Interactive multimedia learning materials combine various media, i.e., text, image, sound, video, animation, and simulation, and students can control the way they use them (Prastowo, 2011). Additionally, they can give students feedback, making students actively involved in learning. Although concepts in physics are abstract, animation and simulation of various phenomena and cases that are near students’ daily lives can make them concrete for students to understand. In addition, videos in interactive multimedia learning materials can explain physics concepts that are poorly understood by students, enabling students to learn independently.
The interactive multimedia learning materials that were developed consist of a handout and student worksheet. The structure of the handout consists of Core Competencies (CC), Basic Competencies (BC), a description of lesson materials, questions, and references (Prastowo, 2011). The student worksheet consists of a lesson topic, class, semester, lesson guide, CC, BC, lesson indicators, lesson objectives, information about lesson materials, tools/materials that are needed in the lesson, procedures, and tasks or discussion materials (Prastowo, 2011).
Moreover, the discovery learning model was used as learning steps in interactive multimedia learning materials. In this learning model, students use a given problem and work independently to identify the physics concept and understand the related principle. In addition, since the problem-solving process requires critical thinking, it can improve critical thinking skills. Furthermore, this learning model is student-centered, which can help students be more active, critical, creative, independent, and responsible in their learning.