Development of Multimedia ICT-Based Online Learning (CAI, CBI, Mobile Learning And E-Learning) In The Age of Industrial Revolution 4.0 And Society 5.0

The purpose of this study is to describe the development of online learning based on Multimedia ICT in the Industrial Revolution Age 4.0 and Society 5.0. This research method uses a qualitative method with the type of library research. The results of the study indicate that as part of the effort to reform learning is to take advantage of ICT in learning activities. One of the ICT products that can be used in learning is a computer or laptop/netbook, an Android cellphone and the Internet. By applying ICT-based learning, students can learn "from" and "with" ICT products. Learning "from" ICT products is carried out using ICT-based learning such as from products in the form of CAI, CBI, Mobile Learning and E-Learning. Learning "with" technology is the use of technology as cognitive tools and the use of technology in a constructivist learning environment. Thus, the role of ICT-based multimedia in learning is becoming increasingly significant today, because these media are designed to complement each other so that the desired learning objectives will be achieved properly.

or group of people. 1 So, learning is a process of scientific communication between teachers and students.
The learning process has developed very rapidly in the Industrial Revolution 4.0 and Society 5.0. This is because the development of Information and Communication Technology (ICT) is growing rapidly and ICT has become a medium that can facilitate and succeed in the learning process in educational institutions. Arief S. Sadiman 2 stated that ICT is increasingly felt thanks to the increasing number of information channels in various forms of media, both printed and non-printed. One of the sectors that is affected by the massive development of ICT is education, so the term "educational technology" is growing rapidly as with learning using multimedia learning.
At this time the development of ICT is increasingly gaining its existence, especially during this Covid-19 pandemic, learning must be online or online-based. In Indonesia, the phenomenon of online learning is known by many people from urban to rural circles. This situation is due to learning that cannot be done at school but must be done online. Online learning is a process of student interaction with teachers and learning resources through an online system or using the internet network. The activities of students and teachers cannot be face-to-face, but must use online media.
Online learning must require learning innovation for teachers. Teachers must make creative and applicable breakthroughs in online learning. Teachers must also be smart and creative in using online-based media with all existing program tools. If the teacher takes these steps, online learning will run optimally and effectively.
One of the innovative breakthroughs that teachers can make is using ICT-based learning multimedia, such as Computer Assisted Instruction (CAI) or Computer Based Instruction (CBI), Mobile Learning and E-Learning. Multimedia learning like this will accelerate students to understand the learning material presented by the teacher dan will also create independent learning which is one of the missions of online learning

B. THEORITICAL REVIEW 1. Basic Concepts of Multimedia
Phillips 3 says multimedia is, "… a mixture of media, including animations and digital video… using the most appropriate medium for the required massage." Mixed media, including animations and digital video … use as much media as possible in relation to the (learned) message. Azhar Arsyad 4 also stated that the definition of multimedia is still not clear, but simply it is defined as more than one media. It is a combination of some text, graphics, animation, sound and video. This simple definition also includes one type of combination, for example a combination of slides and audio tape.
In addition, Phillips 5 explained that technological advances in education have encouraged people to make various innovations from single/combination media, then mixture in a set or multimedia, and finally interactive multimedia (MMI). The characteristics of the multimedia component are that it contains elements of text, images, sound, animation, and video, some or all of which are organized into a learning program.

Basic Concepts of Learning
Utomo and Anjaya 6 explained that in the National Education System Law No. 20/2003 Chapter I article 1 (1) reads: "Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential." Based on the above understanding, it shows that there is a shift in the term teaching to learning. The term teaching shows the teacher's role as a teacher, while learning shows the active role of students as well as the dominant role of the teacher. Degeng 7 argues that learning means an effort to teach students. In learning, the educator as an important component of the education staff has the task of carrying out the learning process. In addition, educators are also expected to understand and master all the needs and characteristics desired and possessed by students.
Thus, learning is not only conveying information or knowledge, but also conditioning students to learn, because the main purpose of learning is that students learn. learning process for students. The success of the learning process is influenced by the development of science and community life that takes place from time to time. Learning is a process that is not only the process of disclosing knowledge, but also the process of actively disbursing knowledge or the process of formulating knowledge.

