Proceedings of the IConSSE FSM SWCU (2015), pp. BC.19–26 ISBN: 978-602-1047-21-7 BC.19
Development of interactive digital books
as teaching materials in animal physiology
(Sub of the nerve physiology learning)
Hudiana Hernawan*
Biology Education Studies Program, STKIP Garut, Jl. Pahlawan No 32, Sukagalih 44151, Garut
Abstract
One of the causes of the low quality in Indonesian education is the lack of sources of teaching materials that can be used both by students and lectures. One alternative solution to this problem is by developing Interactive Digital Book. This product can integrate the computer technology with learning, not only textual but also audiovisual. The purpose of this research is to design and develop the Interactive Digital Book, while the benefits are expected to be used as an alternative in the provision of Animal Physiology teaching materials. This study is a Research and Development which consists of two phases; developing Interactive Digital Book process and product analysis. Product validation test results, according to media experts and specialists in general material aspect research product developed is feasible. While the user validation, generally students are very excited, easy to understand, and easy to operate Interactive Digital Book. Student responses to the Interactive Digital Book products in the category of Quality of end-user interface design is in good criteria (55.34%), Engagement categories is in the very well criteria (65.10%), Interactivity category is in excellent category (64,70%), and Tailorability category is in good criteria (51.49%). Overall, the results showed that the Interactive Digital Book is applicable and feasible to use as a medium of learning for students of Biology Education.
Keywords animal physiology, information technology, interactive digital book
1. Introduction
Generally, students of Biology Education Programs find it difficult to learn the physiology of nerves subject, so that many students are less interested to learn. It is caused by several aspects, among others: the complexity of the subject and the teaching methods in the classroom. Learning method that is commonly used is the classical method, which is learning only from lecturer explanation. That learning method usually make students less understood and less autonomy. According to Kusuma (2011: 49), self-learning does not mean learning alone. The most important thing in the process of self-learning is an increase of willingness and skills of students in the learning process without the help of others, so that they do not rely on the lecturers, friends, or others in learning. Self-learning process gives students a chance to digest the teaching materials with just a little help from lecturers. They follow the learning activities with teaching materials that have been specially designed so that any problems or learning difficulties have been anticipated earlier.
The difficulties and nonautonomy of students in learning process will lead to low quality of education. One of the reason is the lack of teaching materials that can be utilized by both student and lecture. Teaching materials available today is still conventional and yet can increase student interest in learning. Availability of learning resources economical, practical and simple, flexible, relevant, and has a positive value to support a more effective learning activities and facilitate achieving the learning objectives (Rohani, 2004).
To overcome the obstacles of learning process that is still conventional and lack of teaching materials available, learning materials need to be developed that can increase the ability of students, support the individual and independent learning, as well as to facilitate student in the learning process. According to Dick and Carey (1990: 72), the learning material should be a material that can be learned entirely by the students themselves. That is, the material can provide opportunities for students to learn without relying on the explanation from lecturers. Good learning material will also enable students to provide feedback and also encourage students to do the practices correctly. Thus, the pack is composed of teaching materials and quality are very important in improving the quality of the learning process. Therefore, teaching materials is the element that determines the success of student learning. One of the alternative to solve the problems mentioned above is by utilizing the advances of Information Technology. Information Technology products that can be used as a complementary media and learning tools are Interactive Digital Book. Interactive Digital Book is a multimedia book that contains digital information in the form of text or image that is a representation of a book-shaped electronic digital (Lee, 2004 in Darmawan, 2011) which can facilitate the needs of students, not only textual but also audio and visual (Munir, 2010). In this study, Interactive Digital Book is developed so that students can have a good competence, in addition also to train students to study independently. Students not only be a passive recipient but also a determine learner for himself. This kind of learning method is expected to provide a higher motivation for students because Interactive Digital Book is always associated with excitement and creativity. Through interactive teaching models hopefully will make students learn without pressure because of the variety of delightful presentation of the material so that learners are motivated to learn quickly. The research was conducted for one year. In the first half, the research conducted to identify the initial conditions and develop materials Interactive Digital Book. In the second half, the research done to validate products including expert validation and validation of users.
The purpose of this research is to produce Interactive Digital Book model that can develop competence and independence of Biology Education student. The benefits of this research is to use the Interactive Digital Book in the learning process that will provide a variety of learning experiences that stimulate the interest of students to learn; creating an effective learning situations; and provide motivation to learn for students (Wiryokusumo, 2002).
H. Hernawan BC.21
a learning program in accordance with the speed and capabilities of its own, more independent learning, and can emphasize mastery learning materials optimally. Sixth, learning in the form of Interactive Digital Book is a form of learning that is effective and efficient in this age, because paper prices soar and many possibilities quickly broken.
