanicscience balance is one discipline of knowledge that must be mastered by students Civil
Engineering Department. The objective eye studying Engineering Mechanics is to learn characteristics and structure.
From a Civil Engineering perspective, the traits structure above is characteristic features of base planning
construction. During the learning process, students were taught how to determine the direction force, the force
acting, and the necessary calculations (Wu & Chiang, 2013; Iwasa, 2015). However, based on the experience of the
researchers in the class, most students need help understanding the information lecturer. Sometimes, media and
methods are used to prevent lecturers. No, complete the learning process taught in class. Students' inability to
understand the material presented by the lecturer, the inactivity of students in class, and the lack of Spirit Study
caused by the use of media and techniques less teaching creative. Therefore, the achievement mark for student eye
studying Engineering Mechanics in the Department of Civil Engineering at Pontianak State Polytechnic got seen as
follows:
Percentage of Final Course Grades Mechanics of Technique Student Semester I Year Academic 2021/2022
Figure 1. Achievement of Student Values
What is meant by "learning media" is all something used in activity learning to awaken students' ideas, feelings,
interests, and concerns so that the interaction communication educative between lecturers and students can happen in
a manner effective and efficient. Because of technological progress, they are learning media video-based 3D
animation is one of the current learning media breakthroughs. Compared to media like modules or books, animation
videos increase the imagination and curiosity of students because, in a manner, cognitive students are stimulated to
imagine how animated movies indeed serve. With increasing enthusiasm, students and facilities understand the Study
and believe the results study they will increase (Mayer, 2002; Pichler & Hellmich, 2011).
2 Materials and Methods
The method used in the Study is the method of research and development (Research and Development). The research
will be developed as a learning medium based on a 3-dimensional (3D) animation video. Steps Study Research and
Development follow the method Sugiyono (2013), which is explained in the following picture:
Figure 2. Stages Study Research and Development
Draft activity study this is only up to the learning media of feasibility test eye studying Engineering mechanics
continued with final model evaluation. With this, the three-step simplification method research conducted by
researchers that is with share study becomes three-part, namely: stage studies introduction, stage media development,
and stages evaluation described in Figure 3.2 as follows:
9%
30%
38%
22%
1% a
b
c
d
e
IRJEIS ISSN: 2454-2261
Rasiwan, R., Sasongko, H. W., Arif, R. M., Setiawan, R., Rabihati, E., & Supardi, I. (2023). Learning media development based on
3D (3D) animation videos in courses mechanics technique. International Research Journal of Engineering, IT & Scientific
Research, 9(2), 1–10. https://doi.org/10.21744/irjeis.v9n2.2274
3
Figure 3. Procedure Flow Development
Research instruments are tools used to measure phenomena naturally or to measure phenomena observed socially.
The data collection tool referred to in the Study. This is an interview with several experts and students as media
users. Assessment of learning media-based animation given to one expert material, one media expert, and one expert
learning. After evaluation by experts, revision following results evaluation from experts. After the revised test, try to
return in a manner limited to the student (Königsberger et al., 2018; Mayer, 2003). In studying this, the researcher
makes 1st-semester students for become subjects Study for trial limited. Thirty students will make a sample in Study.
This is what follows eye studying Engineering Mechanics. To evaluate the feasibility of learning media that has been
made, then used scale measurement with the use of scale Likert. Variables that will be measured and described
become indicator variables. The indicator variable is a point reject to compile instrument items that can form
statements and questions. Answer every instrument item that uses a scale Likert has gradation from very positive to
very negative (Van Oosterom, 2013; Xiaobo et al., 2008).
Likert scale based on opinion Sugiyono (2013) is explained in table 1 and table 2 as follows:
Table 1
Criteria Evaluation appropriateness
Table 2
Interpretation of Feasibility Results Study
Category Study
Interpretation
Very Worth it
Material experts, media experts, and experts learning state that
learning media-based 3D animation is very decent used as a
learning medium
Worthy
Material experts, media experts, and experts learning state that
learning media-based decent 3D animation used as a learning
medium
Enough Worthy
Material experts, media experts, and experts learning state that
learning media based enough 3D animation worthy used as a
ISSN: 2454-2261
IRJEIS Vol. 9 No. 2 March 2023, pages: 1-10
4
learning medium
No Worthy
Material experts, media experts, and experts learning state that
learning media-based 3D animation is not worth using as a
learning medium
Very No Worthy
Material experts, media experts, and experts learning state that
learning media-based 3D animation is not very worthy of
being used as a learning medium
The calculation process percentage done with the method compares the score obtained with the expected score.