Multimedia Learning: Definition, Functions, Benefits and Utilization of Learning
Multimedia Multimedia learning is defined as a combination of several texts, images, graphic arts, animations, sounds and videos that are delivered in the learning process. Several various media are combined into a single work unit that will produce information that has a very high communication value in the learning process. This means that information can not only be seen as a printed product, but can also be heard, forming simulations and animations that can arouse interest and have high graphic art value in its presentation. 8 Sadiman et al 9 conveyed the functions of learning media and multimedia as follows: a) clarifying the presentation of messages so that they are not too visual; b) overcome the limitations of space, time, and senses, for example objects that are too big to be brought to class can be replaced with pictures, slides, etc., events that happened in the past can be displayed again through films, videos, photos or film frames; c) increasing enthusiasm for learning, enabling students to learn on their own based on their interests and abilities, and overcoming students' passive attitudes; and d) provide the same stimulus, can equalize the experiences and perceptions of students towards the content of the lesson.
There are several advantages and benefits that can be obtained by utilizing media or multimedia in learning, namely: a) new ways of working with computers will generate motivation to students in learning; b) colors, music and animated graphics can add to the impression of realism and demanding exercises, laboratory activities, simulations and so on; c) rapid personal response in student learning activities will result in high reinforcement; d) memory ability allows students' past performances to be recorded and used in planning the next steps in the future; e) patience, programmable personal habits complement a more positive attitude atmosphere, especially useful for slow learners; the ability to record power allows individual teaching to be carried out, individual orders can be prepared for all students, especially for specialized students and student learning progress can be monitored continuously; and the span of teacher supervision is widened as the amount of information presented is easily managed by the teacher and helps close supervision of direct contact with students. So that the benefits of the media can be felt well and used effectively and efficiently, there are several steps that need to be followed in the use of multimedia learning. So, there are three steps that must be taken, namely: preparation before using multimedia, activities while using multimedia and follow-up activities. If these three steps are carried out, the use of multimedia learning will be felt well in the learning process.

C. RESEARCH METHODS
This research approach uses qualitative research. While the type of research used in this study is library (Library Research). The data sources use primary sources and secondary sources. In this study, the data analysis used the Descriptive Content Analysis data analysis method. To check the validity of this data, the Data Validity of Source Triangulation is used.

ICT-Based Learning Multimedia Model
As part of the effort to reform learning is to take advantage of ICT in learning activities. With the existence of ICT, students can learn "from" and "with" ICT products.
Learning "from" ICT is carried out as in the use of ICT-based learning multimedia.
Learning "with" technology is the use of technology as cognitive tools (cognitive learning aids) and the use of technology in a constructivist learning environment. 12 This is very useful for learning by utilizing ICT.
Thus, the role of ICT-based multimedia is becoming increasingly significant today, because these media are designed to complement each other so that the entire existing system becomes efficient and effective, where a single unit is better than the sum of its parts. The use of computer-based multimedia can be accepted in learning on the basis of enhancing the independent learning process and the active role of students. Computerbased multimedia systems also provide stimulation for the learning process that takes place outside the classroom. 13 This stimulation will make the learning process run optimally ICT can be used as the primary teaching tool to reinforce early learning, stimulate and motivate learning, or for a variety of other possibilities. Many benefits are obtained from the flexibility of this computer because it can include video, audio, graphic elements, forms, processes, roles and other responsibilities. 14 So, learning with computers will create value in learning.
Criswell 15 divides the application of ICT-based learning multimedia in learning into ten learning models, namely: a) lesson or tutorials, b) reinforced drill and practice, c) Everything that is needed to obtain information is available on the computer. To find out the level of understanding of students, this tutorial model is equipped with questions in each section of the material. The characteristics of this tutorial model are a) include lesson orientation information, directions during the lesson, feedback and appropriate remedial, b) start with activities that focus students' attention on the monitor so that they are ready to learn, c) there is always information on learning expectations on new material, d) concepts are presented little by little and other support or instructions are provided, e) feedback is given to students based on the answers given, f) using different strategies to deepen the students' understanding process.
Second, Drill and practice. This model places more emphasis on how students practice mastering the material by doing a lot of exercises or practices. This model is designed to achieve certain skills, fast feedback for students on the responses given, and usually some form of correction or repetition of incorrect answers is provided. The characteristics of the drill and practice model are: a) providing broad opportunities for students to practice the skills they have acquired, b) providing clear directions for providing answers that have consequences for appropriate feedback and corrective and remedial learning, c) model This assumes that basic information or material has been obtained by students or has been taught, d) aims to strengthen and emphasize the correct answer and identification and correction of incorrect answers, e) answers given are short and fast, f) focus on one or more only two skills, g) has a good level of flexibility due to the ability of computers to manage sound, color, animation and so on, h) quickly obtains and stores data about students' abilities, i) quickly chooses problems or deficiencies that arise in learning.
Third, simulation. This is a learning model that is able to reduce costs that are too high, facilitate students' understanding of a concept in "real time", or Eliminate the risks that arise as a result of demonstrations carried out in learning. For example, pilot education, it is very impossible to practice flying a real plane because it has a high risk and answers, logical consequences of answers and a set of situations resulting from interactions or responses, d) there is a clear direction that students need, e) there is an identification of critical changes in the scenario, f) a modified version of the scenario is available based on students' responses or answers and become a new situation, g) there are three answers given by students, namely effective, ineffective or not so.
Fourth, games. This game model specifically aims to increase student motivation.
This Games Model is a highly motivational approach for students to provide reinforcement for the competencies that have been learned, concepts and information. This game format should give emphasis to the development, strengthening and discovery of new things for students in learning. Another element that appears in the use of this game model is the element of competition. Competitions are built either for students' personal self, between students or groups of students. The characteristics of this model are: a) there is a good explanation of the instructions, the purpose of the game and the procedures that must be carried out by students, b) attracts the enthusiasm of students, c) there is a causal relationship between student responses and the consequences of the game, d) ) students can be given a summary of the abilities they have achieved in the learning, e) provide entertainment for students.

