Journal of Information Technology and Computer Science Volume 4, Number 2, September 2019, pp. 156-165
Journal Homepage: www.jitecs.ub.ac.id
Interactive Digital Book Development for Computer and Network Fundamental Teaching Subject Based on Four-D
Model at Indonesian Computer and Network Engineering Vocational High School
Admaja Dwi Herlambang1, Lutfiani Akhmadi2, Satrio Hadi Wijoyo3
1,2,3Information Technology Education Study Program, Brawijaya University,Indonesia herlambang@ub.ac.id1, lutfianiakhmadi@gmail.com2, satriohadi@ub.ac.id3
Received 11 July 2019; accepted 23 September 2019
Abstract. Computer and Network Fundamental is one of the teaching subjects at Computer and Network Engineering Vocational High School in Indonesia. The learning activities at the research location was less interactive because of the learning process still uses conventional textbooks or static digital books.
Solutions that offered in the research are not only interactive digital book product development inappropriate way but also product implementation in experimental design. The development used Four-D Model. The experimental design used Matching-Only Pretest-Posttest Control Group Design. The instrumentation used observation, interviews, questionnaires, and tests. Content Validity Content (CVR) value based on Subject Matter Experts (SMEs) evaluation result for goal, learner, learning, context, and technical criteria are above 0.75. Paired T-Test and Independent T-Test results showed that interactive digital book implementation in the learning process can cause an enhancement in student learning outcomes.
Keywords. interactive digital book, Four-D models, computer and network engineering, vocational high school
1 Introduction
One of the core competencies taught in Indonesian Computer and Network Engineering Vocational High School in Computer and Network Fundamental subject. Based on the Indonesian Vocational High School Curriculum Structure, the goals of this subject are student could master how to identify a process of planning, arrangement, maintenance, system security, and computer network [1]. The core competence symbolized an indicator of competence achievement which has to be pursued by students by means of several teaching rules. The core competence divided into three aspects, namely, affective, cognitive, and psychomotor aspects [2].
The research problem found based on student’s middle test assessment result and interview with the teacher of Computer and Network Fundamental subject at one of Computer and Network Engineering Vocational High School in Indonesia. The problem is the student’s assessment result can’t achieve minimum score criteria (70,00 from a range of 0,00-100,00). The interview result also showed that the students can’t understand the subject content easily when they try to learn individually at home without any guidance from the teacher. It means that the learning resource that is provided by the teacher can’t help the student’s learning activity individually. The student’s learning activity without any guidance
Admaja et al. , Interactive Digital Book Development: ... 157 of a teacher is possible when the students are provided by the learning resource in the form of the textbook [3]. Students can learn faster when assisted with textbooks rather than none at all.
Nowadays, the textbook can be made digitally. This proves that information technology can be used to improve the flexibility of learning. The flexibility of learning, in this case, means that the teacher does not have to always help students learn face to face. Research of Embong, Noor, Hashim, Ali, & Shaari said that an electronic book or digital book is considered as an electronic textbook in well-organized and structured presentation from the smallest unit of learning process [4]. The structure of the digital-book could improve become interactive digital book by added audio, visual, audiovisual, and hyperlink such as conventional printed book which functions to facilitate the learning and teaching process when the teacher does not require the student to have the discussion. The implementation of a digital book in the school could improve the student's knowledge [5]. Interactive digital books have the same concept of animated digital books. Students who use interactive or animated learning resources show better learning performance than students who use static learning resources.
Based on problems that are existed in the school and expectancy of interactive digital book usage in enhancing the learning flexibility, this research aimed at developing and implementing interactive digital book in experimental design. The development would be guided by Four-D Model. The product will be tested using Matching-Only Pretest-Posttest Control Group Experimental Research Design.
