DEVELOPMENT OF
ANDROID-BASED DIGITAL MODULES FOR LEARNING MUSIC HISTORY IN THE ERA OF THE
COVID-19 PANDEMIC
Gusti Nyoman
Pardomuan �
Sentani State Protestant
Christian College
Received:
01-06-2022�������������������� ��������������� Accepted: 06-06-2022���������������������� ��������������� Published: 15-06-2022������
ABSTRACT
The
current state of the COVID-19 pandemic has changed everything, one of which is
in the education sector. Educational technology must also adapt to existing
conditions. One of them is by developing digital modules for students to be
able to carry out learning activities anywhere. The purpose of this research is
to develop a learning media that is packaged in the form of an Android-based
Digital Module for the History of Music course for second semester students of
class A & B Department of Church Music at STAKPN Sentani
which is one of the solution ideas to increase learning motivation and increase
student learning experience towards digital learning resources. This research
is a development research using the ADDIE model. The subjects in this study
were content experts for the history of music, learning media experts, and
individual student responses, small group students, and students in field
trials on the products developed. The variables studied in this study are
Android-based Digital Modules that are used during the current Covid 19 pandemic. Research data were collected
using interview instruments and questionnaires. The research data were analyzed
descriptively qualitatively, descriptively quantitatively and inferential
statistics (t-test). The results of the study indicate that a Digital Module
has been successfully developed which is packaged in the form of Android for
Distance Learning activities and has been valid for use. The results of the
inferential statistical analysis of the t-test showed that the product
developed was able to increase student learning motivation.
Keyword: Digital
Module, Learning Media, Development Research, ADDIE.
Corresponding Author: Gusti Nyoman Pardomuan
E-mail: [email protected]
INTRODUCTION
Looking back at the current events that are happening,
that the development of learning technology is adjusting to the emergence of
something relatively new, namely the Corona Virus Disease 2019 (Covid-19) which
is endemic in almost all corners of the world originating from Wuhan, China (Khatimah et al., 2021). This Covid-19 virus can spread very quickly to
various circles, making it difficult to know and or detect people who have been
exposed, because it is calculated that the incubation period of the Covid-19
virus is approximately 14 (fourteen) days which can increase the number of
victims infected. Covid-19 virus.
Therefore, in accordance with current conditions, of
course, learning activities that are still conventional and still involve
face-to-face learning activities will gradually be rarely applied in teaching
and learning activities (Pujiasih, 2020). In this case there is a government policy to take
action for students to learn online (in a network) from home. These changes
require us to be prepared, respond with attitudes and actions as well as always
learn things that are renewable (Maulidina &
Bhakti, 2020).
Digital module development is the process of designing
teaching materials independently and systematically in digital form to achieve
online learning goals. Relevant Research and Development was carried out by (Cahyani, 2013) entitled "Development of Character
Education-Based Basic Electronics Learning Module at SMK Piri
1 Yogyakarta". Research from Cahyani shows that
the electronic learning module is very good and feasible to use with a value
presentation of 82.25% according to media experts. States that the module is a
teaching material that can be used by students to study independently so as to
minimize assistance from others (Munadi, 2013). Furthermore, according to (Nasution, 2013) the module is a learning unit that is fully
structured and consists of a series of well-designed learning activities to
help students achieve appropriate learning objectives. States that the multimedia
module makes the learning process more interesting, active, able to convey
messages through pictures and videos, and provides student learning motivation
through instruments so that learning materials are easily understood by
students (Satriawati, 2015). According to (Baharuddin &
Wahyuni, 2015), the module is one of the media that is able to provide opportunities for
students to build the concept of independent learning in accordance with the
abilities of each student, so that the use of the module is in accordance with
the principles of implementing the curriculum in each university.
In the early stages, researchers conducted field
observations and analysis of needs related to digital module products to be
developed, in fact it was found that students often seek learning experiences
through campus and face-to-face, so students cannot be said to be independent
in improving their learning experience. In other words, students only depend on
the lecturers and the facilities on campus. Moreover, the lack of lecturers in
enriching digital learning resources causes students to be less motivated to
take part in learning, especially learning music history.