Procedures for Developing ICT-Based Learning Multimedia
Arief S. Sadiman 17 explain that the procedure for developing ICT-based learning multimedia includes six steps, namely: 1) analyzing the needs and characteristics of students, 2) formulating instructional objectives, 3) formulating material items, 4) developing success measuring tools, 5) writing media scripts, 6) conduct tests and revisions. According to Criswell,18 there are ten stages of developing computer-based learning multimedia, namely: "1) conduct environmental analysis, 2) conduct knowledge engineering, 3) establish goals and instructional objectives, 4) sequence topics and tasks, 5) write courseware, 6) design each frame, 7) program the computer, 8) produce accompanying documents, 9) evaluate and revise, 10) implement and follow up". requirements of product development. The development of a product can be initiated by a problem in an existing/applied product. Problems can arise and occur because existing or available products are no longer relevant to target needs, learning environment, technology, student characteristics and so on. After analyzing the problem of the need for new product development, we also need to analyze the feasibility and requirements of product development. The analysis process can be done by asking several questions, for example: (1) is the new product able to overcome the learning problems faced?, (2) does the new product have the support of facilities to be applied?, (3) is the lecturer or teacher able to apply the new product . New product analysis needs to be done to determine the feasibility if the product is applied.
Second, Design. Design activities in the ADDIE development research model are a systematic process that starts with designing the concepts and content in the product. Designs are written for each product content. Instructions for implementing the design or manufacture of the product are attempted to be written in a clear and detailed manner. At this stage the product design is still conceptual and will underlie the development process at the next stage. previous stage, a conceptual framework for implementing a new product has been developed.
The conceptual framework is then realized into a product that is ready to be implemented. At this stage it is also necessary to make instruments to measure product performance.
Fourth, Implementation. The application of the product in the ADDIE research and development model is intended to obtain feedback on the product being made/developed. Initial feedback (initial evaluation) can be obtained by asking questions related to product development goals. The application refers to the product design that has been made. Fifth, Evaluation. The evaluation stage in the ADDIE model development research is carried out to provide feedback to product users, so that revisions are made according to the results of the evaluation or needs that have not been met by the product. The ultimate goal of evaluation is to measure the achievement of development goals.
Another opinion regarding the stage of ADDIE development research model by Lee & Owen. 23 They describe the stages of developing the ADDIE model as follows. First, Assessment / Analysis. In the first section we follow Dick and Carrey's (1990)  According to Luther quoted by Ariesto Hadi Sutopo,24 there are six stages as steps for developing ICT-based learning multimedia, namely concept, design, collecting material, assembly, testing, and distribution. The development steps are explained as follows: 1) concept, which is to determine objectives, including identification of audiences, types of applications, application objectives, and general specifications; 2) design, is to make detailed specifications regarding the project architecture, style, and material requirements; 3) collecting materials, at this stage collecting materials such as clipart images, animations, audio, along with making graphics, photos, audio, and others; 4) assembly, this stage is the stage where the entire project is made. Making applications based on storyboards, flowcharts, navigation structures, or object diagrams from the design stage; 5) testing, this stage is carried out after completion of the manufacturing stage and all data has been entered; 6) distribution, this is a copy using a storage device. Distribution stage is also the stage where the evaluation of a multimedia product.
According to Lee & Owens,25 the basic principles of developing computer-based learning remain the same, namely: 1) creating a framework, 2) developing media elements that are in accordance with the framework, 3) reviewing and revising the product made, 4) implementing the product. The development steps that have been stated above are not standard steps that must be followed, but each developer can choose and find the most appropriate steps for his research based on the conditions faced.