Percentage counted with use formula as following:
x 100%
3 Results and Discussions
A study was done in 3 stages, namely;
Studies introduction
At this stage, this is done studies literature and studies field. Studies literature looked for several references and
libraries related eye studying Engineering Mechanics. Studies field with method do observation and identification of
existing problems.
Stage Development
Stage this consists of some parts:
a. We are drafting material Engineering mechanics based on the RPS in the eye studying Engineering Mechanics.
b. Production 3 -of dimensional (3D) animation according to the material eye studying existing engineering
mechanics with the user device hard (Laptop) with the help of SketchUp software
c. and the animation will be implemented in an e-module interactive as learning media.
d. Editing 3-dimensional (3D) animated videos using software like Prezi video, canvas, and sketchfab. At a stage,
This generated output is an e- module interactive eye studying Where Engineering Mechanics is? Inside, it is
accompanied by an explanatory video with a visualization 3-of dimensional (3D) animation on the material
Engineering Mechanics. The contents of the e- module as below this:
Figure 4. Cover page e- module
IRJEIS ISSN: 2454-2261
Rasiwan, R., Sasongko, H. W., Arif, R. M., Setiawan, R., Rabihati, E., & Supardi, I. (2023). Learning media development based on
3D (3D) animation videos in courses mechanics technique. International Research Journal of Engineering, IT & Scientific
Research, 9(2), 1–10. https://doi.org/10.21744/irjeis.v9n2.2274
5
Figure 5. Study guide e- module
Figure 6. Explanation of 3D animation videos
Figure 7. 3D animation of structures
To reach the results of good teaching media, so will do learning media validation based on 3-dimensional (3D)
animation on the eye studying Engineering Mechanics. Validation process development of learning media performed
ISSN: 2454-2261
IRJEIS Vol. 9 No. 2 March 2023, pages: 1-10
6
by experts, i.e., an expert in the media field, an expert in field learning, and an expert in field material, as well for
support validation so reinforced by responses students on learning media based 3 -dimensional (3D) animation on the
eye studying Engineering Mechanics that has made (Chan, 2015; Huda & Maulana, 2022).
e. Learning media validation
Media Expert Validation
Media experts who become validators in learning media-based 3D animation are Lecturer Pontianak State
Polytechnic, Department of Electrical Engineering, informatics Engineering Study Program, which has skill in the
electronic media field.
Figure 8. Chart Media Expert Assessment
Based on the above results, percentage validation carried out by a media expert’s average presentation with a value
of 97% indicates a very decent category used. As for suggestions and input from the given Media Expert is as
follows: 1) For material more developed Again For level carry on kindly general Media Experts provide the above
suggestions to improve learning media so that you can use it in a manner maximum. After considering the
achievements of the value above, the Media Expert concluded that learning media-based 3D eye animation while
studying Engineering Mechanics is "Very Feasible used".
Learning Expert Validation
They are learning Expert Validation from the Lecturer at Pontianak State Polytechnic in charge of field education. In
matter, this is Learning Expert do learn media validation stale 3D eye animation studying Engineering Mechanics.
