Development of Website-Based Digital Mathematics Teaching Materials for Junior High School in the Era of Industrial
Revolution 4.0
Ranak Lincea,1,*, Husnaenia,2, Rustama,3, & Kusmaladewia,4
Universitas Terbuka, Jl. Monginsidi Baru No.7, Maricaya Baru, Kec. Makassar, Kota Makassar, Sulawesi Selatan 90142, Indonesia
1lince@ecampus.ut.ac.id; 2husnaeni@ecampus.ut.ac.id ;3rustam@ecampus.ut.ac.id; 4kusmaladewi@ecampus.ut.ac.id
* corresponding author
I. Introduction
The COVID-19 pandemic has spread since the end of 2019 until now in several regions with different times, accounting for 193 countries that have struggled against the indiscriminate COVID- 19 attack. Wuhan is one of the cities in China as the domicile of the first covid patient found before this virus had pandemic status. News and information on the movement of the spread of the virus has colored various media pages because the distribution path is increasingly massive. Every country that has been attacked by COVID-19 has become a model for other countries in taking preventive measures to spread COVID-19, even though there are differences in the political, social, cultural, economic and educational arrangements in each country.
The impact of the COVID-19 pandemic has resulted in schools being closed around the world.
Globally, more than 1.2 billion children are out of the classroom, as a result, education has changed dramatically, with the advent of typical e-learning, where teaching is done remotely and on a digital platform. Research shows that online learning has been shown to improve information retention, and takes less time, meaning the changes caused by the coronavirus may be here to stay.
The Indonesian government has issued many policies related to preventing the spread of COVID- 19 which have an impact on the internal and external conditions of the Indonesian government area.
One of the government decisions that has a broad impact is the policy on the education segment, both in the practitioner component and in the regulatory and environmental components. The policy from upstream to downstream synergizes with the needs and interests of preventing the spread of COVID- 19. This impact intersects between segments in religious and social life. Some researchers explain that COVID-19 has an impact on the world of education, including Atuahene, Kong, & Bentum-Micah [1]
identifying evidence of the negative impact of COVID-19 that will disrupt the education system.
The implementation of the learning system in educational units has experienced changes in operational forms that are generalized through learning policies and follow social policies, namely
ARTICLE INFO A B S T R A C T
Article history:
Received 13 Ags 2022 Revised 07 Oct 2022 Accepted 23 Des 2022
This research aims to develop website-based digital mathematics teaching materials for junior high school in the era of the Industrial Revolution 4.0. The current teaching materials are still manual although some are already in digital form. This type of research is development research or known as Research and Development (R & D). To achieve this goal, the process of developing this device will use the Plomp Development Model consisting of the preliminary investigation phase; design phase; realization/construction phase; test, evaluation and revision phase; and implementation. The implementation of this research was carried out at SMP Negeri 1 Barru, South Sulawesi Province. The validation results obtained are the level of media feasibility in terms of usability (82.5%); functionality (83.3%); and Visual Communication (73.3%) with an average feasibility level of 80% or in other words the feasibility level of this media is in the “FEASIBLE” category. The results of the media expert assessment show that SchooLearn in terms of all aspects can be declared valid, but there are still suggestions for improvement that need to be considered for the perfection of the developed device.
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Keywords:
Regional Head Election, E-voting,
General Election
social distancing instructions that lead to lockdown appeals. The community's response to the policy is very varied, initially limited to the condition of sensitization, according to Hebb this condition can make each individual more responsive to certain aspects of the environment. This aspect is the change brought about by these social restrictions. Looking at the theory of generalization and discrimination, the response is naturally mapped.
Social distancing provides space and time restrictions on all routine activities in the learning system at every level of education, from pre-school, primary and secondary schools to higher education. Many things are obvious after listening to the changes in the learning system at each level. The usual learning that takes place in classrooms with a certain schedule turns into learning in each room with an impractical time according to the learning schedule. This is what was born as a result of the appeal for social restrictions, then creating operational restrictions on education. This condition is more popular with the term “online” learning (learning in the network) which was previously also very familiar and often done, but as an alternative among several more effective forms of learning.
