Bakri 2022 J. Phys. Conf. Ser. 2309 012101

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Journal of Physics: Conference Series

PAPER • OPEN ACCESS

Development of Online Learning Tools Based on Computer Assisted Instruction Material for

Newton’s Law of Gravity

To cite this article: Fauzi Bakri et al 2022 J. Phys.: Conf. Ser. 2309 012101

View the article online for updates and enhancements.

Development of Online Learning Tools Based on Computer Assisted Instruction Material for Newton's Law of Gravity

Fauzi Bakri*, V Serevina^*, M M Hartina², D Aslamia

Physics Education Study Program, State University of Jakarta, Jakarta, Indonesia

*fauzi_bakri@unj.ac.id

Abstract. This study aims to develop an online learning tool based on Computer Assisted Instruction. The research method used is Research and Development using the ADDIE model which consists of five stages, namely: Analysis, Design, Development. Implementation, and Evaluation. This online learning tool was developed using e-learning media, namely the webbased student’s worksheet. This Computer Assisted Instruction based online learning tool has been tested on a limited basis for tenth grade students of public high school. The data was collected by distributing questionnaires based on the grid made using google form, starting from the stage of analyzing teacher-student needs, validating 3 experts, testing by teachers and documentation. The validation results were obtained by 82.875% from media experts, 80% from material experts and 82.42% from learning experts. Based on the analysis of the data that has been collected, it can be concluded that online learning tools based on Computer Assisted Instruction on Newton's Law of Gravity are very good and feasible to develop.

1. Introduction

According to the Minister of Education and Culture Regulation No.41/2007 concerning Process Standards states that the planning of the learning process includes a syllabus and learning implementation plan which contains subject identities, competency standards, basic competencies, indicators of competency achievement, learning objectives, teaching materials, time allocation, learning methods, learning activities, assessment of learning outcomes, and learning resources. Lesson i mplementation plan is described from the syllabus to direct student learning activities in an effort to achieve basic competence. Every teacher in the education unit is obliged to prepare a complete and systematic lesson implementation plan.

Based on circular letter number 4 of 2020 concerning Education policy in the emergency period of the spread of covid-19, the distance learning process is carried out to provide a meaningful learning experience for students without being burdened with demands to complete all curriculum achievements for grade promotion as well as activities and assignments according to their respective interests and conditions. each and the product of learning activities from home is given feedback and is useful for teachers.

With the implementation of the 2013 curriculum, there are demands for independent science learning in the classroom that must be supported by science independent learning media and also the learning model used. One of the learning media that is widely used is worksheets. Learning activities in the 2013 curriculum must also take advantage of the role of information and communication technology to improve the efficiency and effectiveness of learning, such as using computer-based learning tools [1].

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In addition to learning tools that must be considered in effective learning activities, learning models must also be considered and must be in accordance with their objectives so that students who take online learning can understand the concept of the material. The Computer Assisted Instruction model is a learning model that is suitable for use in distance learning where the media needed mostly uses computer devices. Computer-assisted instruction (CAI) is an instructional approach in which computers are used to communicate teaching materials and evaluate learning outcomes. It uses a mix of graphics, text, sound, and video for the learning process [4]. The application of CAI is adjusted to the characteristics of the field of science being taught, such as the use of CAI in science in high school [9]. and designed as a learning resource in student-centered and activity-oriented learning and learning activities [5].

According to Ronald H. Anderson (1994:197), CAI is the use of computers directly to students to convey lesson content, provide exercises and test students' learning abilities. So, Computer-assisted instruction enables learners to progress at their own pace, control their learning, participate in learning efforts more willingly, learn more effectively, get more variety of teaching materials, track learning experiences, get immediate answers to their unique questions, get feedback instant knowledge of their strengths and weaknesses, conduct experiments that are difficult to realize in real life, and learn in less time in a systematic way [3]. Therefore, CAI has advantages, namely in developing students' abilities in making synthesis and evaluation [6]. There are 5 steps in CAI:

1. Prepare teaching materials from the internet

2. Prepare teaching materials using computer software (software) 3. Delivering learning materials using CAI media

4. Directing students to be active and creative in learning

5. Directing students to make conclusions in the learning process

From the results of the needs analysis in schools, it shows that teachers are not precise in planning distance learning, for example the learning model used is not appropriate and the learning media used is also not suitable for online learning. In distance learning, teachers still teach with a teacher-centre, namely teacher-centered learning, so that students become passive.

From the description above, we need an online-based distance learning device with a Computer Assisted Instruction model on Newton's Law of Gravity physics material that can increase students' interest in learning physics.

2. Research Method

This type of research is research & development (R&D) and uses the ADDIE development model which consists of five stages, namely: Analyze, Design, Development, Implementation, and Evaluation [8].

The procedures or stages of the research that will be carried out are based on the ADDIE model which is presented in the chart below:

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Figure 1. ADDIE model

In this reseacrh, only up to the small group trial stage consisting of 50 teachers and 100 students.