0%
20%
40%
60%
80%
100%
120%
Media Experts
IRJEIS ISSN: 2454-2261
Rasiwan, R., Sasongko, H. W., Arif, R. M., Setiawan, R., Rabihati, E., & Supardi, I. (2023). Learning media development based on
3D (3D) animation videos in courses mechanics technique. International Research Journal of Engineering, IT & Scientific
Research, 9(2), 1–10. https://doi.org/10.21744/irjeis.v9n2.2274
7
Figure 9. Chart Learning Expert Assessment
Based on the chart above, validation carried out by Learning Experts gets an average presentation with a mark of
84%, showing a very decent category used. As for suggestions and input from Learning Experts is as follows: 1)
Learning media need to be combined with SCL (Student Learning Center) so that development material is more
concrete and included in the environment strategy in West Kalimantan. Kindly General Learning Expert, provide the
suggestions above to improve learning media so that you can use it in a manner maximum. After considering the
achievements grade above, Learning Expert concludes that learning media based 3 -dimensional (3D) animation on
the eye studying Engineering Mechanics " Sangan Worthy used" (Trujillo, 2019; Suarez et al., 2018).
Material Expert Validation
Lecturer Pontianak State Polytechnic does Material Expert Validation. This is Material Expert learning media
validation stale 3 -dimensional (3D) animation on the eye studying Engineering Mechanics.
Figure 10. Chart Material Expert Assessment
0%
20%
40%
60%
80%
100%
120%
Learning
objectives Appropriateness Technical Qualit Student Abilities Benefit
Learning experts
0%
20%
40%
60%
80%
100%
120%
Learner's Purpose Material Submission Material Selection
Material Experts
ISSN: 2454-2261
IRJEIS Vol. 9 No. 2 March 2023, pages: 1-10
8
Based on the table, the above-average percentage validation carried out by Material Experts gets an average
presentation with a value of 93%, which shows a very decent category used. With consider several achievements
valued above, Material Experts conclude that learning media based 3 -dimensional (3D) animation on the eye
studying Engineering Mechanics "Very Feasible used".
Trial Results Student
Students evaluate learning media-based 3D animation that follows the eye studying Engineering Mechanics I. Trial
This is done at the time eye studying Engineering Mechanics I in progress by as many as 30 students.
Figure 11. Chart Evaluation Student
Based on the table, the above-average percentage validation carried out by students gets an average presentation of
88%, which shows a very decent category used. The responses and suggestions from the student for repairing
learning media products made, namely as follows:
1. Learning media implemented in the e- module only can be accessed online, preferably the file size of the e-
module created. It no too big.
2. Explanatory video material is reproduced again with added duration.
3. Material on the e- module can share before eye studying starts to prepare the internet data package (network).
4. 3 -dimensional (3D) animation designs are created more interesting again.
Response student provides the suggestions above: To improve learning media so that you can use it in a manner
maximum. After considering the value of the achievement above, the student chose to learn media based 3 -on
dimensional (3D) animation on the eye, studying Engineering Mechanics "Very Feasible used."
Stage Evaluation
The final model is a learning media based on a 3D (3D) animated video validated by experts and revised according
to expert input. The development of learning media based 3 -dimensional (3D) animation aims To help the student
understand eye material studying Partial Engineering Mechanics ample the material needs logic and calculations in
analysis style on the structure because with use 3D (3D) animation can help the student visualize form structure
construction as well as directions the force acting on the structure (Risdayanti & Sumarjo, 2017; Setiawan, 2015;
Titania & Widodo, 2020). One advantage of learning media This that it is combined in an e - module interactive,
which is very easy to use with a design that is attractive and accessible. E- module this Can be accessed by students
quickly from anywhere with the use of smartphones or laptops. On the e- module, there is description-related
material. There is also explanatory video-related material accompanied by 3D animation with an attractive display,
0%
20%
40%
60%
80%
100%
Student
IRJEIS ISSN: 2454-2261
Rasiwan, R., Sasongko, H. W., Arif, R. M., Setiawan, R., Rabihati, E., & Supardi, I. (2023). Learning media development based on
3D (3D) animation videos in courses mechanics technique. International Research Journal of Engineering, IT & Scientific
Research, 9(2), 1–10. https://doi.org/10.21744/irjeis.v9n2.2274
9
so that material easy understood and not dull. The combination of e -modules, videos, and 3 -dimensional (3D)
animations make learning media very helpful in distributing information (Isjoni, 2010; Moreno & Mayer, 2010).
