Development of ARCS-Based Digital Teaching Materials for Science Education

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6 (1) (2023) 69-75

Journal of Curriculum Indonesia

http://hipkinjateng.org/jurnal/index.php/jci

Digital Teaching Materials Based on Attention Relevance Confidence Satisfaction Substance Pressure Material

Wiwin Sundari, Sardianto Markos Siahaan, Ismet

Master of Educational Technology, FKIP, Sriwijaya University, Indonesia Info Articles

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Keywords:

Teaching materials, ARCS, Substance pressure

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Abstract

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Teaching materials that are commonly used during the science learning process are printed teaching materials, so digital teaching materials are developed based on attention relevance confidence satisfaction (ARCS) on substance pressure material.

Alessi and Trolip development model used in this research has 3 stages which include planning, design and development. The alpha test stage, results of the development of digital teaching materials found that ARCS based digital teaching materials were declared valid with a score of 71.48%, the beta test stage, the practical ARCS-based digital teaching material results given by three students in the high, medium and low categories get an average score of 80% which is included in the practical category and ARCS-based digital teaching materials were effective in improving class VIII student learning outcomes after the pretest and posttest were carried out and the N-gain result was 0.61 in the medium category. so that ARCS- based digital teaching materials on substance pressure material are declared valid, practical and effective.

e-ISSN 2549-0338

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Journal of Curriculum Indonesia 6 (1) (2023) INTRODUCTION

Science learning can be used as a tool in developing the attitude domain, knowledge domain and skills domain. Based on the facts, the majority of students find it difficult to understand science learning, especially in the matter of substance pressure which discusses not only concepts but discusses calculating various formulas and practicals to prove the concept of substance pressure. The teaching materials used still use printed teaching materials and there is still a lack of practicum tools regarding substance pressure, students need digital teaching materials that can make students understand material associated with examples found in everyday life and provide a sense of comfort and confidence of students during the learning process takes place. Digital teaching materials can help students understand material with a variety of technologies and applications (Widayoko et al., 2018). Digital teaching materials can also provide insight for educators in designing learning materials using technology (Demirkan, 2019). This research will develop digital teaching materials based on Attention Relevance Confidence Satisfaction (ARCS) that prioritize students' attention during the learning process, relevant to students' learning experiences so as to create students' self- confidence and satisfaction during the science learning process. this is in line with the results of research which states that the use of the Attention Relevance Confidence Satisfaction model can increase students' interest in completing existing learning material (Malik, 2014).

ARCS-based digital teaching materials were developed using the Microsoft Sway application.

Microsoft sway is a web-based application which can be accessed free of charge which aims to help collect, format and share ideas, stories and presentations with an attractive appearance (Sudarmoyo, 2018). Teachers can create interactive media in creative history lessons without having to download special applications because Microsoft sway can be accessed via the web and has a larger storage capacity than Google Drive so there is no need to worry when using video media (Ardian et al., 2020). The advantages of using the Microsoft Sway application are: (1) excellent design features to make it easier for users to upload various content such as videos from YouTube, picts, tweets, and other multimedia content; (2)select content such as photos and videos that are stored in the cloud because the Microsoft Sway App is connected to the cloud App; (3) the Microsoft Sway application will reformat the presentation slides when the presenter opens them via smartphone, laptop or PC;

(4) the Microsoft Sway application is equipped with an application to make it easier for users to collaborate with other users in creating Microsoft Sway projects. Disadvantages of using the Microsoft Sway application, namely: (1) the user must be connected to the internet (2) Designs available under Microsoft sway terms (3) Available fonts are subject to the provisions of Microsoft Sway. The research objectives to be achieved in this study are (1) Producing digital teaching materials based on Attention Relevance Confidence Satisfaction on valid material pressure material for class VIII SMP, (2) Producing digital teaching materials based on Attention Relevance Confidence Satisfaction on substance pressure material for class VIII SMP which is practical. (3) Knowing the effectiveness of digital teaching materials based on Attention Relevance Confidence Satisfaction on substance pressure material for class VIII SMP.

METHODS

This study uses the model developed by Alessi and Trolip which consists of 3 stages, namely:

(1) planning stage, (2) design and (3) development (Alessi, 2001). This development model is very appropriate for use in developing digital teaching materials because this development model explains multimedia components such as text, images, animations and videos. Development stage of ARCS- based digital teaching materials using the alessi and trolip model can be seen in figure 1.

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Journal of Curriculum Indonesia 6 (1) (2023)

Figure 1. Stages of developing digital teaching materials based on the adaptation of the Alessi and Trolip model

Data collection techniques included (1) interviews with science subject teachers, (2) distributing questionnaires to students via Google form to analyze students' needs, (3) distributing questionnaires to determine the validity and practicality of ARCS based digital teaching materials through alpha tests and beta test included revision stage. (3) carrying out the test, namely the pretest before using digital teaching materials based on attention relevance confidence satisfaction and carrying out the posttest after using digital teaching materials based on attention relevance confidence satisfaction.

After calculating the value of the pretest and posttest. the next step is to calculate N-gain with the following formula:

𝑁_{𝑔𝑎𝑖𝑛}= 𝑆𝑐𝑜𝑟𝑒 𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 − 𝑆𝑐𝑜𝑟𝑒 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒 𝑀𝑎𝑥𝑖𝑚𝑎𝑙 − 𝑆𝑐𝑜𝑟𝑒 𝑝𝑟𝑒𝑡𝑒𝑠𝑡

The results of N-gain are then converted to determine learning outcomes based on the analysis steps and the results of learning tests on ARCS based digital teaching materials as follows:

1) Get the average pretest and posttest scores.

2) Calculate N-gain based on pretest and posttest values.

