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DEVELOPING INSTRUCTIONAL

PROGRAM

OF

PUBLIC

ECONOMIC

SUBJECT

USING EXELSA

MOODLE

Kurnia Martikasari

Eeonomic Edueation, Stnata Dharma

Universify

Yogyakarta, Indoresia nia.rnartika@gmail.com

Abstract

Advances

in

science and technology

in

educalion

is

a challenge

in

improving quality, relevance and effectiveness of education (Azrai and B.efriman,2013). Development of information

and communication technologies

allow

for

using electronic media. Forms

of

development

of

information and communication technology

is

e-ieaming. E-learning

will

support the leaming happens in the ciassroom.

One

of

information and technology

facilities

in

Sanata Dharma University

is

exelsa moodle. By using exelsa moodle, lecturer can interaet

with

students without face to face. Lecturer give materials subject, tasks, and online assessrnent.

Base,J

on

this

problems,

the

authors interest

to

develop the instructional program

of

public economic subject using exelsa moodle. The development of digital learning resources in the

iorm

of

online materials, online tasks,

online

quizzes,

online

instructional videos and online discussion

forum

thaX

can

be

accessed

by

students. Exelsa moodle can

help

students learn independenly.

Keywords : e-leaming, exelsa moodle, instructional prograln, public economic

1.

Introduction

Improving the quality

of

education

is

a central issue

in

developing countries, especially Indonesia. Advances

in

science and technology

in

education

is a

challenge

in

improving the

quality,

relevance

and

effectiveness

of

education

as

a

national

demands

in

line with

the development and progress

of

society

[l].

The developnent

of

information and communication technoiogies

allow

for

using eiectronic media

in

spreading information about learning.

On

of

forms ialeveloprnent of information technology is e-leaming. E-learning is an innovation that has

contributed greatly to change the lecture , where the learning prosess is no longer just listen to the

description

of

the

materiai fr<rm lecturer

but

students also perform

other activities

such as

observing, performing, demonstrating and others

[2].

In a lecture, e-leaming support the ieaming happens in the classroom.

One

oi

information technology

in

Sanata Dharma University

is

exelsa moodle.

By

using exelsa moodle, lectwer can interact

with

students without face

to

face

.

Exelsa moodle allows lecturer give oniine material, online forum, online assignments

,

and online assessments. Exelsa moodle can help students to learn independently'

Fublic economic subject is one of important subject in Economic Study Prograrn of Sanata

Dharma University, Yogyakarta, Indonesia.

This

subject have a

lot of

materials characteristics. Based on the experience of lecturing public eeonomic in previous periode, this subject is not easily

tbr

students. There are so many materials

in

this subject but only twelvs meeting'

It

is requiring thern to abie to learn independentiy outside meeting. In crder to be effective self-learning, Iecturer

need to prepare the learning resources that can lead students to learn independentiy'

forum. Students can access

this

programs using exelsa moodle. Thus, developing instructional program

ofpublic

economic subject using exelsa moodle can help students learn independently.

2.

Literature

Review

There are many studies

of

implementation information and communication technology

(ICT)

in

learning.

In

2011, Munawaroh

[3]

research how

to

use

of

ICT to

foster creativity and independent learning.

The result

is

using

ICT

in

learning proeess and independent leaming menumbuhkn kreatifuitas leamers. Use

of

can provide a greater opportunity

for

participants to learn

to

collaborate among the participants learn, because learning pattern that

is

formed

is

no

longer patterned

on the

individual

but

the

pattern

of

cooperation

that

it

contains personal responsibility.

A

similar stgdy have done by Nurjayanti [a].

It

is about developing online learning method

of

programming languages subject.

From

questionnaires, the result show

that

online leaming

**tfrodr

can build a mindset of a comprehensive and interactive communication between students and lecturer and students with peer.