According to Oetomo (2002), commonly interpreted multimedia as a combination of text, images, art graphics,
animation, sound, and video. The various media combined become One unity work to produce something
information that is not only can see as a results mold but also can hear, formed simulation and animation that can
awaken interest and have mark art high graphics in presentation. Ariani & Haryanto (2010) argued that multimedia is
divided into linear and interactive categories. Linear multimedia is not equipped with a tool controller, whatever the
user can operate. This multimedia walks sequentially (in order). Interactive multimedia is an equipped multimedia
with a tool controller that can be operated by the user so that the user can choose what is desired for the following
process. Development of learning media based 3 -dimensional (3D) animation refers interactive multimedia
category, namely learning media that is equipped tool controller that the user can control (Apriansyah, 2020;
Aunurrahman et al., 2012).
4 Conclusion
Based on the results of research and discussion on the Development of 3 Dimensional (3D) Animation-based
Learning Media in Engineering Mechanics Courses, it can be concluded that:
a. Compiled a learning media based on 3 -dimensional (3D) animated videos on e - modules Engineering
mechanics
b. Media experts conclude that learning media-based video 3 -dimensional (3D) animation on the eye studying
Engineering Mechanics is very suitable to be used as a tool in the learning process as a variation and easily
understood by students.
c. Learning experts concluded that 3-dimensional (3D) animation-based learning media for Engineering
Mechanics courses is appropriate for the learning process for Engineering Mechanics courses to suit SCL
(Student Center Learning).
d. The material expert concluded that 3-dimensional (3D) animation-based learning media for Engineering
Mechanics courses were appropriate for the learning process for Engineering Mechanics courses to make
them easier to understand and increase student learning motivation.
e. The results of the trial of 3-dimensional (3D) animation-based learning media in the Engineering Mechanics
course in the Civil Engineering Department, which were conducted on 30 students, it can be concluded that
student responses regarding 3-dimensional (3D) animation-based learning media show that this media makes
it easier for students understand the material, effectively reduce boredom, and increase student learning
motivation, this is following the results of student trials categorizing 3-dimensional (3D) animation-based
learning media as very suitable for use in the learning process.
From the several stages of assessment and testing, learning media based on 3-dimensional (3D) animation in the
Engineering Mechanics course at the Pontianak State Polytechnic Civil Engineering Department is very suitable for
learning.
Conflict of interest statement
The author(s) declared that (s)he/they have no competing interest.
Statement of authorship
The author(s) have a responsibility for the conception and design of the study. The author(s) have approved the final
article.
Acknowledgments
Acknowledgments are primarily addressed to research funders or donors. Thank-you notes were also conveyed to
parties who assisted in the implementation of the research.
ISSN: 2454-2261
IRJEIS Vol. 9 No. 2 March 2023, pages: 1-10
10
References
Apriansyah, M. R. (2020). Pengembangan media pembelajaran video berbasis animasi mata kuliah ilmu bahan
bangunan di Program Studi Pendidikan Teknik Bangunan Fakultas Teknik Universitas Negeri Jakarta. Jurnal
Pensil: Pendidikan Teknik Sipil, 9(1), 9-18.
Ariani, N., & Haryanto, D. (2010). Pembelajaran multimedia di sekolah. Jakarta: Prestasi Pustaka.
Aunurrahman, A., Hafis, M., & Darajat, A. (2012). Pengajaran Menulis Menggunakan Pendekatan Genre kepada
Mahasiswa Program Studi Pendidikan Bahasa Inggris di Indonesia. Indonesian Journal of Functional
Linguistics, 1(1), 44-57.
Chan, C. K. (2015). Use of animation in engaging teachers and students in assessment in Hong Kong higher
education. Innovations in Education and Teaching International, 52(5), 474-484.
Huda, M. A. F., & Maulana, A. (2022). DEVELOPMENT OF ANIMATION VIDEO LEARNING MEDIA FOR
URBAN DRAINAGE COURSES IN BUILDING ENGINEERING EDUCATION. Jurnal Pensil: Pendidikan
Teknik Sipil, 11(1), 36-46.