2. Materials and methods
The materials used in this study are: reference and referral of nerve physiology teaching materials drawn from various sources, hardware; Notebook with Intel Core i3-350M Processor specs, 4 GB DDR3 RAM, 500 GB hard drive, and monitors with 1366 x 768 resolution; and software Windows 7 Ultimate, 3D Pageflip Pro, Flipbook Maker, Microsoft Office 2007, Nitro PDF Pro, Format Factory, and other supporting software.
This research includes the development. The model used is the development systems of model that includes the phases of: a preliminary study, planning, development, and product testing. Preliminary study include activities to identify the learning needs of students and lectures and identify the characteristics of the students. Planning and product development activities include (1) identifying the general purpose of learning, (2) analyzing learning, (3) formulate specific goals, (4) the development of interactive learning strategies, and (5) the preparation of the Interactive Digital Book as learning materials. Interactive Digital Book product testing is done by giving a questionnaire, developed to gather data from expert analysis and individual test about the Interactive Digital Book products.
This study was designed to study the design of Research and Development (R and D). Research phases are used in accordance with the workflow method of R and D in Sugiyono (2010). The process of development Digital Book Interactive comprising: analysis of the potential and problems, the initial data collection, product manufacturing, early product validation, revision of the product, and testing the final product.
The data were analyzed by two different techniques. First, data were analyzed qualitatively to the data from the literature review, analysis questionnaire needs, and student characteristics. Second, the data were analyzed quantitatively for data validation results and individual experts. The technique used to analyze the data validation and individual experts are descriptive statistics.The research data obtained from observations media teaching materials first product, the product II (the revised product I), and the product III (the revised product II). Data in the form of teaching material appraisal by experts and students. While the criteria for analyzing the responses to the product; Quality of End-User Interface Design, Engagement, Interactivity, and Tailorability (Baker and King, 1993 in Geissinger, 2009).
Questionnaires were given to the expert and determined student assessment, namely A if very decent. and B if worthy, C if pretty decent, D if less decent, and E if unfit, further processed by using the formula percentages by Warsito (1992)
= × 100,
whereP, , andNdenote total percentage of each question, number of respondents who chose, and total number of respondents, respectively. Table 1 presents the interpretation of classification according to the calculation of the percentage of Warsito (1992) which has been modified by researcher.
Table 1. Interpretation percentage calculations. Large Percentage Interpretation
0% Nothing
1% - 25% Fraction 26% - 49% Almost Half
50% Half
51% - 75% Most of The 76% - 99% In General
100% Wholly
Source: modified from Warsito (1992)
3. Results and discussion
3.1 Result
Based on observations in the Education Biology Study Program of STKIP Garut, teaching materials and learning media (textbook) and technology based media; such as media Microsoft PowerPoint presentations, instructional videos, and other media, but Interactive Digital Book not yet used. Furthermore, from the results of observations carried out literature studies and data collection followed by creating and developing products. The product development process is done in phases, the first phase product of teaching materials created in PDF format, after being validated and revised in phase II product instructional materials created in flipbook format. Subsequently, in phase III of the revised teaching materials created in the Interactive Digital Book format. Results phases of the product development process of teaching materials can be viewed in Figure 1. The feasibility of the product at each phase is validated by experts and the results of validation can be viewed in Table 2.
(a) (b) (c)
Figure 1.Development process: (a) Phase 1 - PDF format, (b) Phase 2 - Flipbook format, and (c) Phase 3 - Interactive digital book format.
Table 2.Feasibility instructional materials development process.
No Expert Assessment phase I Assessment phase II Assessment phase III Kriteria
1. Media Pretty Decent (82.5%) Worth (91,6%) Very Worthy (94,8%)
2. Matter Decent (94%) -
-Source: Results of the study (2015)
H. Hernawan BC.23
assessment on the phase I had a percentage of 94%, but the feedback and revision is still being done.
In the validation on phase I and phase II, experts provide suggestions for improvement; the initial page, the page content, teaching materials and packaging. In the second phase of teaching materials were revised again by adding video, audio, and animation for the start page and the contents page, the next instructional materials packaged into flipbook format. The revised based on advice given on the second phase can be viewed in Figure 2.
Figure 2. Phase II of product.
In phase III teaching materials were revised by changing the background display, video, and images to the page contents and additional exercises. Furthermore, teaching materials packaged into Interactive Digital Book format. The revised based on advice given on the third phase can be viewed in Figure 3.
Figure 3.Phase III of product.