Evaluation of ICT-Based Learning Multimedia
Arief S. Sadiman 26 stated that there are three stages of formative evaluation, namely: 1) one-to-one evaluation involving two or more students who can represent the target population of the media created. Apart from that, it can also be tried on experts in the field of study (content experts); 2) small group evaluation (small group evaluation). At this stage the media is tested on 10-20 students who can represent the target population; 3) field evaluation is the completeness, 2) motivational and learning strategies, 3) screen design, aesthetics and convenience for users in general, 4) educational approach adapted, 5) the general effectiveness of the approach used. This information can be collected using tools such as: questionnaires, expert review sheets, interview guides, and video recordings.
Effectiveness and implementation, this evaluation answers questions about ICT-based learning multimedia that has been designed, developed, and implemented. The core questions to be answered through this evaluation are: 1) Does the ICT-based learning multimedia developed achieve the learning objectives as stated in the development objectives? 2) Did the knowledge and skills of students increase? 3) Is the attitude of students towards the subject matter getting better? Impact evaluation, this is a long term impact evaluation. A number of techniques can be used to collect data on the long-term impact of multimedia learning materials, including: 1) anecdotal notes, 2) observations, 3) interviews, and 4) indirect measures.
According to Criswell,30 courseware evaluation includes four components, namely: 1) Evaluation of the lesson structure, namely an assessment of the structure and appearance of the lesson. Structure evaluation is useful for predicting how the courseware will teach without giving students a test. If the courseware does not teach effectively, then the evaluation of the structure identifies weaknesses or the courseware is less effective; 2) Functional evaluation, in this evaluation the skill level of students is measured before and after attending the lesson to determine how effective the courseware is; 3) The opinion of teachers and students, if the teacher and students do not like the courseware for several reasons, it means that the courseware cannot be used even though the courseware is effective; 4) Cost evaluation, consideration of the cost of the effectiveness of the courseware will give a wise decision.

E. CONCLUSION
Multimedia learning is a combination of several texts, images, graphic arts, animations, sounds and videos that are delivered in the learning process. Several various media are combined into a single work unit that will produce information that has a very high communication value in the learning process. This means that information can not only be seen as a printed product, but can also be heard, forming simulations and animations that can arouse interest and have high graphic art value in its presentation. 30 Criswell, E. L. The Design of Computer Based Instruction..., h. 182-183.
As part of efforts to reform learning is to take advantage of ICT in learning activities.
One of the ICT products that can be used in learning is a computer or laptop/netbool, an Android cellphone and the Internet. By applying ICT-based learning, students can learn "from" and "with" ICT products. Learning "from" ICT products is done by using ICT-based learning such as from products in the form of CAI, CBI, Mobile Learning and E-Learning.
Learning "with" technology is the use of technology as cognitive tools and the use of technology in a constructivist learning environment.
Thus, the role of ICT-based learning multimedia becomes increasingly significant in the Industrial Revolution 4.0 and Society 5.0. The multimedia learning is designed to complement each other so that all existing systems in learning become efficient and effective or in accordance with the learning objectives that have been formulated. The use of ICT-based multimedia will improve the quality of the independent learning process and the active role of students. The ICT-based multimedia system also provides stimulation for the learning process that takes place outside the classroom.