2 Method
This research was conducted in Indonesian Computer and Network Engineering Vocational High School at Malang City, East Java Province. This research was conducted by the researcher during the first semester of the Indonesian Public Vocational High School Calendar Academic in 2018. The product development used Four-D Model. The Four-D model has a well-organized and systematic arrangement which is based on the initial objective of product development [6]. The Four-D model referred to a combination of all procedures of product development including the process of trial and correction [7]. It contained four major steps, namely, define, design, develop, and disseminate. This model was relevant to the research problem that scoped by the researcher because the solution to the problem could be produced with feasibility quality control. The general research process showed in Figure 1.
The experimental research involved 60 first-year students (10th grade) of Computer and Network Engineering Vocational High School who enrolled Computer and Network Fundamental class. Students were divided into two groups, namely, Control Groups and Experimental Groups. Each group contained 30 students with random assignments. The experimental research conducted in Matching-Only Pretest-Posttest Control Group Experimental Research Design based on Fraenkel, Wallen, & Hyun's concept [8]. It was one of Quasi-Experimental Design types. The scenario of this design was displayed in Figure 2.
Observation, interview, questionnaire, and test used not only to examine the product validity and feasibility level but also to identify the student’s feedback and achievement during the experimental research.
The define phase was conducted by observing the student’s characteristics in both academic potential and learning intention. It could determine the competence of the student.
Observation conducted during a normal learning activity. Normal learning activity happened before the experimental research conducted or solution from this research was implemented. The output of the define phase was a need assessment document. Design phase output was a lesson plan, subject content, and the initial design of interactive digital books based on need assessment which conducted in the define phase. The forms of the initial design were a flowchart, storyboard, and screen design for an interactive digital books.
158 JITeCS Volume 4, Number 2, September 2019, pp 156-165 The develop phase was aimed for produced the real interactive digital book based on the initial design which produced in the design phase. This phase also aimed to validating the quality of an interactive digital book by ten (10) Subject Matter Experts (SMEs). Ten SMEs stated as Content SMEs (SMEs) and Media SMEs (MSMEs). Five teachers who teaches Computer and Network Fundamental and five lecturers from Computer Science Faculty, Brawijaya University appointed as SMEs. SMEs would rate and decide the quality of content and media based on Rubric for Evaluating Instructional Materials.
Scoping the Research Problems
Developing Research Instrumentation Executing Define Phase
Executing Design Phase
Executing Develop Phase
Executing Disseminate Phase CVRvalue 0,75?
Determining Product Development Model &
Experimental Research Design
No
Yes
Figure 1. Research Process
The assessment was conducted using Rubric for Evaluating Instructional Materials.
This rubric adapted from Dick, Carey, & Carey [9]. This rubric focused on five criteria, namely, goal, learner, learning, context, and technical. The rubric used two scales of assessment for every indicator. The scales are essential (1) and not essential (0). The judgment results expressed in the quantitative score. The quantitative score of every aspect analyzed using Lawshe’s Content Validity Ratio (CVR) Formula. CVR is a quantitative value that describes the quality of products in the education sector according to the expected criteria. CVR represents the proportion of the level of agreement on how many experts in the panel assess “essential (1)” at a criterion. Formula 1 showed that CVR represents the content validity ratio value, ne represent the total number of expert that assess essential (1) in criteria, and N represents the number of experts. Critical CVR value for 10 experts is 0.75 [10]. CVR range between -1.00 and +1.00. CVR above 0.00 indicates that 50.00% or more experts give an essential score in criteria or they agree that the criteria quality is good. The result of SMEs judgment used as improvement guidelines in the development of the interactive digital books.
𝐶𝑉𝑅 = 𝑛𝑒−(𝑁 2⁄ )
𝑁 2⁄ (1)
Admaja et al. , Interactive Digital Book Development: ... 159 The disseminate phase was conducted through experimental research. The aim of experimental research were to identify the effectiveness of Interactive Digital Book implementation. The researcher observed the increment achievement between pre-test and post-test that are resulted by Control Group and Experimental Group. The pre-test and post- test result in each group compared using Paired Sample T-Test. The post-test of Control Group and Experimental Group compared using Independent Sample T-Test. Paired Sample T-Test and Independent Sample T-Test conducted based on Caldwell explanation [11].