One of the efforts that can be done is through initial
needs analysis activities, namely designing and designing digital module
development with the ADDIE development model. The module is a way of organizing
subject matter that pays attention to the function of education. Through
organizing teaching materials, students are expected to be able to master the
subject matter in accordance with the established basic competencies. With the
ADDIE development model, the products developed have been tested and proven to
be right on target, so that students can use this digital module as a medium of
learning both on campus and independently outside of college. The ADDIE model
provides stages of developing digital modules in a systematic, structured and
tested manner to be able to be applied by students. By involving the function
of the visual senses for learning, of course students will understand more
about the subject matter. Better understanding of the material will increase
students' intellectual abilities so that they can achieve the core competencies
and learning objectives specified.
Based on the gaps that occur above, a Digital Module
is designed that is packaged in the form of Android to accommodate music
history lectures at the Church Music Department STAKPN Sentani,
this learning media is expected to be able to accommodate and facilitate the
teaching and learning process of students independently in understanding music
history course material at the Department of Education. STAKPN Sentani Church music is simple and easy for users to reach.
The tools needed during the use of this Learning Media only utilize mobile
phones, smartphones or gadgets.
METHOD
This research is a
research and development (R&D). The resulting product goes through a
validation stage from several experts in their competent field and product
trials. The research method used is the ADDIE development methodology (Analyze,
Design, Development, Implement and Evaluate). The selection of this method is
because the ADDIE development model methodology has a simple and easy-to-learn
model. Its simple nature and systematic structure are very appropriate for the
development of Digital Modules, so that the stages at each step can be well
controlled.
Figure 1. ADDIE Model Stage Development Design
(source: Branch,
2009)
The type of
research used is development research with data collection carried out by
conducting interviews with experts and various sources who can provide advice
in developing Android-based Digital Modules, as well as distributing
questionnaires to respondents.
The next stage is
to develop and design an Android-based Digital Module for the Music History
course to become a complete digital learning medium and its validity has been
tested by experts.
This study used
three data collection methods, namely (1) document recording method, (2)
questionnaire method and (3) test method. According to (Agung, 2014) "document recording method is a method of
collecting data by collecting all kinds of documents and recording
systematically". In this research, document recording is done by making a
report on the development stages that have been carried out in developing an
Android-based Digital Module product for the Music History course. In this
study, the document recording method used a data collection instrument in the
form of an interview work agenda. The result of the work agenda is a product
development report.
The questionnaire
method is a way of obtaining or collecting data by sending a question. This
questionnaire is used to measure the feasibility of the product that has been
made either in the evaluation (Expert Judgment) from music history course
experts, learning media experts and students during individual, group and group
trials. field.
The written test
method is a way to find out the knowledge, skills, intelligence, motivation or
abilities possessed by students by using questions in the form of objective
tests. This written test method is carried out by means of pre-test and
post-test to measure students' knowledge before and after using the Digital
Module by using multiple choice questions. The instruments used to collect data
in this development research are (1) product development reports, (2)
questionnaire sheets and (3) multiple choice test questions.
Document recording
reports in the form or format of product development, are used to collect data
about product development designs from the analysis to design stages.
Questionnaire sheets (questionnaires) were used to collect evaluation data
(expert judgment) from content experts in the field of music history, learning
media experts, students during individual, group, and field trials.
Multiple choice
test questions were used to collect data on the level of student motivation
before and after using the developed Android-based Digital Module learning
media. The purpose of collecting student score data is to find out the level of
effectiveness of using Android-based Digital Module products to increase
learning motivation by using a t-test for correlated samples.
In this development
research, three data analysis techniques were used, namely (1) qualitative
descriptive analysis techniques, (2) quantitative descriptive analysis
techniques and (3) inferential statistical analysis techniques. Quantitative
descriptive analysis was used to process the data obtained through a
questionnaire in the form of a score. After the score of the validation results
is presented, it is necessary to use a scale of values used to
determine the final decision. The value scale that is used as a reference in
determining the final decision is a scale of 5. The following table of
achievement level conversion with a scale of 5 can be seen in Table 1 as
follows.