The development of technology that has entered the Industrial Revolution 4.0 greatly helps the process of adapting technology to the times, this greatly supports the application of technology in its implementation during COVID-19.
The Industrial Revolution 4.0 has also led to the emergence of a term for the world of education, namely Education 4.0, a term that refers to the utilization of technological advances in learning activities or the teaching and learning process [2]. The Industrial Revolution 4.0 is closely related to the field of education because with the Industrial Revolution 4.0, learning patterns and thinking patterns of students can be developed to be more innovative and creative.
Nuryani & Handayani [3] said that in facing the Industrial Revolution 4.0, teachers or educators not only have the ability to master information technology in the learning process but also have at least 6 competencies: (1) critical thinking and problem solving skills; (2) communication and collaboration skills; (3) creative and innovative thinking skills; (4) information and communication technology literacy; (5) contextual learning skills; and (6) information and media literacy.
Sujana & Rachmatin [4] said that technological advances and developments make it easy for students to explore their abilities and skills in solving a problem. Furthermore, the sophistication of communication and information technology can be utilized by teachers in online learning or known as e-learning. There are several types of platforms or software that are often used in supporting online learning, for example: Moodle, Edmodo, Zoom, Google Meet/Classroom, Quipper, etc [5] [6].
Digital learning implementation have become a new learning space for teachers, allowing them to maximize their mastery of media-based communication and interaction styles. Their confessions are also published through social media regarding their longing to meet directly with students in the learning space. The teachers remain in the corridor of achieving learning based on the three domains of education; namely cognitive, affective, and psychomotor, often the students are equipped with assignments that hone their productivity to keep working in this limited time.
Learning conditions during a pandemic must be utilized with changes in thinking patterns, learning patterns, and more meaningful scientific intection patterns so that rigidity in responding to the COVID-19 period can be maximized with productivity that characterizes meaningfulness. Feelings of pobia are minimized by being optimistic that all activities will continue with the new normal health protocol, especially in the education delivery segment, both in pre-school education to higher education. Each individual must be responsive to the limitations during a pandemic to remain productive in their field and interpret this pandemic condition as part of a change that must still prioritize representative attitudes and behaviors in the new order to create a varied learning space.
Furthermore, Sakkir, Dollah, & Ahmad [7] explained that students' perceptions of the use of E- learning in EFL classes in the COVID-19 pandemic situation showed that students preferred E- learning over conventional learning.
Based on the background, it is deemed necessary to develop a teaching material that can accommodate the new normal era as a result of online learning that has been implemented during the COVID-19 pandemic.
II. Methods
This type of research is development research or known as Research and Development (R & D).
The development of teaching materials in this study adapts the development model developed by Plomp [8]. The implementation of this research was carried out at one of the SMPN 1 Barru in South Sulawesi Province. The research subjects are teachers and students of SMPN 1 Barru.
The development of this teaching material follows the development phases developed by Plomp or known as the Plomp model. The details of the activities for each development phase are described as follows.
a) Preliminary investigation phase.
In this phase, identification and study of (1) teaching materials, and (2) theories about the 2013 Curriculum and theories about IT-based learning as a reference in developing teaching tools, analysis of student conditions/characters, (3) task analysis, and (4) determination of basic competencies that must be achieved.
b) Design phase
After the initial investigation phase, the next phase is the design phase. In this design phase, the main thing to do is to design teaching materials. The instruments developed in this phase are intended to determine the validity and effectiveness of the device.
c) Realization/construction phase.
In this phase, Portotype I of the teaching materials will be developed. Prototype I from this phase will be tested, evaluated, and revised in the next stage of development.
d) Test, evaluation and revision phase.
In this phase, the focus of activities is only on two things, namely validation and trial of teaching materials. This phase aims to find out: (1) whether the prototype 1 teaching materials that have been prepared are valid or not based on the consideration of experts; (2) whether the valid teaching materials can achieve the results in accordance with the predetermined objectives.
The feasibility of the instrument is carried out by a validator using an existing instrument. The feasibility category can be seen in table 1.