Experimental Group
Random Assignment with
Matching (30 students)
Opre
(Pre-test:
50 items)
X (interactive digital
book
Opost
(Post-test:
50 items)
Control Group
Random Assignment with
Matching (30 students)
Opre
(Pre-test:
50 items)
C (static digital
book)
Opost
(Post-test:
50 items) Time
Figure 2. Matching-Only Pretest-Posttest Control Group Experimental Research Design
3 Results
3.1 Define Phase
The define phase is executed through three steps of analysis process which are derived from the activity of observation, namely, student’s characteristics analysis, curriculum or syllabus analysis, and content subject or instructional analysis. The first step showed the low competence of student which is indicated by the middle test assessment on the student below the minimum criteria. The student should be passed 70,00 achievement values to determine as mastered the skills. The second step showed the initial plan of an interactive digital book to the teacher which designed to solve the Computer and Network Fundamental Subject teaching and learning problems. The third step was the instructional analysis. The aim of this step was to determine the entry skills and sequence of subject material that would be displayed in the interactive digital book. In this step, the researcher found that the students should master the entry competencies about environmental and occupational health and safety, personal computer assembly, BIOS configuration, and operating system and software installation. The researcher should know and understand the entry knowledge that should be mastered by the student before develop a learning media. The importance of pre- knowledge was relevant to Davidson-Shivers, Rasmussen, & Lowenthal's concept about how to conduct instructional analysis [12]. The content sequence that used in this research was a logical sequence. The aim of the logical sequence was to present the subject content from simple to complex order [9].
3.2 Design Phase
The design phase is implemented within the research and development of interactive digital book contained three steps, namely, lesson planning, subject content analyzing, and initial designing. The teaching scenario in the lesson plan would be conducted four times a face-to-face meeting. Time allocation for every meeting was 3 x 45 minutes. The first meeting would contain an explanation activity of the teaching subject concept and pre-test for Control Group and Experimental Group. The second and third meetings would contain the activity of student practice and assessment. The Control Group was not given treatment in the form of the teacher teach using static digital books. The Experimental Group was given treatment in the form of the teacher teach using interactive digital books. The last
160 JITeCS Volume 4, Number 2, September 2019, pp 156-165 meeting would conduct post-test. The second step aimed to determinate the scope of the content subject. The content subjects were limited to computer hardware maintenance which includes tools, treatment, and report of hardware maintenance. The language that will be used in the product is Bahasa Indonesia. The third step aimed to produce flowchart, story board, and screen design of interactive digital book initial design. It would be upgraded into a logical sequence to make the students easier to get and access the subject content and also insert multimedia content to increase the attractiveness and interactivity. Entry Competence, Generic Competence, and Core Competence which were displayed in the interactive digital book had adjusted to the vocational high school syllabus. The display of interactive digital book design presented in Figure 3, Figure 4, and Figure 5.
Figure 3. Display of Interactive Digital Book Cover
Figure 4. Display of Hardware Maintenance Tutorial Videos
Figure 5. Display of Chapter 3: Tools and Materials of Hardware Maintenance
Admaja et al. , Interactive Digital Book Development: ... 161
3.3 Develop Phase
The develop phase exerts two steps, namely, validate the interactive digital book by SMEs and MSMEs and improve the design of an interactive digital books based on SME's recommendations. This phase occurred in two iterations. The first lesson to be learned from the first iteration is the SMEs suggested that the interactive digital book should display information about map of Entry Competence, Generic Competence, and Core Competence clearly in Computer and Network Fundamental Subject. It is important because it will encourage the student to know and increase student motivation in the learning process. The second lesson to be learned is the SMEs recommend that the test item and content should be adjusted to the school curriculum. The third lesson to be learned is the test item’s stems should be type properly. The question should exert sentences that well-understood by the students. The item test should be directly given to the students during the activity of the media experiment.