Table 1. Guidelines for Conversion of Achievement Rates
with a 5 . Scale
Achievement Rate (%) |
Qualification |
Information |
85-100 |
Very good |
No need to revise |
75-84 |
Good |
No
need to revise |
65-74 |
Enough |
Revised |
55-64 |
Not
enough |
Revised |
1-54 |
Very less |
Repeated product |
Qualitative
descriptive analysis was carried out by grouping information from qualitative
data in the form of input, feedback, criticism and suggestions for improvement
contained in the questionnaire. The results of this analysis are then used to
revise the developed product.
Inferential
statistical analysis was used to determine the level of product effectiveness
on the learning motivation of second semester students of class A & B,
STAKPN Sentani Church Music Department, before and after using the
Android-based Digital Module development product. The target group's trial data
were collected using pre-test and post-test on the subject matter being tested.
The results of the
pre-test and post-test were then analyzed using the t-test to determine the
difference between the results of the pre-test and post-test. Hypothesis
testing used a correlation t-test with manual calculations using SPSS version
26 software. Before testing the hypothesis (correlated t-test) prerequisite
tests (normality and homogeneity) were carried out.
RESULTS AND DISCUSSION
1.
Digital Module Development Design
The design and development of Android-based Digital
Module development is currently so easy with Microsoft Office PowerPoint
software that utilizes the iSpring Suite version 10 plugin. Important features
to support learning include assignments, quizzes, communication, collaboration,
as well as the main features that can provide an illustrative picture related
to the material. delivered in the form of visual images, the author uses the
features provided by the iSpring application plugin which is integrated into
PowerPoint. Educators are required to create an effective, innovative, and fun
learning atmosphere. Educators act as motivators and facilitators in the
learning process. The paradigm shift from instructional based learning to constructional
based learning makes educators have to design learning that activates students
to hone skills more with independent practice.
The development of learning media is carried out in two
stages of development, namely the stage of content development according to the
content of the courses being taught and the stage of developing the Digital
Module which is packaged in Android form using the HTML to APK application. In
accordance with the previous description, the model used in the development of
this learning media is the ADDIE model which consists of five stages, namely
Analyze (analysis), Design (design), Development (development), Implementation
(implementation), and Evaluation (evaluation).
Figure
2. Design and Build a Digital Module Development Using PowerPoint
Phase 1 Analysis (Analyze), From the results of
interviews with students of the Church Music Department STAKPN Sentani, which
was conducted on May 9, 2022. It is known that learning is still conventional
by using printed books as a reference in the teaching and learning process.
Lack of student experience using integrated and interactive online learning
media, low student motivation related to music history learning and the state
of universities that are already equipped with adequate facilities for the
development of Digital Modules packaged in the form of Android (mobile
applications), namely WIFI facilities LAN, LCD and laptop in supporting the
learning process using Digital Modules. Thus, students are more enthusiastic
about participating in learning by using Digital Modules.
Stage 2 Design (Design), At this design stage create the
initial display or main page of the Digital Module. This main page was created
as an initial overview of the contents of the menu provided in the developed
Digital Module. The following is an overview of the main menu display for the
Android-based Digital Module that has been developed.
Figure 3. Display of the Android-Based Digital Module
Initial Menu on Devices/Smartphones
Stage 3 Development
(Development), Activities at this stage are the collection of materials
(subject materials, supporting pictures, animation, typing, and others). This
activity is the assembly of digital modules into a complete application. All
materials such as subject matter, images, animations, text, were created with
the help of PowerPoint and iSping 10 software, as well as HTML to APL software
which is used to convert output HTML files from PowerPoint which are then
packaged in the form of an Android application (APK) into Complete Digital
Module. At the production stage, the developer also designs a user guide, in
order to make it easier for students and lecturers to implement Android-based
Digital Modules in Music History lectures. The following displays the documentation
of the developed product.