Table 1. Feasibility Category
Category Percentage
Very Feasible 81% - 100%
Feasible 61% - 80%
Fair 41% - 60%
Not Feasible 21% - 40%
Very unfeasible 0% - 20%
III. Result and Discussion
A. Description of Preliminary Investigation Stage
This stage is the needs/problem analysis stage. This stage includes identifying information, analyzing information, defining problems, and planning subsequent activities. Based on the results of the analysis, it shows that the basic problem that requires attention in the learning process in the classroom is how the process and how to present learning which allows students to feel happy to learn.
Based on the results of the phenomena found in the field, it is found that learning tends to be dominated by the teacher using the teaching method which results in passivity and boredom in the teaching and learning process experienced by students.
B. Description of the Design Stage
This stage aims to design teaching materials. Activities carried out at this stage include: media selection, format selection, and initial design.
The target which is the achievement at this stage is the identification of learning and development of teaching materials. Based on this, what will be achieved from this stage is a School Management Information System that is synchronized with a Web-based Online Learning System known as SchooLearn, in addition, with this system, teachers have been skilled in using Lessons on Moodle which is the main core of a web-based learning system. The results of the Lesson are then converted into Web and PDF versions as a result of the learning report.
1) Development of School Management Information System
Fig. 1. School Management Information System
The School Management Information System (SIMAS) developed at this stage is the main core system for collecting teaching data, student data, teacher data, and class data.
In Figure 1, it can be seen that there are 2 types of main menus in this SIMAS, namely: (a) Data which includes: teaching data (linkages between teachers, classes, and subjects) and teaching student data (linkages between students and subjects), these two data are the main data that will be used as the basis for developing an online learning information system; (b) Master which includes: school year, teacher, rombel, student, and subject.
Fig. 2. Teaching Data
Based on Table 2, it can be seen that subject teachers who have attended training on the use of Schoolearn consist of teachers from grades VII, VIII, and IX for Natural Sciences, Social Sciences, English, and Mathematics.
2) Web-based Learning System (SchooLearn)
The initial stage of developing this Web-based Online Learning System (SchooLearn) is the development of a course dashboard where this dashboard is synchronized with the Moodle-based Learning Management System (LMS).
Fig. 3. Student Data
Table 2. SchooLearn Usage Trial Assignment Data
Teachers Class Courses
Abdul Zakaria, S.Pd., M.Pd. IX Ilmu Pengetahuan Alam
Dra. Hj. Hasminindar, M.Pd. IX Ilmu Pengetahuan Sosial
Hj. Sani, S.Pd., M.Pd. IX Bahasa Inggris
Mansyur, S.Pd IX Matematika
Muh. Jufri, S.Pd VIII Matematika
Muhammad Radi, S.Pd, MM IX Matematika
VII Matematika
Rahmatiah, S.Pd VII Matematika
VIII Matematika
Salmawati Saleh, S.Pd VII Matematika
St. Fatimah Nur, S.Ag. VIII Bahasa Inggris
Sudarmin, M.Pd IX Matematika
VIII Matematika
Yuliyana, S.Pd VIII Matematika
Fig. 4. SchooLearn Home Page for Teachers
The first step done by the teacher after logging in is to connect to the Learning Management System (LMS) to gain access and LMS data (Fig. 4).
Fig. 5. SchooLearn Teaching Data for Teachers
Fig. 5 presents the Teaching Data menu which contains information on the Subject Name, Class, and Number of Lesson Hours. In addition, the Student Update and Enroll buttons are also presented (to enroll the teacher to an existing/created course).
In this part of the LMS, the Lesson activity module feature of Moodle will be used. Lesson activity modules allow a teacher to deliver content and/or practice activities in an engaging and flexible way.
A teacher can use lessons to create a linear set of content pages or instructional activities that offer multiple paths or options for the learner. In both cases, teachers can be used to increase engagement and ensure understanding by including a variety of questions, such as multiple choice, matching, and short answer. All of this depends on the student's choice of answers as well as how the teacher develops the lesson, in addition, students can continue to the next page, be taken back to the previous page or be directed to a different path altogether.
In this lesson activity module, lessons can be used:
- for self-paced learning on a new topic
- for scenarios or simulations/exercises in decision-making or learning strategies
- for remediation, with different sets of remediation questions depending on the answers given to the initial questions.