Table 1. Goal-Centered Criteria Assessment
No. Indicators CVR Value
1st Iteration 2nd Iteration 1 Terminal and performance objectives alignment 0.50 0.80
2 Content completeness and adequacy 0.30 1.00
3 Verifiable 0.50 1.00
4 Appropriatness 0.40 0.80
5 Up to date 0.60 1.00
6 Unbiased in presentations 0.50 0.80
Mean 0.47 0.90
Table 2. Learner-Centered Criteria Assessment
No. Indicators CVR Value
1st Iteration 2nd Iteration
1 Vocabulary 0.50 1.00
2 Developmental level (complexity)? 0.50 0.80
3 Background, experience, and environment? 0.40 0.80 4 Experiences with testing formats or equipment? 0.30 0.80
5 Motivation or interest level? 0.40 0.80
6 Unibiased in cultural, racial, gender needs? 0.80 0.80
Mean 0.48 0.83
Table 3. Learning-Centered Criteria Assessment
No. Indicators CVR Value
1st Iteration 2nd Iteration
1 Pre-instructional materials quality 0.50 0.80
2 Content sequencing appropriateness 0.80 0.80
3 Presentations that are complete, current, and
tailored for learners 0.80 0.80
4 Practice exercises that are align with the goal 0.50 0.80
5 Adequate or supportive feedback 0.50 0.80
6 Assessments appropriateness 0.30 0.80
7 Sequence and chunk size appropriateness 0.40 0.80
Mean 0.54 0.80
The conclusion that can be drawn from the first iteration is that interactive digital books must be revised and not ready for the dissemination phase. The researcher then fixed and improved the learning media and questions corresponded to the suggestion from the SMEs before conduct the second iteration of the develop phase. The SMEs judgment results in first and second iteration showed in Table 1, Table 2, Table 3, Table 4, and Table 5. The result of the second iteration of SMEs assessment showed that CVR for Goal-Centered Criteria
162 JITeCS Volume 4, Number 2, September 2019, pp 156-165 increased from 0.47 to 0.90, Learner-Centered Criteria increased from 0.48 to 0.83, Learning-Centered Criteria increased from 0.54 to 0.80, Context-Centered Criteria increased from 0.48 to 0.66, and Technical Criteria increased from 0.69 to 0.87. Overall CVR in the second iteration in Table 6 showed the agreement level of SMEs is 0.87 or above 0.75. It means that more than 50.00% of experts agree that the interactive digital book ready for the dissemination phase.
Table 4. Context-Centered Criteria Assessment
No. Indicators CVR Value
1st Iteration 2nd Iteration 1 Authenticity for the learning and performance
sites
0.40 1.00
2 Feasibility for the learning and performance sites 0.40 1.00
3 Involve additional equipment or tools 0.40 0.80
4 Congruent technical qualities for planned site (facilities or delivery system)
0.60 0.80
5 Have adequate resources (budget, time, personnel availability, or skills)
0.50 0.80
Mean 0.46 0.88
Table 5. Technical Criteria Asessement
No. Indicators CVR Value
1st Iteration 2nd Iteration 1 Delivery system and media align with the nature
of objectives 0.50 1.00
2 Packaging quality 0.60 0.80
3 Graphic design and topography quality 0.60 0.80
4 Durability 0.70 0.80
5 Legibility 0.50 0.80
6 Quality of audio and video 0.50 0.80
7 Interface design quality 0.80 0.80
8 Navigation clearness 1.00 1.00
9 Functionality 1.00 1.00
Mean 0.69 0.87
Table 6. Overall CVR
No. Assessment Criteria CVR Value
1st Iteration 2nd Iteration
1 Goal-Centered 0.47 0.90
2 Learner-Centered 0.50 1.00
3 Learning-Centered 0.54 0.80
4 Context-Centered 0.70 0.80
5 Technical 0.69 0.87
Mean 0.58 0.87
3.4 Disseminate Phase
Disseminate phase aimed for product trial in the experimental design class. This product trial will produce information about the effectiveness of interactive digital book in the intsructional process. The activity engaged in the class is based on lesson plan design where face-to-face meeting is twice. This phase involved 60 students. Students divided into Control Group and Experimental Group. Each group contained 30 students with random assignments. Pre-Test and Post-Test used 50 item tests in multiple choice form. Score comparison between Experimental and Control Group showed on Table 7. Independent T- Test result between Experimental Group and Control Group in Pre-Test showed that the
Admaja et al. , Interactive Digital Book Development: ... 163 significant value equal to 0.10. It means that both scores have no difference. It proves that both groups are equivalent based on Pre-Test Score. Paired T-Test between Control Group Pre-Test and Post-Test scores showed that the significant value equal to 0.23. It means that both scores have no difference. It proves that treatments in the Control Group have no effect or can’t increase the score although the raw score showed an enhancement. Paired T-Test between Experimental Group Pre-Test and Post-Test scores showed that the significant value equal to 0.01. It means that both scores are different. It proves that treatments in the Experimental Group have effect or can increase the score. Independent T-Test result between Experimental Group and Control Group in Post-Test showed that the significant value equal to 0.00. It means that both scores are different. It proves that interactive digital book implementation in Experimental Group has better result than conventional books that are used in Control Group. The experimental result proves that interactive digital bool is effective to enhance student learning process without any guidance from teacher.
