Design and Development of E-learning Devices Based on Massive Open Online Course (MOOC) on Static Fluids Material

Abstract

E-learning devices based on MOOC is a learning device product that is integrated with a Massive Open Online Course system that is available through a web platform/application provider via Moodle. The learning devices consisting of lesson plans, LKPD, and learning assessments are also equipped with various content and other interesting features. The purpose of this study is to produce a valid and feasible e-learning learning device so that it can be used in physics learning, especially on static fluid material. This learning devices that is integrated with MOOC is expected to make it easier for teachers and students in teaching and learning activities, so that learning continues to be interesting and effective even though online. This type of research is Research and Development (R&D) using a 4D development model. The research instrument used in this study was a learning device validation sheet consisting of lesson plans, student’s worksheet, and learning assessments that were assessed by the validators to assess the feasibility of the product. The data in this study is quantitative data by showing the results of research on the design and development of e-learning devices based on MOOC on static fluids material which is declared valid with a score of 3.46 (high category). Thus the product of this learning device can be declared worthy of being tested or used in physics learning.

The learning program validity of using the ExPRession model to stimulate students’ systems thinking and numeracy skills

“…In addition, some previous studies in the last six years related to improving the learning process has led to the development of learning tools: 1) the use of PhET virtual media (Doyan et al, 2021); 2) integration of the Massive Open Online Course (MOOC) (Febrian & Ma'ruf, 2021); 3) a Realistic Mathematics Education (RME) approach based on stories (Rezeki et al, 2020); 4) a problem-based learning model with a cultural context (Aufa et al, 2016); and 5) the use of integrated STEM e-modules in flipped classrooms (Aspridanel et al, 2022). All those studies are only limited to being applied to learning and has not fully mastered students' system thinking and numeracy skills.…”