Interactive Multimedia-Based Learning Model to Strengthen Grammar and Syntax Understanding in Indonesian Junior High Schools

This study investigates the effectiveness of an interactive multimedia-based learning model in strengthening grammar and syntax understanding among Indonesian junior high school students. A quasi-experimental research design with pre-test and post-test control groups was employed in two public schools in Yogyakarta. The experimental group (n = 60) received instruction through interactive multimedia modules, while the control group (n = 60) learned via conventional teacher-centered methods. Data were collected through grammar and syntax tests, questionnaires, observations, and interviews. Statistical analysis showed that the experimental group achieved significantly higher post-test scores (M = 78.6) compared to the control group (M = 66.2), with an effect size indicating substantial improvement (η² = 0.17). Learning gains in the experimental group were more than double those of the control group. Questionnaire results revealed that students perceived the multimedia model as engaging, user-friendly, and effective in clarifying abstract grammar concepts. Observations and interviews supported these findings, highlighting increased student participation and reduced teacher workload. However, challenges such as technical limitations, time constraints, and varying digital literacy were noted. Overall, the study demonstrates that interactive multimedia provides an effective, motivating, and pedagogically sound approach for grammar and syntax learning in Indonesian junior high schools. The findings suggest the importance of integrating multimedia into language curricula and providing teacher training to optimize its implementation.