Dewi [5] aiso research how effect

of

Web learning for math anxiety, the sense of mastery, dan self-esteem. The result show that Web leaming influence Math Anxiery, The Sense of Mastery

and Sense-Esteem.

In 2015, Martikasari [2J doing the research abaut an effectiveness of

using

digital leaming resources in Statistics

I

subject in terms of the level of participation and outcome learning students' Result show that participation indicators are 100% and82,35o/o for outcomes learning indicators. Thus,

using

digitai learning resources

in

Statistics

I

subject is very effective in terms

ofthe

level of participation and outcome learning studeirts'

3.

Instructional

Program

of

Public

Economic Subject

Education has change a paradigm. The process

oflearning

in classroom is no longer using

the principle

of

the transfer

of

knowledge from lecturer

to

students, but using the principles

of

conitructivism.

In

constructivism

principle,

lectr:rer con$truct

their own

knowledge

or

basic corgepts based on knowledge and experience

[15].

In

this

principle, students can be active in leaming progress, while lecturer as only a facilitator. Thus, an independent interactive learning is the key to the success ofthe learning process.

Interactive learning is a learning proce$s in which a student can directly interact actively in

the learning process.

In this

interactive leaming, lecturer is not the

ore of

learning resource'

A

lecturer

musi

ne able

to

learn independently, not

just

relying on the

leaming process

in

the classroom but also to develop otehr knowiedge.

The

development

of

ICT

in

learning can

be

optimizing. Lecturer can develop digital

learning resources that can help students learn iadependently. Sanata Dharma University has a

facility, that

is

exelsa moodle.

By

using exeisa moodle, lecturer can uploading online materials,

oniine videos,

cnline

assignments,

onlie

quizzes, and online discussion forums as

a

source

of

independent learning

fsr

studen s.

3.1

Online materials

Uploading online materials

by

exelsa moodle

is

doing

by

lecturer every week a few

days before meeting

in

the classroom.

By

uploading

tlis

material, students can expected to

leam before meeting, helping students to understanding the materials and situation in meeting

can be more conducive.

3.2

Online videos

Besides

the online

material.

the

lecturer also uploading online instructional videos. lnstructional video is one

ofthe

digital learning resources that can help students understand the material. Videos can be uploaded in exelsa moodle. Instructional videos were conceived and created

by

lecturer

with

the group

of

students. Before making instructional videoso a

3.3

Online Assignments and

onlire

quizzes

Lecturer is also developing online qvizzes and online assignments. Online quizzes and

online assignments useful

to

help

students

for

understanding materials subject

of

public

economic. Online quizzes and assignments are given after the meeting. Deadline quizzes and assignment is

6

days. Students who are not present at the meeting,

still

can take an online

quiz

and

assignment.

Online

quizzes

and

assignments

is

helping

students

learn independentiy.

3.4

Online discussion foruno

In the development of digital leaming resources as a source of independent learning for

students, lecturers

will

also open an online discussion forums

via

Moodle exelsa facilities.

Online discussion

in

this forum, the lecturer

will

raise a case which relevant materials, then

each student

will

give their opinions regarding the case. Students are required to provide their

opinion and should not be only "similar" to the opinion of their ffiends.

Through

of

development

of

online materials, online videos, online assignmeflts, online quizzes, and an online discussion

forum

is

expected

to

be iodependent resource

for

students' Students can have learning independently to achieve their goais.

Result

Developing instructional program of public economic subject using exelsa moodie are

products of online materials, online videos, online assignments, onlie quazes, and online discussion forum.

1.

Online materials

Developing

of

online

materials produce materials

of

learning

which

create

by

using

Microsoft Power Point program. There are nine products power point of learning material that has

been made based on topics

in

the Public Economics subject, which are the chapter

of

role

of

govemment

in

the

econorny,

country's and

iocal

budgets, revenues, goversment spending,

Lxation,

analysis

of

costs

and

benefits,

pricing

of

public

goods,

the

country's debt

and redishibution of income. The results of online materials pfoducts is as follows.