Ikhwanuddin, S. T. (2017). Pengembangan Media Pembelajaran Video Animasi pada Pelaksanaan Pekerjaan
Konstruksi Atap Baja. E-Journal Pend. Teknik Sipil Dan Perencanaan, 5(8), 31.
Isjoni, C. L. (2010). Efektivitas Pembelajaran Kelompok. Bandung: Alfabeta.
Iwasa, J. H. (2015). Bringing macromolecular machinery to life using 3D animation. Current opinion in structural
biology, 31, 84-88. https://doi.org/10.1016/j.sbi.2015.03.015
Königsberger, M., Hlobil, M., Delsaute, B., Staquet, S., Hellmich, C., & Pichler, B. (2018). Hydrate failure in ITZ
governs concrete strength: A micro-to-macro validated engineering mechanics model. Cement and Concrete
Research, 103, 77-94. https://doi.org/10.1016/j.cemconres.2017.10.002
Mayer, R. E. (2002). Multimedia learning. In Psychology of learning and motivation (Vol. 41, pp. 85-139).
Academic Press. https://doi.org/10.1016/S0079-7421(02)80005-6
Mayer, R. E. (2003). The promise of multimedia learning: using the same instructional design methods across
different media. Learning and instruction, 13(2), 125-139. https://doi.org/10.1016/S0959-4752(02)00016-6
Moreno, R. E., & Mayer, R. E. (2010). Techniques that increase generative processing in multimedia learning: Open
questions for cognitive load research.
Oetomo, M. S. (2002). Wireless keyboard for multimedia PC (Doctoral dissertation, Petra Christian University).
Pichler, B., & Hellmich, C. (2011). Upscaling quasi-brittle strength of cement paste and mortar: A multi-scale
engineering mechanics model. Cement and Concrete Research, 41(5), 467-476.
https://doi.org/10.1016/j.cemconres.2011.01.010
Risdayanti, N., & Sumarjo, H. (2017). Pengembangan Media Pembelajaran Video Animasi Menggunakan Sketchup
Pada Metode Pelaksanaan Pekerjaan Arsitektur Konstruksi Bangunan Gedung Bertingkat Rendah. E-Journal
Pend. Teknik Sipil Dan Perencanaan, 5(3), 84.
Setiawan, M. A. (2015). Analisa struktur mikro dan patahan kekuatan trik baja St 60 setelah dokorosikan dengan
asam klorida (HCl) dan asam sulfat (H2So4) (Doctoral dissertation, Universitas Negeri Malang).
Suarez, K. L. C., Carlos, A. G. J., Cuenca, L. A. S., Zambranod, J. A. G., & Ponce, Ángel A. A. (2018). Demand in
abdon calderon parish for possible installation of photovoltaic systems. International Journal of Physical
Sciences and Engineering, 2(3), 62–69. https://doi.org/10.29332/ijpse.v2n3.218
Sugiyono, D. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif dan R&D.
Titania, T., & Widodo, S. (2020). Pengembangan Media Pembelajaran Video Animasi untuk Mata Pelajaran
Mekanika Teknik Kelas X Desain Pemodelan dan Informasi Bangunan di SMK N 2 Yogyakarta. Jurnal
Pendidikan Teknik Sipil, 2(2), 89-94.
Trujillo, A. E. G. (2019). Harmonics influence on power and energy measurements. International Journal of
Physical Sciences and Engineering, 3(1), 32–41. https://doi.org/10.29332/ijpse.v3n1.254
Van Oosterom, P. (2013). Research and development in 3D cadastres. Computers, Environment and Urban
Systems, 40, 1-6. https://doi.org/10.1016/j.compenvurbsys.2013.01.002
Wu, C. F., & Chiang, M. C. (2013). Effectiveness of applying 2D static depictions and 3D animations to
orthographic views learning in graphical course. Computers & Education, 63, 28-42.
https://doi.org/10.1016/j.compedu.2012.11.012
Xiaobo, C., Tao, J., & Ye, J. (2008). Research and development of an accurate 3D shape measurement system based
on fringe projection: Model analysis and performance evaluation. Precision Engineering, 32(3), 215-221.
https://doi.org/10.1016/j.precisioneng.2007.08.008