Figure 4. Display of Main Menu Main Menu Digital Module
on Device/Smartphone
Figure 5. Display of Material or Content Menu in
Android-Based Digital Module Applications
In order for
learning to use the Digital Module to be more interactive and to increase
students' interest and motivation in learning, a quiz feature or learning
evaluation is available which is used to measure the level of student
understanding regarding the extent of understanding of the material presented
by the developed Digital Module.
Figure 6. Display of Instructions for Working on
Evaluation Questions
Figure 7. Display of Feedback Given If Students
Successfully Reach A Certain Score
Stage 4
Implementation. At this stage, the Android-based Digital Module is applied to
the second semester students of class A & B Church Music Department, STAKPN
Sentani for product validation tests. At the implementation stage in this
research is the stage to implement the product design that has been developed
in real conditions in the classroom.
Stage 5 Evaluation,
Evaluation is the last step of the ADDIE development design model. Evaluation
is a process carried out to provide a feasibility value for the development of
Digital Modules in learning. Evaluation is carried out in two forms, namely
formative evaluation and summative evaluation. Formative evaluation is carried
out at the end of each face-to-face (weekly) while summative evaluation is
carried out after the activity ends as a whole (semester). Summative evaluation
measures the final competence or learning objectives to be achieved. The
evaluation results are used to provide feedback on the development of digital
teaching materials. Then revisions are made according to the results of the
evaluation or needs that have not been met by the objectives of developing
teaching materials. Evaluation of the development of Digital Modules in
learning aims to find out several things, namely: 1) Student attitudes towards
learning activities as a whole, 2) Increasing student abilities which are the
impact of participation in learning activities, 3) Benefits felt by
universities due to increased student competence through the development of
digital teaching materials in learning.
This product has
passed the expert test stage, namely (1) the content expert test or the content
of the music history course which obtained a score of 90% which was in very
good qualification, (2) the learning media expert test which obtained a score
of 95% which was in the very good qualification. .
After the product
is revised according to suggestions and input from experts, the product can be
tested on students. The trials carried out were field trials.
This Android-based
Digital Module was broadcast to 30 students in the Church Music Department of
STAKPN Sentani and immediately gave an assessment through the questionnaire
that had been provided. From the data obtained, the percentage level of
achievement of the Digital Module during the field trial was 89.4% and was in
very good qualification.
2.
Development Validity
The validity of the product development that has been
developed has been carried out using the test method. In this study, it was
measured by giving multiple choice question sheets to 30 students of the Church
Music Department of STAKPN Sentani through pretest and posttest. The average
pretest value is 55.27% and the posttest average value is 86.72%. Based on the
pretest and posttest scores of the 30 students, a t-test was performed for the
correlated samples manually. Before testing the research hypothesis, the data
distribution normality and variance homogeneity were first tested.
After doing the calculation manually, the result of
t-count is 7.25. Then the calculated t value is compared with the t value in
the table with db=n1+n2�2=30+30�2=58. The t-table value for db 58 and with a
significance level of 5% (α = 0.05) is 2,000. Thus, the value of t-count
is greater than the price of t-table so that H0 is rejected and H1 is accepted.
This indicates that there is a significant difference in student learning
motivation between before and after using the Digital Module packaged in
Android form to support online learning activities.
The application of the ADDIE model contains the
realization of product design activities in this case is digital teaching
media. The development stages in this research include activities to create and
modify conventional teaching materials into digital teaching materials. In the
design stage, a conceptual framework for the development of learning media has been
prepared. In the development stage of the conceptual framework, it is realized
in the form of learning media development products that are ready to be
implemented according to the objectives. In carrying out the steps of
developing learning media, there are two important goals that need to be
achieved, including: 1) Produce or revise teaching materials that will be used
to achieve the learning objectives that have been formulated, 2) Choose the
best teaching materials that will be used to achieve learning objectives.
3.
Development Results
The discussion in this development research will analyze
the results of the development to answer questions in the development of an
Android-based Digital Module. In general, there are 2 scientific questions that
will be analyzed in this development research, namely. (1) How is the interface
design for the Android-based Digital Module developed? (2) How is the validity
of the Android-based Digital Module developed, including expert responses and
student responses to the developed product?.
