Penelitian pengembangan yang dilakukan memiliki tujuan untuk menghasilkan electronic modul (e-modul) untuk mata kuliah fotografi di Jurusan Teknologi Pendidikan FIP Undiksha. Tujuan khusus yang ingin dicapai melalui penelitian ini adalah untuk: (1) mendeskripsikan prosedur pengembangan e-modul; dan (2) mendeskripsikan tanggapan ahli, dosen pengampu mata kuliah dan mahasiswa terhadap buku ajar yang dikembangkan.E-modul yang dikembangkan mengacu pada model pengembangan pembelajaran Dick, Carey, dan Carey (2005) yang memiliki 10 langkah. Adapun kesepuluh langkah tersebut, yaitu 1) tahap identifikasi kebutuhan dan menentukan tujuan umum, 2) melakukan analisis pembelajaran, 3) mengidentifikasi perilaku dan karakteristik awal peserta didik, 4) menulis tujuan pembelajaran khusus , 5) menyusun alat penilaian hasil belajar, 6) menyusun strategi pembelajaran, 7) memilih dan mengembangkan materi pembelajaran, 8) merancang dan melaksanakan evaluasi formatif, 9) merancang dan melaksanakan evaluasi sumatif, 10) revisi. Modul yang telah melewati tahap pengembangan selanjutnya perlu dievaluasi. Model evaluasi yang digunakan evaluasi formatif dari Dick, Carey, dan Carey (2005). Tahapan tersebut meliputi: (1) validasi ahli; (2) uji coba perorangan yang melibatkan tiga orang mahasiswa, dan (3) uji coba kelompok kecil yang melibatkan 12 orang mahasiswa. Selama evaluasi formatif digunakan instrumen berupa kuesioner. Data yang telah terkumpul, selanjutnya dianalisis menggunakan teknik analisis deskriptif.E-modul telah berhasil dikembangkan menggunakan model Dick and Carey. E-modul selanjutnya siap divalidasi oleh dua orang ahli yaitu ahli isi sekaligus ahli desain dan ahli media. Setelah itu akan diujicobakan di lapangan untuk mengetahui tanggapan mahasiswa tentang e-modul yang dikembangkan. Berdasarkan penilaian ahli, bahwa validitas isi e-modul memperoleh skor 92 yang berada pada kategori sangat baik, validitas desain pembelajaran memperoleh skor 93,91 yang berada pada kategori sangat baik, dan aspek media memperoleh skor 90 yang berada pada kategori sangat baik. Berdasarkan penilaian mahasiswa bahwa e-modul berada pada kategori baik dengan skor 85,77.
The development research being carried out has the aim of producing digital content developed based on information processing theory for the message design course in Educational Technology Study Program in Education Science Faculty of Universitas Pendidikan Ganesha. This is a development research in which the Hannafin & Peck model is used. The developed digital content is evaluated using formative evaluation techniques, including 1) expert validation, 2) one-to-one evaluation, and 3) small group evaluation. The subjects involved in this study were 2 experts, namely media experts and instructional design experts, 3 students in one-to-one evaluation, and 9 students in small group evaluation. The methods and instruments used to collect data in this study were observation and questionnaires. Based on the expert’s judgment, the design aspect is in the good category, the media aspect is in the very good category. Students’ responses at the one-to-one and small group evaluation stages are in the good categories. Thus, it can be concluded that the attractiveness of digital content is in the good category.
The developmental study conducted aims to develop learning multimedia on the empowerment of multiple intelligences in elementary schools. The aim is achieved by gradually developing learning multimedia by implementing a product development model. The development of the learning multimedia is implementing Luther development model that consists of creating concept, designing, collecting materials, creating product, testing, and distributing. After all stages are done, evaluation is conducted. The type of evaluation conducted is formative evaluation which aims to determine the things that need to be improved or revised to produce more systematic, effective and efficient multimedia. The formative evaluation on the multimedia adopts the formative evaluation stages according to Dick, Carey and Carey (2005) which covers three stages, namely individual trial, small group trial, and field trial. The trials are proceeded by expert validation or review. It is done by two experts; one in media and one in learning design. The trials involve 3 students for the individual trial, and 12 students for the small group trial. During the product development, the data on multimedia validity are collected using questionnaire. As the product of the development, a multimedia has been developed following Luther's model. According to the experts, the learning design and media aspects get very good category. Both aspects also get very good category in the individual and small group trials.
Masalah dalam penelitian ini adalah belum sesuainya cara penyajian konten digital, terutama di sekolah dasar dengan karakteristik generasi alpa dan teori multimedia. Penelitian ini bertujuan menghasilkan konten digital yang valid, menarik, dan efektif. Konten digital dikembangkan menggunakan model pengembangan 4D. Responden dalam penelitian ini adalah 3 orang pakar, 3 orang siswa dalam uji perorangan, 9 siswa dalam uji kelompok kecil, dan 14 siswa dalam uji lapangan. Validitas dan kemenarikan konten digital diukur menggunakan kuesioner dan efektivitas diukur menggunakan tes. Data yang diperoleh dari kuesioner dianalisis secara deskriptif dan data yang diperoleh dari tes dianalisis menggunakan uji Wilcoxon. Hasil uji pakar menunjukkan bahwa validitas konten digital pada aspek desain, isi, dan media berada pada kategori sangat baik. Kemenarikan konten digital berdasarkan tanggapan siswa saat uji perorangan dan uji kelompok kecil berada pada kategori sangat baik. Melalui uji Wilcoxon diperoleh signifikansi 0,008<0,05, sehingga terdapat perbedaan yang signifikan hasil belajar siswa antara sebelum dengan setelah diterapkan konten digital. Dapat disimpulkan bahwa konten digital menggunakan prinsip segmentasi efektif meningkatkan hasil belajar siswa.
This study is aimed at improving knowledge and skill of elementary school teachers in Buleleng district at making instructional media that target children across all levels and of multiple intelligences. The target participants of this activity were 30 elementary school teachers in Buleleng district. It was split into three stages: general training, intensive building of the teachers' capacity and evaluation of the implementation process, and results of the activity. The participants' attendance was 100% which indicates the research activity was a success. At the end of the capacity building exercise, four instructional resources were produced: a wayang (puppet); a counting box; comic strips; and a cultural needle. The data analysis showed that all four products produced, (wayang, the computing box, the comic strips, and the cultural needle) qualified as very good. Overall, the resources produced were rated as very good.
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