2.1. Data Collection Technique

In this technique, the researcher uses a validity test questionnaire that is assessed using a Likert scale assessment [7], as follows:

Table 1. Likert Scale for Rating Alternative Answer Score Weight

Very good 5

Good 4

Pretty good 3

Not good 2

Not good 1

Thee data collection technique used is quantitative descriptive data analysis and to process data from the validation results of material,, media and learning experts as well as teacher validation in the form

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of input suggestions and criticisms of reproduction contained in the questionnaire validation instrument and qualitative descriptive statistical analysis used to analyze the data collected. obtained in the form of percentage analysis.

The data that has been collected on the validation sheet and test questionnaire are basically qualitative data, because each statement point is divided into categories of not good, not good, good and very good.

The data is first converted into quantitative data according to the weight of the score. The changes are carried out with the following formula:

𝑝 = 𝛴(The answer score for the entire questionnaire)

𝑛 𝑥 highest × number of respondents 𝑥 100% (1)

Information:

P = stating the percentage of assessment

n = states the total number of questionnaire items

The data on the results of the assessment of the developed learning tools were analyzed descriptively, determining the eligibility criteria and product revisions in table 2 below:

Table 2 Likert Scale (Sugiyono, 2013) Achievement Level Interpretation

81%-100% Very good

61%-80% Good

41%-60% Enough

21%-40% Less

0%-20% Very less

3. Result and Discussion

3.1 Product

The product of the results of this development research is an online learning device based on Computer Assisted Instruction on Newton's Law of Gravity.

Table 3. Product development based on ADDIE model’s

ADDIE Research Step Development Results

Analyze

• problem identification analysis

• analysisneeds through questionnaires

Design

• prepare the elements of the lesson implemention plan

• collect images, videos or animations related to the material materi

• Desain Web of students work sheet

Development

• combines elements of lesson implemention plan

• combining material content with images,

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videos, animations or simulations, to become a web learning media product students work sheet

• material expert validation, media expert and learning expert

Implementation • determine the feasibility of the product being developed

Evaluation • implementation of product effectiveness test (but not yet done due to time constraints) The following is a view of the section of the Online Learning Toolkit:

Table 4. Partial print screen display of Online Learning Tools

No Print screen display Information

1

Link: https://debbyaslamia.wixsite.com/dpf-web-lkpd

Web of students work

sheet

2

Video and Animation of

the web

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3.2 Expert Validation Results

3.2.1 Material Expert Validation. The material experts consist of two lecturers from the State Islamic University Physics Study Program, namely Mr. Ryan Rizaldy, M.Si and Mrs. Tati Zera, M.Si.

Validation is carried out related to format, suitability, content, and language. The validation data of learning material experts on the quality of the material assessment aspects are shown in the table as follows:

Table 5. The Average Result of Material Expert Validation Score

Aspect Validator 1 Validator 2

Format 80% 70%

Suitability 87% 87%

Contents 76% 80%

Language 80% 80%

Average Percentage 80.75% 79.25

Overall Percentage 80%

Interpretation Good

Table 5 shows that the average score obtained by material experts is 80%. This the material used in learning has a good category. The data obtained from material expert validation has a deficiency of 20%, namely in the theory part of Kepler's Law it needs to be described in detail and given examples. The recommended steps are to fix things that do not match what the experts suggest.

Figure 2. Graph of Material Expert Validation Results

3.2.2 Media Expert Validation. The purpose of this media validation is to obtain input regarding deficiencies related to learning media made by researchers consisting of several indicators, namely design, suitability, language and content. The input is analyzing and then used to revise the learning

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media so that it can improve the quality of the learning media used for research and hopefully can be used for further learning. Media expert evaluation data are as follows:

Table 6. Average Result of Media Expert Validation Score

Design 80% 70%

Suitability 80% 70%

Language 90% 85%

Contents 92% 96%

Average Percentage 85.5% 80.25%

Overall Percentage 82.875%

Interpretation Very good

Table 6 shows that the average score for media validation is 82.875%. This the media used in learning has a very good category. The data obtained from the validation of media experts has a deficiency of 17.125%, namely on the material page there are several formulas that have not been written, such as the formula for acceleration of gravity. The recommended steps are to fix things that are not according to the advice of experts.

Figure 3. Media Expert Validation Results Graph

3.2.3 Learning Expert Validation. The purpose of this learning validation is to obtain input regarding deficiencies related to learning made by researchers consisting of several indicators, namely content and objectives, technical, learning, and language. The input is analyzing and then used to revise learning so that it can improve the quality of learning used for research and hopefully can be used for further learning. The learning expert evaluation data is as follows:

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Table 7. The Average Result of Learning Expert Validation Score

Content and Purpose 70% 90%

Technical 93% 80%

Learning 90% 70%

Language 80% 80%

Average Percentage 83.25% 80%

Overall Percentage 82.42%

Interpretation Very good

Table 7 shows that the average score obtained by the second learning expert is 82.42%. This the learning used has a very good category. The data obtained from the validation of learning experts has a deficiency of 17.58%, namely in the assessment indicators section it has not been described properly.

