Design Project-Based Learning Multimedia for Vocational Education Students (Henry Iskandar1, Dwiki Muda Yulanto2, Indra Koto3, Marlan4
1234Mechanical Engineering Education, Faculty of Engineering, Universitas Negeri Medan, Indonesia
Willem Iskandar Street, Pasar V, Medan Estate, Medan, Indonesia Corresponding author: [email protected]
>> (enter 1
Received: 04 September 2022. Accepted: 10 October 2022. Published: 30 November 2022 6. Published: 23 April
2016 (Cambria 10, Centere8)
ABSTRACT
This study aims to change activities in the technical implementation of project-based learning in vocational education. Real-life learning activities packaged in project-based learning multimedia are believed to be able to foster student creativity. The technique of preparing learning multimedia is designed using the Instructional Successive Approximation Model (SAM I) because it is more flexible. Data collection techniques were obtained from a survey of multimedia learning needs analysis in pneumatic, hydraulic engineering (N=10), and cooling systems (N=10). The learning multimedia design was evaluated through content validity tests by experts totaling (N=4). The needs analysis results showed that most students did not use multimedia, and they used several methods to develop creativity into products, so multimedia was needed.
The results of another study through the content validity test obtained learning multimedia evaluation data with an average score of the quality of learning design and quality of learning multimedia engineering (0.84) that met the "valid" aspect, so it can be concluded that this learning multimedia is suitable for implementing project-based learning in vocational education.
Keywords: Project-Based Learning, Multimedia Learning, Vocational Education
VANOS
JOURNAL OF MECHANICAL ENGINEERING EDUCATION
http;//jurnal.untirta.ac.id/index.php/vanos ISSN 2528-2611, e-ISSN 2528-2700
Volume 7, Number 2, November 2022, Pages 138-147 ISSN 2528-2611, e-ISSN 2528-2700
Vol.2, No.2, Desember 2022, Hlm.x-x.
INTRODUCTION
Project-Based Learning (PjBL) in vocational education has an essential role in improving the critical thinking [1] and creative thinking skills of students [2], so in its application, it must contribute significantly to the achievement of learning objectives, mainly to increase creativity [3].
Increasing student creativity in its implementation is obtained by teamwork [4]
to form fully influential team creative thinking with learning designs that are capable of self-expression and active participation [5] to equip students with authentic experiences [6].
The concept of real-world learning is designed to facilitate students in solving problems, so PjBL requires the case method [7]. The collaboration of the Case Method with the Team Base Project aims to build a cross-disciplinary team in group work to produce products so that learning objectives can be achieved [8]. The achievement of learning objectives is obtained from the results of the implementation of learning, but achieving learning objectives in its application requires media aids to provide student-centered information, namely technology-assisted media [9][10].
Technology is a medium if it provides information and guidelines for taking action [9]. Information packaging in the media must be in the form of text, visual images, audio, video, and virtual reality. However, if its function is as a learning medium, the media
must contain learning materials [11].
Learning media packaged in text form equipped with video tutorials is multimedia because of the collaboration between media[9]. Functionally text media equipped with video can provide useful information to be used as instructions or guidelines for problem-solving actions in practical learning to produce products. [8][10].
Text media containing instructions or practice guidelines to produce products that are concise in function and usefulness, more flexible, and can be carried anywhere to increase knowledge; pocketbooks [8][12].
Increasing knowledge is an effort to achieve learning goals in line with growing learning motivation, namely by providing digital tutorials in the form of video tutorials [13].
The packaging of pocketbooks and video tutorials in digital multimedia used as project-based learning multimedia is designed according to student needs and course characteristics [9]. So it requires an evaluation tool for learning multimedia design [10].
Evaluating the design of multimedia learning to create a student-centered experience so that the achievement of mastery of knowledge has an impact on increasing creativity in learning by utilizing instructional design [14]. Instructional design is needed as an evaluation tool for learning multimedia designs so that the results can be applied in remote mode. Repeated evaluations can be done according to the
procedure, namely the Successive Approximation Model (SAM) instructional design [15].
The Successive Approximation Model (SAM) instructional design is used in creating multimedia learning to evaluate the need for multimedia learning readiness [16]. So that it produces learning multimedia that includes the process of finding opportunities and problems, the process flow from the initial phase to the final stage of making or creating products that lead to the development of competencies that students must understand, master, and demonstrate by the characteristics of courses in project-based learning [17].
RESEARCH METHOD
This research was conducted at the beginning of 2022 or the even semester of the academic year, starting with designing a project-based learning concept map integrating into multimedia learning using the Successive Approximation Model (SAM) instructional design. The SAM I instructional was chosen because it is flexible, collaborative, and fast, so it is suitable for case studies. Small groups obtain descriptive data even though there is SAM II, which is an expanded and more comprehensive version of SAM I [14][18].