The use of this lesson activity module can provide an interesting learning experience for students and teachers because with this lesson the teacher can do comprehension-based learning where the
teacher provides instructional material or activities in the form of pages that allow you to advance to the next page or go back to the previous page (Fig. 7). The next page could be an assignment or practice question. By using this feature, the teacher can adjust whether the exercise questions are for understanding questions or not in the sense that the teacher can adjust whether students who do not meet the passing gradient of the exercise will be returned to the previous page or to the next material page (Fig. 8).
Fig. 6. Course pada LMS
The results of this lesson will be developed in the form of a web-based textbook that will be displayed on the main page of the SchooLearn website on the Lesson menu (Fig. 9-11).
Fig. 7. Lesson in the form of Pages on the LMS
Fig. 8. Lesson in the form of Questions on the LMS
Fig. 9. SchooLearn Main Page
Fig. 10. Lesson list displayed in the form of web-based teaching materials on SchooLearn.
C. SchooLearn Validation
To see whether the learning media in the form of this website meets the criteria of validity, a validity test is carried out by media expert validators. Validation by media experts is carried out to test aspects of usability, functionality and visual communication aspects.
Validation by media experts is carried out using a Likert scale of 5. With a score of 5 for the assessment Strongly Agree (SS), score 4 for the assessment Agree (S), score 3 for the assessment Neutral (N), score 2 for the assessment Disagree (TS) and score 1 for the assessment Strongly Disagree (STS). This validation instrument was modified from an instrument developed by Lukitaningrum [9].
The results of this validation are presented in table 3.
Fig. 11. Lesson in the form of Web-based teaching materials on SchooLearn.
Table 3. Media Expert Test Results Data
Expected outcomes Achievement
Skor
SS S N TS STS
A. Usability (Max Score: 40) Eligibility Percentage: 82,5% 33
1. The menus on the website are easy to understand √ 5
2. The text used in the menu on the website is easy to understand √ 3
3. The selected menu can display the page quickly √ 3
4. Search results can be displayed quickly √ 4
5. Website can be accessed easily √ 5
6. Website address is easy to remember √ 5
7. The content on the website is informative √ 4
8. Information presented on the website is up to date √ 4
B. Functionality (Max Score: 30) Eligibility Percentage: 83,3% 25 1. The main navigation menu works well √ 5
2. Lesson menu works well √ 4
3. The log in menu is working properly √ 4
4. Log out menu is working properly √ 4
5. Teaching data menu √ 4
6. Master menu √ 5
C. Visual Communication (Max Score: 30) Eligibility Percentage: 73,3% 22 1. Learning media display design is simple or easy to understand √ 3
2. The design of the learning media display is quite interesting √ 4
3. Web color selection is generally good √ 3
4. Menu or navigation color selection is good √ 4
5. The selection of the layout of the navigation menu on the web is good √ 4
6. The use of web layout is consistent √ 4
Media experts in this validation are only tasked with providing an assessment of the website in terms of software engineering and visual communication. Based on the validation results obtained in Table 2, it can be seen that the level of media feasibility in terms of usability (82.5%); functionality (83.3%); and Visual Communication (73.3%) with an average feasibility level of 80%. Based on table 3.1, the feasibility level of this media is in the “Feasible” category.
IV. Conclusion
Based on the results and discussion discussed in the previous section, it can be concluded that:
1. The development was carried out using the Plomp method, namely at the preliminary investigation stage and the design stage. The results of this product can be seen on the website:
http://schoolearn.my.id. This web-based online learning system platform consists of 2 parts: (1) dashboard/school management information system; and (2) Moodle-based learning management system with lesson activity module.
2. The validation results obtained are the level of media feasibility in terms of usability (82.5%);
functionality (83.3%); and Visual Communication (73.3%) with an average feasibility level of 80% or in other words the feasibility level of this media is in the “Feasible” category. The results of the media expert assessment show that SchooLearn in terms of all aspects can be declared valid, but there are still suggestions for improvement that need to be considered for the perfection of the developed device.
Acknowledgment
The authors would like to thank the Universitas Terbuka for funding assistance for this research. This research was funded based on Number: B/301/UN31.LPPM/PT.01.03/2022, dated February 02, 2022.
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