Tabel 3.Feasibility interactive digital book.
Respondent Number of Students Criteria Third-year student 34 Very Worthy (86,8%) Third-year student 35 Very Worthy (89,3%) Source: Results of this study
After being tested for its feasibility, students were asked to complete a questionnaire responses on Interactive Digital Book.The product will be revised according to the feedback from the students. This is final revision phase until a product is declared feasible by experts. The next phase after the development process is the user test. On the user test data taken from the student responses. Student responses are used to determine the assessment of the products. Data from students questionnaire responses were analyzed with descriptive techniques percentage. Student response to the results of the calculation Interactive Digital Book can be viewed in Table 4.
Tabel 4.The response of students to the interactive digital book.
Category Persentage Criteria
Quality of end-user interface design 55,34 Worthy Engagement 65,10 Very Worthy Interactivity 64,70 Very Worthy Tailorability 51,49 Worthy Source: Results of this study
3.2 Discussion
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the beginning to the end of the lecture, which was developed with the principles of communicative learning.
Based on the results of product planning phases, the drafting process of the product will be developed, which include lecturers guide, student guide, and learning materials. Lecturer guide contains direction for lecturer of the course on how to use the products. Student instructions contain directions to the students on how to use the product and contains the main points of discussion that must be learned.
The final product of this process is the development of Interactive Digital Book. This product contains a number of lecture material packaged in flash format. Interactive Digital Book was developed with the help of some software include: Microsoft Word versions 2007, Nitro Pro version 8, and 3D PageFlip Professional version 1.7.5. Besides using the right software, the material in Interactive Digital Book is laid out in such a way that the material easily mastered by the students. Description of the material are arranged quite detailed, and end it with interactive exercises that should be done by the student on the spot.
Validation of products include: validation of media experts, materials specialists, and students as users. According to the media and materials experts, the general aspects of the research product developed is feasible. This means, Interactive Digital Book is feasible to use in learning process. Multimedia design is also in a good grade. In groups and individuals, students approved (Decent and Very Worthy) for all the statements showed in the questionnaire. This means, the students were very excited, understand, and easy to use product of this research.
Analysis of student responses to the Interactive Digital Book for each category according to Baker & King (1993 in Geissinger, 2009) are as follows: 55.34% of users rate the Quality category of end-user interface design is in good categories. Geissinger (in Prasetyawan, 2010) reveals that in order to create a quality product in terms of appearance shall have the right color composition, the appropriate letter, a language that is easy to understand, and a button that facilitates in browsing products. For Engagement category, 65.10% of users rate the products are in very good category, Geissinger (in Prasetyawan, 2010) revealed that to create a good quality product should be supported by graphical display, thus making the information more attractive, memorable, and easy to understand. For the Interactivity category, 64.70% of users rate the products are in very good category, Geissinger (in Prasetyawan, 2010) reveals that in order to create a quality product both in terms of technical quality should have the ease of running the application, the user is able to operate the product and do not feel bored, also has enough facilities to explore the product. For Tailorability category, 51.49% of users rate the products are in good category, this means the compability of the content on products were made in good category.
4. Conclusion and remarks
Interactive Digital Book products in the category of Quality of end-user interface design is in good criteria (55.34%), Engagement categories is in the very well criteria (65.10%), Interactivity category is in the excellent category (64 , 70%), Tailorability categories is in good criteria (51.49%). Overall, the results showed that the Interactive Digital Book is applicable and feasible to use as a learning medium for students.
Researcher recommend a few things to be considered. First, the Interactive Digital Book application is an alternative media interactive learning to develop an independent and active attitude, then the application of Interactive Digital Book can be used for any other subject material as an innovative solution to overcome the problems and difficulties of students in the learning process. Second, for further research, research should be conducted to measure all aspects of student abilities, including cognitive, affective, and psychomotor, so that it can be seen that the application of Interactive Digital Book is very suitable application as an effort to improve student comprehension. Third, Interactive Digital Book should be developed in order to solve the problems of students in the whole learning process, not only for Nerve Physiology material.
Acknowledgement
Credit to Dr. Nizar Hamdani, M.Si and Lida Amalia, M.Si as the Chairman of STKIP Garut and Chairman of the Education Biology Study Program STKIP Garut who has provided the opportunity to conduct research and presents the results of research at the International Conference on Science and Science Education (IConSSE) in 2015 at the Faculty of Science and Mathematics - Satya Wacana Christian University. My gratitude also goes to Ramdhan Asep Hidayat, M. Pd, Hamdan Ramdani, S. Pd, as well as all third-year students of Biology Education Studies Program STKIP Garut who have helped in the implementation of this study.
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