Participant
Participants involved in the research came from two study programs, namely
mechanical engineering education students (N=10) who took hydraulic pneumatic engineering courses and automotive engineering education students who took cooling systems courses (N=10). Meanwhile, other participants who are learning design experts/experts are lecturers from the postgraduate study program for technology and vocational education (N=2) and experts in software engineering design and graphic design from the undergraduate study program of informatics and computer technology education (N=2).
Research Procedure
This study utilizes the SAM I version, starting with the design of project-based learning concepts that integrate into learning multimedia. The first step is to conduct a literacy study to produce a draft project- based learning process plan, then develop a survey instrument and needs analysis.
The next step is to design a learning process based on a case method collaboration project and a team base project for vocational education, followed by a multimedia design process, which begins with preparing a learning multimedia prototype. Learning design and software design experts, questionnaires were distributed directly using the Focus Group Discussion (FGD) method. The description above is a phase for designing project-based learning multimedia.
Data collection and data analysis techniques.
Figure 1. Instructional design model SAM I [14][18]
The SAM I instructional model only reaches the preparation and iterative design stages because, at this stage, the focus is on designing project-based learning concept maps that are integrated into learning multimedia. Data collection and data analysis techniques are as follows:
Preparation Phase
1. Literacy study of project-based learning design for vocational education as a data source for compiling a project-based learning concept map
2. Develop survey instruments and analyze learning media needs; survey sheets are distributed to participants online [19].
Iterative Design Stage
1. Designing a learning concept map based on a case method collaboration project and a team base project for vocational education
2. Designing prototypes and designing project-based learning multimedia
3. Develop an instrument as a multimedia evaluation tool, namely by conducting a validation test of learning multimedia
content so that the data is obtained from the distribution of the learning design questionnaire and software engineering and graphic design questionnaires [10].
The data collection technique obtained quantitative descriptive data from the validation results by learning design experts (N=2) and software engineering and graphic design experts (N=2), using data analysis techniques for the content validity of Aiken's formula [20].
RESULT AND DISCUSSION
This research was conducted according to the successive approximation model (SAM I) instructional design process by first carrying out the preparation stage and then the interactive design stage. The results of this study are by the flow of the SAM I design process as follows:
Preparation Phase
1. The results of the literacy study from several documents obtained theories from the opinions of experts about the management of the learning process based on the case method collaboration project and the team base project [1][21][22].
2. Survey activity sheets and results of project-based learning multimedia needs analysis in pneumatic hydraulic and cooling system engineering courses are shown in Table 1.
Evaluate
Design Develop
START END
Table 1. Student needs analysis activity sheet Learning media needs an analysis activity
sheet Course name
Competency achievement targets
Yes No Project tasks are easy to
complete
Not using learning media in completing project assignments Requires pocket book learning media and video tutorials as guidelines for completing project assignments
Requires pocket book learning media and video tutorials as guidelines for completing project assignments for other courses Not familiar with pocketbook learning media and video tutorials
The results of the survey on the analysis of multimedia needs for learning in the mechanical engineering education study program were obtained from students who took the pneumatic, hydraulic engineering course (N = 10), totaling (N = 8) stated that the competency achievement target wanted to increase knowledge and creativity in assembling pneumatic and hydraulic systems.
(N=8) project assignments are not easy to complete, (N=10) do not use media as a tool in completing project assignments, (N=10) requires learning media as guidelines for completing project assignments, (N=3) do not know media pocket book learning and video tutorials.
The results of the survey on the analysis of student needs in the automotive education study program that took the cooling system engineering course (N=10), a number (N=6) stated that they wanted to have the
competence to repair and (N=4) design an Air Conditioning (AC) system for vehicles, (N=10) project assignments are not easy to complete, (N=10) do not use media as a tool in completing project assignments, (N=10) require learning media as guidelines for completing project assignments, (N=4) do not know learning media pocket book and video tutorial.
Iterative Design Stage
1. The design of the learning concept map based on the case method collaboration project and the team base project is packaged according to the semester learning process plan. The following is shown in Figure 2. The project-based learning concept map integrates pocketbooks and video tutorials into project-based learning multimedia.
2. The prototype is prepared to explain the contents of learning multimedia, packaging multimedia learning in the form of a file format (.pdf) in which there is access to a video tutorial link so that it can be accessed online on the research channel assisted by the YouTube platform.
3. The results of learning multimedia design, preparation of evaluation instruments, and evaluation of learning multimedia through content validity tests.
a. The results of the project-based learning multimedia design present five concise stages of the project task completion process flow, and at the end
of each stage, there is a video tutorial that can be directly accessed online by using the YouTube platform, as shown in Figure 3 and Figure 4.