The recommended steps are to fix things that are not as recommended by experts.

Figure 4. Graph of Learning Validation Results

Based on the results of the study, the results of the validation of the material showed the percentage of 80%, the results of the validation of the media experts showed the percentage of 82.875%, and the results of the validation of the learning experts showed the percentage of 82.42%. From the three validation results, according to Sugiyono (2013) states that the media has a very good interpretation.

This supports previous research by Amaliya.L regarding the development of CAI media (computer assisted instruction) on thermodynamic law material, stating that the results of the validation that have been carried out get a percentage of 96.5% for material validation and 93.75% for media validation, so that the results have very good qualifications, with very appropriate descriptions, do not need to be revised [2] and research from Altun found that computer-assisted instruction was more feasible than traditional instruction approaches in terms of cognitive and affective behavior. Students' perceptions

Language

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before and after the application have changed significantly about physics, and computer-assisted instruction [10]

3.3 Limited Trial Results

The limited trial was carried out to class X students of SMA Muhammadiyah 1 Depok. Data collection was carried out by distributing questionnaires based on kisses made using google form starting from the stage of analyzing teacher-student needs and conducting trials with several students. This trial was conducted to determine the needs of students and teachers as well as to analyze whether CAI products are needed by students and teachers in the distance learning process. The following data needs of students and teachers:

Figure 5. Student Needs Analysis Graph

Figure 6. Teacher Needs Analysis Chart

The picture above proves that the needs of students and teachers for the development of learning media achieve an average result of 90% requiring learning media that can help this distance learning

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%

Teacher Needs Analysis

93%

72%

62% 58%

47%

Student Need Analysis

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0% 87.25%

80.75%

60.85% 59.34%

29%

Use method learning on school

Assisted schools online

for about gravit learning student intstruction

Use of reaching the utilization of computrer analysis graph

Achievement on the material newton’s laws aboaut gravity

Necessity device develop ment

Use method learning used

Achievem ent use

media learning

Use CAI model makes it

easy to learn online

Reaching Newton’s materials

on gravitation

Need Develop

mental legal devices learning

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process and 80% of students and teachers are very interested in CAI-based learning media. After learning by using this CAI product, it produces the following data:

Table 8. Media Eligibility Data by Teachers and Students Reviewer Amount Category

Teacher 50 Good

Student 100 Good

It was found that in table 8, students and teachers rated this product as suitable to be used to help distance learning activities in a good category.

4. Conclusions

Based on the results of the overall validation, it has an average percentage of 81.765%, so it can be categorized in the very good category, and students and teachers also assess the feasibility of the product as good. So, the development of online learning tools using the Computer Assisted Instruction model on Newton's Law of Gravity material is very good and suitable for use in the physics learning process for class X in high school.

References

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The effect on student physics achievement and attitude towards physics. Eurasian Journal of, 43-50.

[2] Amaliya, L. dkk. (2018). Pengembangan Media Cai (Computer Assisted Instruction) Pada Materi Pokok Hukum Termodinamika Mata Pelajaran Fisika Siswa Kelas X Di Smk Negeri 1 Kalitengah Lamongan. Jurnal Mahasiswa Teknologi Pendidikan. Vol 9, No. 2.

[3] Bayrak, C. (2008). Effects of computer simulations programs on university students’

achievement in physics. Turkish Online Journal of Distance Education, 9(4), 53-62.

[4] Bunkure, Y. (2007). Effect of CAI on Students Achievement and Attitudes in Physics among Secondary.Thesis submitted to faculty of Education, Ahmadu Bello University Zaria.

[5] Gana, C. S. (2013). Effects of Computer Assisted Instruction with Animation on Achievement and Retention of Students of Colleges of Education in Quantum Physics. Unpublished PhD Thesis, Department of Science.

[6] Kocakaya, S. (2010). The Effect of Computer Assisted Instruction Design according to 7E Model of constructivist learning on Physics Students Teachers Achievement, Concept Learning, Self- Efficacy. Turkish Online Journal of Distance Education, 11, 3-12.

[7] Riduwan. (2007). Pengantar Statistika. Bandung: Alfabeta.

[8] Sugiono. (2013). Metode Penelitian Pendidikan: Pendekatan kuantitatif, kualitatif dan R&D.

Bandung: Alfabeta.

[9] Suleman, Q., Hussain, D., Ud Din, D., & Iqbal, D. (2017). Effects of Computer-Assisted Instruction (CAI) on Students’. Computer Engineering and Intelligent Systems.

[10] Yigit, N. (2005). The Effect of Constructivist Implementation with Computer Based Physics Instruction on Cognitive and. Eurasian Journal of Educational Research, 273-284.