M

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Fig 1. Online Material Products (Source: Exelsa Moodle, 2015)

2.

Ouline videos

Online video is successfully developed. That are eight videos for chapter

ofcountry's

and local budgets, revenues, government spending, taxation, analysis

of

costs and benefits, pricing

of

public goods, the country's debt, and redistribution of income.

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Fig 2. Online Video Products (Source: Exelsa Moodle, 2015)

3.

Online Assignmcnts

Developig

of

online assigrments help students improve understanding

of

the material and participation

in

lectures.

It

also can help students learn independently. Lecturers usually provide online tasks that must be done by the students each completed a meeting

with

a deadline

of

six

days. The collection

of

tasks performed

by

students online as

well,

and students uploading their

answer using exelsa moodle. Students can not uploading their answer after deadline.

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4.

Online quizzes

Lecturers also deveioped online quizaes. Online quizzes can helping students improve the understanding of the materials that has been discussed at the meeting in question. Online qtizzes

are given after the meeting. Deadline is 6 days. Students are given the opportunity twic€ on each

quiz- Students who are not present at the meeting

in

question,

still

can take online quiz. Online

quizzes is helping students leam independently outside the meeting in the classroom.

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Fig 4. Online Quiz Products (Sowce: Exelsa Moodle, 2015)

5.

Online discussion

forum

Daiam pengembangan sumber belajar digital sebagai sumber belajar mandiri bagi mahasiswa

ini,

dosen

juga

akan membuka online discussion forum melalui fasilitas exelsa maodle. Dalam online discussionforum ini, dosen akan mengangkat sebuah kasus materi bersangkutan, lalu setiap mahasisrva akan membedkan pendapatnya terkait kasus tersebut. Mahasiswa

wajib

memberikan pendapat mereka dan tidak boleh hanya'osama'' dengan pendapat temannya. Berikut adaiah salah satu tampilan dari online discussion forum.

In

the

developing

of

instructional program

of

digital

leaming resources

as

a

sowce

of

independent learning

for

students, lecturers

will

also open online discussion forurns using exelsa

moodl".

In

this forum, the lecturer

will

raise a relevanl case, then each student

will

give their opinions regarding the case. Students are required to provide their opinion and should not be only

*iimilar"

_{to the opinion of their friend. Here is one of discussion forums view.}

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Online Discussion Forum Products (Source: Exelsa Moodle, 2015)

6.

Result of Students

Activities

Here are

the

results

of

observations

of

students

activities

in

utilizing digital

learning

r"rou.""r

t*or$

o"rtu

***.

Activities Percentage

l.

Downloading materials of lesson

2.

Downloading and wacthing videos

3.

Completingassigments

4.

Completing quizzes

5.

Participatins in online discussing forum

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Fig 5.

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Table 1 show that the activity

of

students

in

downloading materials learning, completing quizzes and participating in online discussion forum have a percefltage

of

100%. This means that

all

students participate

in

these activities. For dowaloading activity and wacthing videos have a

percentage

of

80% and the activity

of

compieting assigments has a percentage

of

80%. Both

of

these activities means that almost all the students participating in this activity.

In general, ali activities have a pereentage of 80% and above. This indicates that developing instructional programs

of

public

economic subject using exelsa moodle make student learning independently.

Conclusion

Developing instruotional program

of

public

economic subject using exelsa moodle are

online materials, online videos, online assignments, onlie quizzes, and online discussion forum.

Based

on

observations

of

sfudents

activities,

the

results indicate

that

developing

instructional programs

of

public economic subject using exelsa moodie make student learning independently.

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Putri and Refirman,

Dj;

Efektivitas Penerapan E-book sebagai Sumber Belajar

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I)'

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Menumbuhkan

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Belajar'

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dan

Self-Esteem. Proceeding Seminar

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di

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