The first discussion, the Android-based Digital Module
development design has been carried out using the document recording method.
Based on the recording of the documents that have been done, produce a product
development report. Product development reports are designed according to the
stages of the ADDIE model. In this model, there is a section that explains the
design for developing an Android-based Digital Module, namely designing the
interface or main page (main menu). The development design was developed so as
to produce learning media packaged in the form of an Android-based Digital
Module according to the level of needs and competencies expected. The
components of learning media are arranged systematically, designed in an
attractive form, so that in the end the Android-based Digital Module is able to
increase students' motivation and understanding.
The second discussion, the validity of the results of the
development of the Android-based Digital Module has been carried out using the
questionnaire method. Based on the trials that have been carried out, the
instruments produced are in the form of a questionnaire on the results of the
evaluation of the content experts, the results of the evaluation of the
learning media experts, and field trials. The results obtained during the
content expert test through the instrument in the form of a questionnaire were
90% and were in very good qualification. The comments from content experts are
based on the test results of the Android-based Digital Module product that is
designed, it is very good and is considered to be able to increase student
learning motivation in order to adapt to the adaptation of the IQF curriculum,
especially mastery in the IT field.
The percentage of achievement level of learning media
experts for Android-based Digital Modules scored 95% with very good
qualifications. Media experts also provide suggestions for improvement as
follows: (1) Instructions for use should be made as concise as possible so that
they are easy to download and read on mobile/smartphone devices. The results of
the field trial obtained a score of 89.4% and were in very good qualification.
Judging from the conversion of learning outcomes in
class, the average posttest score of 86.72% of students is in the Very Good
qualification, and is above the KKM score. Seeing the mean value or mean
posttest which is greater than the mean value or mean pretest, it can be said
that the development and application of Android-based Digital Modules can
increase student learning motivation.
Based on student activity data, it shows that student
activities do not experience problems in operating the Android-based Digital
Module. It was also seen that students were active in using some of the quiz
features in the module. Although the Android-based Digital Module learning
media that has been developed has met the criteria of validity and
practicality, this research still has limitations, namely in this study,
product trials were only applied to two classes and 1 Department, namely the
Department of Church Music at STAKPN Sentani, so that researchers suggesting
for other researchers who are interested in researching the same thing, it is
better to try out in more than one class and multidisciplinary so that the data
obtained is more accurate. In addition, another limitation in this study is
that the material provided on the media is only 1 material, namely material
related to the discipline of music history.
The development of Android-based Digital Modules has the
aim of helping students to more easily understand subject matter according to
student characteristics, as well as adding digital learning resources, learning
media, and is expected to increase learning motivation during the teaching and
learning process in the classroom during the COVID-19 pandemic period. now.
Based on the results of the initial observations made, it can be seen that
students do not have media that are in accordance with competency standards so
that the learning process is only guided by the delivery of material from
teaching lecturers and the learning media used so far have not helped overcome
the problem of low learning outcomes and student motivation. This has an impact
on the low level of student motivation to learn.
The Android-based Digital Module development design has
been carried out using the document recording method. Document recording is
done by noting the stages of development that have been carried out in
accordance with the ADDIE development model.
CONCLUSION
From the results of this development
research, the authors can conclude that the existence of an Android-Based
Digital Module as part of one of the learning processes can make it easier for
the lecturers and students involved as well, because its use is easy and can be
used anytime where you have a mobile phone or smartphone device. Connected to
the internet network (online) or not connected to the internet (offline). This
learning media is also able to enrich the student's learning experience and
become an additional supplement for students to support the independent
learning process both within the campus environment and outside the STAKPN Sentani campus environment, especially during the current Covid 19 pandemic, students are required to be able to
maximize ICT tools in every lecture activity. , so that from the results of
this learning experience, the writer assumes that students are able to be
motivated to be enthusiastic about learning, especially studying music history
courses at the Church Music Department, STAKPN Sentani.
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