Figure 2. Project-based learning concept map
b. The results of the preparation of the multimedia evaluation instrument for content validity testing were compiled using a Likert scale; 1 = Very Poor (SKB), 2 = Not Good (KB), 3 = Medium (S), 4 = Good (B) and 5 = Very Good (BS), the questionnaires to be
distributed to learning design experts/experts amounted to 13 items and the software design of this questionnaire totaled 11 items.
Meanwhile, for data analysis using Aiken's formula. Shown in Table 2 and Table 3 as follows [20].
Figure 3. The results of the project-based learning multimedia design
Figure 4. Multimedia designs can be accessed via the YouTube platform
CASE METHOD
Questions regarding actual issues related to hydraulic pneumatic system technology
Preparation phase Meeting to 1,2,3, PROJECT BASE LEARNING MODEL
(PjBL)
1. Conducting an interview or industrial survey
2. Critical Book Review (CBR) 3. Critical Journal Review (CJR) 4. Mini Research (MR) 5. Idea Engineering (IE).
6. Project completion schedule commitment 7. group percentage
Planning phase Meeting to 4,5,6,7,8,9,10,11
1. Review the project plan after receiving suggestions and input from the lecturer 2. Conducting observations and surveys
again to complete the project plan to be worked on
Lecturers observe student activities in the process of working on projects through initial assessment activities and final assessments
1. Testing the results of the project design 2. Percentage of Project Work (PR) 3. The lecturer reflects on the activities of
the project results that have been done
Implementation phase Meeting to 12
Observation phase Meeting to 13,15
Submission phase Meeting to 16 Questions regarding actual issues related to air conditioning systems in automotive vehicles
TEAM BASE PROJECT
Table 2. Questionnaire for validation of learning design
Statement Rating
VP NG M G VG Aspects of the quality of learning design
1 Topic selection accuracy 2 Conformity of stages with
learning indicators
3 Assignment
4 Test consistency with learning indicators
Information design quality aspects 5 Clarity of step description 6 Explanation of the
examples provided 7 Use of new information 8 Maximizing the learning
process 9 Ease of use Interaction aspect 10 Project completion
instructions
11 Explanation of terms 12 Feedback on student
responses
13 Use different text to mark the important part
Table 3. Software engineering and graphic design validation questionnaire
Statement Rating
VP NG M G VG Content feasibility aspect
1 Consistency with
program flow
2 Sustainability of the
program
3 System efficiency
4 Display accuracy
5 Consistency between parts of the learning process
6 Storage management
Graphical aspect
7 Beauty of screen display
8 Text legibility
9 Image quality
10 Color composition
11 Music support
c. Evaluation result. Evaluation after analyzing data on (cycle 1)
After the validity test is done, the evaluation results on the learning design aspect (N=2) and the software and visual engineering design aspect (N=2). Each expert gives suggestions and inputs for the assessment of learning multimedia, so a minor revision was made in this cycle, namely in the design of learning on the quality aspect of information design.
Revise learning multimedia to improve the activity of cycle 1, to do it in (cycle 2).
Revise learning multimedia by
improving clearer content related to descriptions of activity stages, using new information, and providing examples of actual issues by course descriptions, along with the results of quantitative data analysis shown in Table 4.
Table 4. The results of the data analysis of the validity of learning multimedia
No Rated aspect value
Learning design
1 Learning design quality 0,80 2 Information design quality 0,87
3 Interaction 0,80
4 Presentation quality 0,78 Software engineering and graphic design
1 Content eligibility 0,85
2 Graphic 0,88
Average Amount 0,84
The results of data analysis were obtained from the average score of the content validity test results in the quality aspects of learning design and software
engineering quality aspects (0.84). Based on statistical calculations, the multimedia was declared to meet the "valid" criteria so that it was suitable to be used as project-based learning multimedia for vocational education.
CONCLUSION
This
study presents how the design of project-based learning concepts that are packaged into learning multimedia, the direction of developing learning multimedia using the Successive Approximation Model (SAM I) instructional design because it is more flexible and fast. The author focuses on;
(1) designing a project-based learning concept map and (2) designing a project- based learning multimedia that will be distributed to courses in the field of hydraulic, pneumatic engineering, and cooling systems. Research findings; (1) based on the results of the survey on the analysis of multimedia needs, students do not use media as a tool for completing project assignments, so learning multimedia is needed by students to complete project assignments if distributed for courses, (2) the results of the design and evaluation of the validity of the learning multimedia content validity test scores are obtained. The average of the results of statistical analysis of the content validity of the
quality of instructional design and the quality of software engineering and learning multimedia graphics (0.84), it is stated that the learning multimedia meets the "valid" criteria as project-based learning multimedia, so it can be concluded that this learning multimedia is feasible to use for the application of project-based learning in vocational education.
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