3) Grouping the levels of the N-gain result criteria as in table 1.

Table 1. Criteria for obtaining N-gain Criteria 𝑵_{𝒈𝒂𝒊𝒏} Category Jika 𝑁𝑔𝑎𝑖𝑛≥ 0,7 High Jika 0,7 > 𝑁_{𝑔𝑎𝑖𝑛}≥ 0,3 Medium

Jika 𝑁𝑔𝑎𝑖𝑛< 0,3 Low (Aryani & Mansur, 2017) RESULTS AND DISCUSSION

The results of the study explain the results obtained from the research that has been carried out by developing ARCS-based digital teaching material products as natural science learning resources for class VIII.4 of SMP Negeri 7 Palembang. The planning stage describes the results of the planning carried out by the researcher which begins with a needs analysis by distributing questionnaires to students as well as interviews with science teachers to identify the scope of the research, analysis of science subject teachers and analysis of students then proceeds to identify the scope of research, prepare planning documents and gather sources and define the look and feel of the

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product. The design stage carried out initial content development based on the characteristics of students. Then proceed to do concept analysis and task analysis and prepare for making flowcharts and storyboards. The development of ARCS-based digital teaching materials is clearly illustrated in the flowcharts and storyboards that have been made. The flowchart of digital teaching materials is shown in Figure 2.

Figure 2. Flowchart of ARCS-Based Digital Teaching Materials

The development stage begins with preparing text, making videos, recording audio, assembling materials, preparing supporting materials that will be used to support the contents of ARCS-based digital teaching materials. The next stage is to carry out an alpha test which includes validation of material experts, learning design experts and language experts. The results of the analysis of the material expert's assessment data obtained a score of 71.43% in the valid category.

Then the results of the analysis of the learning design expert's assessment data get a score of 100% in the very valid category and the results of the analysis of the linguist's assessment data get a score of 43% in the quite valid category. Based on the acquisition of these scores, the developed ARCS-based digital teaching materials are included in the valid category with an average score of 71.48%. After carrying out the alpha test, based on the comments and suggestions given by the experts, a revision was made to produce prototype 1. The recapitulation results of the Alpha Test (Validation Test) which include material validation, learning design validation and language validation can be seen in table 2.

Table 2. Alpha test recapitulation

Expert Aspect Score

KW Material 71,43%

ERS Learning Design 100%

SO Language 43%

Average 71,48%

The beta test stage to determine the practicality of ARCS-based digital teaching materials. In the beta test stage the researcher chose three students with high, medium and low qualifications.

After using ARCS-based digital teaching materials, the three students were given a questionnaire.

Based on the results of the questionnaire that was filled in by the three students, three practical values were obtained, namely 83% in the very practical category, 75% in the practical category and 83% in the very practical category. So that the average beta test results get a score of 80% in the practical category. After carrying out the beta test, based on the comments and suggestions given by

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three students, revisions were made to produce prototype 2. The recapitulation results of the beta Test can be seen in table 3.

Table 3. Beta test recapitulation Student Max Value Practicality Score

ADP 12 10 83%

FR 12 9 75%

SS 12 10 83%

average 36 29 80%

The field test phase was carried out in class VIII.4 with a total of 30 students. Effectiveness can be known based on the results of the pretest and posttest. The results of the field test phase are in the form of an analysis of the pretest and posttest scores can be seen in table 4.

Table 4. Result pretest and posttest Nomor Urut

Peserta Didik

Skor Pretest Kategori Skor Posttest Kategori

1 85 Baik 95 Sangat Baik

2 60 Perlu dimaksimalkan 90 Sangat Baik

4 50 Perlu dimaksimalkan 75 Cukup

5 70 Cukup 90 Sangat Baik

7 30 Perlu dimaksimalkan 60 Perlu dimaksimalkan

16 50 Perlu dimaksimalkan 80 Baik

24 40 Perlu dimaksimalkan 60 Perlu dimaksimalkan

Average 1750 2515

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58,33% 83,83%

The average pretest score is 58,33% and the average posttest score is 83,83%. The results of the average pretest and posttest values can be seen that there was an increase of 25,5%. Improving learning outcomes after using ARCS-based digital teaching materials has proven effective in improving student learning outcomes with an N-Gain score of 0.6 which is included in the medium category.

Based on table 4. Graphs of pretest and posttest results based on the range of values obtained by students can be seen in figure 3.

Figure 3. Pretest and posttest graphs

The ARCS-based digital teaching materials that have been successfully developed are relevant to the results of research discussing ARCS-based E-Modules which are proven to be suitable for use in the learning process and are expected to meet the needs of students in achieving learning goals (Oktaviani et al., 2021). The results of this study are also in line with the results of web-based digital teaching material products which are stated to be very feasible and very practical to use in assisting the learning process (Fernando et al., 2022). Other relevant research states that interactive digital teaching materials with a contextual approach are declared valid and practical so that they are suitable for use in microeconomic theory courses in the economics education study program in FKIP Sriwijaya University (FH et al., 2021). The effectiveness of the ARCS-based digital teaching materials that have been developed is also relevant to the results of research on digital teaching materials for English subjects which have reached the target of 90% so that they are potentially effective in improving learning outcomes (Farhana et al., 2021).

CONCLUSION

Based on the results of the research and discussion that has been carried out, it can be concluded that digital teaching materials based on Attention Relevance Confidence Satisfaction have been produced with valid, practical and effective categories. The results of this study are expected to be used by teachers and eighth grade students during the learning process, especially on substance pressure material. for other researchers, it is hoped that they can develop ARCS-based

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digital teaching materials for other materials and other levels of educational units such as elementary schools or high schools.

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