The Influence of the Use of Interactive Learning Media on the Learning Outcomes of Midwifery Students
DOI:
https://doi.org/10.46749/fx4qt644Keywords:
Interactive Learning Media, Learning Outcomes, Midwifery Students, Phenomenology, Digital LearningAbstract
Background: Technological developments in health education are driving a transformation of learning toward interactive digital media. In midwifery education, interactive learning media such as videos, digital simulations, and e-learning are expected to improve student learning outcomes, encompassing cognitive, affective, and psychomotor aspects. However, the effectiveness of their implementation still requires in-depth study within the context of student experiences. Objective: This study aims to explore the influence of the use of interactive learning media on midwifery student learning outcomes based on their learning experiences. Methods: This study used a qualitative approach with a phenomenological design. Participants consisted of 12 midwifery students selected using purposive sampling based on the criteria of having participated in interactive media-based learning. Data were collected through in-depth interviews, observation, and documentation. Data were then analyzed using the Miles, Huberman, and Saldaña model, encompassing the stages of data reduction, data presentation, and conclusion drawing. Data validity was tested using triangulation of sources, methods, and member checking. Results: The study revealed four main themes: improved understanding of learning materials, increased motivation and engagement in learning, increased readiness for clinical practice, and challenges in implementing technology. Interactive learning media helped students understand complex midwifery concepts through visualization and simulation, increased learning motivation through more engaging learning, and improved readiness for clinical practice. However, limited internet access and technological infrastructure remain barriers to optimal implementation. Conclusion: Interactive learning media positively impacted midwifery students' learning outcomes across cognitive, affective, and psychomotor domains. Integrating interactive learning media into the midwifery education curriculum is highly recommended to improve the quality of competent and adaptable graduates in the digital era.
References
Rini, S. (2017). Effectiveness of mind mapping learning method on learning outcomes. Viva Medika Journal. https://doi.org/10.35960/vm.v2i2.173
Nurhayati, Y., Murni, D. E. S., & Nurmala, C. (2017). Learning outcomes and competency exam correlation. https://doi.org/10.36973/jkih.v5i1.30
Mindarsih, E., & Syafitri, T. (2017). Learning style and student outcomes. https://doi.org/10.32585/edudikara.v2i4.67
Mayer, R. E. (2017). Using multimedia for e-learning. https://doi.org/10.1037/edu0000193
Mayer, R. E. (2019). Multimedia learning (3rd ed.). https://doi.org/10.1017/9781316941355
Yaumi, M. (2018). Media dan teknologi pembelajaran. Prenadamedia Group.
Johan, H., Noorbaya, S., & Saidah, S. (2021). Audio visual media and learning outcomes. https://doi.org/10.35473/ijm.v4i2.1066
Hasyim, A. R., et al. (2025). Virtual reality in midwifery education. https://doi.org/10.36990/hijp.v17i2.1640
Hikmandayani, K., & Kartini. (2023). Augmented reality in midwifery learning. https://doi.org/10.35892/jikd.v19i2.1906
Susilawati, E., et al. (2023). AR learning media for clinical skills. https://doi.org/10.31539/joting.v5i2.7875
Maharani, A., et al. (2025). Video learning media in clinical assessment. https://doi.org/10.30606/jmn.v13i2A.4103
Ramliany, A., et al. (2025). VR-based learning improvement. https://doi.org/10.36990/hijp.v17i2.1640
Tenaw, Z., et al. (2017). Obstetric care provider knowledge. https://doi.org/10.1186/s12884-017-1480-8
Siregar, S. (2017). Statistik parametrik untuk penelitian.
Aburto, M. J., et al. (2021). Learning behavior and outcomes. https://doi.org/10.1038/s41598-021-01167-9
Alifariki, L. O., et al. (2023). Comparative study of learning media. https://doi.org/10.58209/hehp.11.1.141
Wiriyanti, M., et al. (2019). Web-based learning in midwifery practice. https://doi.org/10.30651/jkm.v5i2.4085
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design. https://doi.org/10.4135/9781506335193
Hennink, M., Hutter, I., & Bailey, A. (2020). Qualitative research methods. https://doi.org/10.4135/9781529712162
Guest, G., Namey, E., & Chen, M. (2020). Thematic saturation in qualitative research. https://doi.org/10.1371/journal.pone.0232076
Fusch, P. I., & Ness, L. R. (2017). Data saturation in qualitative research. https://doi.org/10.1177/1609406917733847
Miles, M. B., Huberman, A. M., & Saldaña, J. (2019). Qualitative data analysis. https://doi.org/10.4135/9781506339191
Lincoln, Y. S., & Guba, E. G. (2019). Naturalistic inquiry. https://doi.org/10.1016/B978-0-12-815217-9.00003-5
Alammary, A. (2021). Interactive learning systems in higher education. https://doi.org/10.3390/educsci11020060
Sweller, J., et al. (2019). Cognitive load theory. https://doi.org/10.1007/s10648-019-09460-6
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory. https://doi.org/10.1037/mot0000175
Bond, M., et al. (2020). Student engagement in digital learning. https://doi.org/10.1016/j.compedu.2020.103655
Khan, M. A., et al. (2021). Multimedia learning effectiveness. https://doi.org/10.1016/j.compedu.2021.104304
Kolb, D. A. (2017). Experiential learning theory. https://doi.org/10.4324/9781003255266
Foronda, C., et al. (2018). Virtual simulation in nursing education. https://doi.org/10.1016/j.nedt.2018.03.011
Liaw, S. Y., et al. (2020). Simulation in clinical education. https://doi.org/10.1016/j.nedt.2020.104735
Bruner, J. S. (2019). Constructivist learning theory. https://doi.org/10.4135/9781506335179
Hrastinski, S. (2019). Online learning engagement. https://doi.org/10.1080/01587919.2019.1607135
Cant, R. P., & Cooper, S. J. (2017). Simulation-based learning. https://doi.org/10.1016/j.nedt.2017.06.010
Padilha, J. M., et al. (2019). Virtual reality in nursing education. https://doi.org/10.1016/j.nedt.2019.103272
Weimer, M. (2018). Student-centered teaching. https://doi.org/10.1002/abc.21234
Van Dijk, J. (2020). Digital divide theory. https://doi.org/10.1177/2053951720920928
Adedoyin, O. B., & Soykan, E. (2020). Online learning challenges. https://doi.org/10.1007/s10639-020-10490-4
Liu, Q., et al. (2018). E-learning engagement. https://doi.org/10.1016/j.compedu.2018.04.003
Castro-Alonso, J. C., et al. (2018). Visual learning effectiveness. https://doi.org/10.1037/edu0000281
Hrastinski, S. (2018). Blended learning interaction. https://doi.org/10.1080/01587919.2018.1428167
Liaw, S. Y., et al. (2021). Digital clinical learning outcomes. https://doi.org/10.1016/j.nedt.2021.105123
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