Table 7. Score Comparison Between Experimental and Control Group
Group Score
Pre-Test Post-Test
Experimental Group 67.46 82.53
Control Group 68.80 74.70
4 Discussion
The development phase of this research utilized two iterations. The time span between first and second iteration was four months because of repairs required time to add or rearrange some elements, such as graphics, graphics layout, and rearrangement of words and sentences on the interactive digital media. Table 6 showed that critical criteria that should be improved or fixed were Learner-Centered and Learning-Centered Criteria.
Learner-Centered Criteria has meant that the interactive digital book should align with the student's personal needs, especially student motivation. Some items utilized with graphics added in the second iteration because of graphics can help increase student motivation.
Graphics can motivate the student to complete the learning goals [14]. Learning-Centered Criteria has meant that the interactive digital book should be able to accommodate the self- paced learning process or personalization. Some polite feedback words in the assessment are fixed and added in the second iteration because of polite wording can make the interactive digital book more personalized. Student prefers polite wording than direct statement when they are using learning media [15]. Multimedia content utilization in the teaching and learning process can increase interaction, dynamic, and can be used outside the class [13].
The research proves that interactive digital book is effective to enhance the student learning process without any guidance from the teacher. Interactive digital book utilization in the learning process can cause an increase in student learning outcomes. It also proves that the dynamic textbook empowered by multimedia content such as an interactive digital book is better than static digital books in supporting the student learning process. Embong, Noor, Hashim, Ali, & Shaari recommend some strategies on how to implement digital book smoothly in school [4]. First, the school should provide information technology-based learning culture. Second, schools not only provide software that is used to accessing the digital book contents but also provide sufficient hardware and infrastructure. In this research process, the researcher must give socialization to the school, teacher, and student-related to the interactive digital book before conducting the research. The researcher should conduct socialization because the teaching and learning culture in the school still rarely uses
164 JITeCS Volume 4, Number 2, September 2019, pp 156-165
interactive digital books. The researcher used the gift-giving technique to students who could get the highest score while taking the Post-Test and Pre-Test. This technique aimed to enhance the student motivation to take part in this experimental research activity both in the Experimental and Control Group. Maybe this technique also has an effect on the increase in test scores that occur in the Experimental and Control Group, but this also needs to be further proven how much this technique contributes to improving learning outcomes. It was a strategy chosen by the researcher so that all experimental processes could proceed as they should.
5 Conclusions
The interactive digital book developed successfully with appropriate content based on Four-D Model guidelines. The usage of Rubric for Evaluating Instructional Materials and Content Validity Ratio (CVR) can strengthen the developmental method. Experimental design in disseminates phase also can support the research result that the product is truly more effective for enhancing the student learning process without any guidance from a teacher than a static digital book. This research recommends that future work of research and development in the education field should not only use strong methods in terms of information technology technical knowledge but also should use pedagogical and statistical knowledge. Future research should not only focus on how to develop information technology products in the educational field but also how to proves the product functionality and effect in experimental research design.
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