Developing the Rekatronik Module Using ADDIE Model for Electronic Design Topic in the Design and Technology (D&T) Subject

(1)

Developing the Rekatronik Module Using ADDIE Model for Electronic Design Topic in the Design and Technology (D&T)

Subject

Muhammad Ridzuan Idris^1*, Ridzwan Che’ Rus¹

1Faculty of Technical and Vocational, University Pendidikan Sultan Idris, Tanjung Malim, Malaysia

*Corresponding Author: [email protected] Received: 25 April 2023 | Accepted: 20 June 2023 | Published: 30 June 2023

DOI:https://doi.org/10.55057/ajress.2023.5.2.13

__________________________________________________________________________________________

Abstract: This article explores the development process of the Rekatronik module for the Design and Technology (D&T) subject using the ADDIE Development Model. The module serves as a valuable tool for teaching and facilitating electronic design topics in secondary schools. The aim of this study is to discuss the application of the systematic and effective ADDIE model, which consists of five phases: analysis, design, development, implementation, and evaluation. The development process resulted in a module that exhibited good content validity, with a coefficient of 0.90, and excellent reliability, with a coefficient of 0.87. These findings affirm the module's credibility and effectiveness in facilitating teaching and learning experiences in the field of electronics. The implementation and evaluation of the Rekatronik module, using a quasi-experimental design, demonstrated its efficacy in enhancing students' knowledge in electronic design. The meticulously designed module and its accompanying learning kit offer a comprehensive learning experience for students.

Keywords: ADDIE Model, Electronic Design, Teaching Module, Training Kits

_________________________________________________________________________

1. Introduction

Over the past years, Malaysia has demonstrated a proactive embrace of technology, incorporating it into various facets of education. The integration of technology in Malaysian education aims to enrich the teaching and learning experiences, equipping students with the skills necessary for the digital era. Among the subjects that play a pivotal role in technology education is Design and Technology (D&T). Design and Technology (D&T) is a subject that centers on problem-solving, creativity, and innovation through the application of design principles and technological knowledge. The D&T topics cover the introduction to D&T, project management, design processes, ideas generation, and inventive problem-solving methods (Ajit, Lucas, and Kanyan 2022). Within the realm of D&T, electronic design holds significant importance. It involves the creation and development of electronic systems, often necessitating programming and microcontroller applications. To effectively teach electronic design in the D&T context, the availability of suitable teaching materials is crucial.

This article presents the development of the Rekatronik Module utilizing the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) Model. The ADDIE model, which follows a product-oriented design approach, initiates the development process by conducting a thorough analysis to gather relevant information and identify the specific needs and requirements of the project (Zalina et al. 2019). Rekatronik Module aims to facilitate the

(2)

e-ISSN: 2682-8502 | Vol. 5, No. 2, 113-122, 2023 http://myjms.mohe.gov.my/index.php/ajress

teaching and learning of electronic design within the D&T subject in Malaysia. This module offers students a structured and engaging learning experience by seamlessly integrating theoretical knowledge with hands-on practical activities. The Rekatronik Module addresses the demand for teaching materials in the field of electronic design by providing a comprehensive curriculum encompassing fundamental concepts, programming skills, and microcontroller applications. It includes instructional resources, practical exercises, and assessments that guide students in comprehending and applying electronic design principles.

Through the incorporation of the ADDIE Model into the development process, the Rekatronik Module ensures a systematic and iterative approach, fostering continuous improvement and evaluation. The ADDIE model is commonly employed as an instructional paradigm for developing software and learning materials, as it provides a structured approach that can be adapted to meet the specific requirements of researchers seeking to incorporate the model into their innovation. Its inherent flexibility allows for customization and modification to align with their unique needs and objectives(Farhana et al. 2022). The effectiveness of the module is assessed through feedback from teachers and students, enabling valuable insights for future refinements and enhancements. By implementing the Rekatronik Module, our objective is to enhance students' knowledge and skills in electronic design, nurturing their creativity, problem- solving abilities, and technological literacy. Equipping students with these proficiencies contributes to the cultivation of a technologically adept workforce capable of thriving in the digital era. In the subsequent sections, we will delve into the intricate details of the development process, the content encompassed within the Rekatronik Module, and its potential impact on students' learning outcomes in electronic design within the Design and Technology (D&T) subject.

2. Literature Review

Design and Technology (D&T) education plays a pivotal role in equipping students with the essential skills and knowledge necessary to thrive in a technology-driven society. Malaysia has shown an increasing focus on integrating technology into education, aligning with the nation's vision of fostering a digitally competent workforce. Within D&T, electronic design stands as a critical component, requiring effective teaching materials to enhance students' comprehension and practical application of programming, microcontroller applications, and design principles.

Design and Technology (D&T) is an educational field that focuses on problem-solving and innovation, while the ADDIE model is a systematic approach used for the analysis, design, development, implementation, and evaluation of teaching modules, making it a suitable framework for developing D&T modules.

Sahaat, Nasri, and Abu Bakar (2020) explores the utilization of a modular approach based on the ADDIE model for designing tea ching modules in the field of applied topics in Design and Technology. The paper aims to provide a detailed account of employing the ADDIE model to design modular modules specifically tailored to the applied topics in Design and Technology.

The insights gained from this study can serve as a valuable guide for designing modular teaching modules using the ADDIE model. The design and development phase of the ADDIE model aligns well with the standard content requirements of the applied topics in Design and Technology. The application of the ADDIE model can be beneficial in developing modular teaching modules for the Design and Technology subject.

Numerous studies have emphasized the significance of integrating hands-on and practical experiences in the teaching and learning of electronic design. Recently, Maharani, Sunaryo,

(3)

and Astra (2023) employed the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) method to develop a module for this purpose. The module was thoughtfully designed using the ILD (Predict, Experience, Reflect) learning model. The researchers' findings revealed that 85.3% of surveyed students faced difficulties in understanding physics, while 76.5% displayed a strong interest in learning physics through electronic modules. Additionally, 100% of the students expressed enthusiasm for incorporating demonstrations in their physics learning journey.

Fathia, Hanafi, and Rif’an (2018) develop microprocessor learning media using Zilog Z80 for vocational school students of electronic engineering expert program. The ADDIE model (analysis, design, development, implementation, and evaluation) was used to develop the learning media. The developed learning media includes microprocessor kits training and e- Learning named 'µProsessor'. The effectiveness of the learning media was tested using Paired Samples T-Test and N-gain (normalized gain) to measure the improvement of students' microprocessor abilities. The results showed that the learning media was feasible and effective in improving students' microprocessor capabilities.

Zalina et al. (2019) uses the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) method to develop and evaluate the effectiveness of the REKBEN Tube AR application for teaching electrical and electronic circuits to vocational and technical students.

The study involved a quasi-experimental approach with a pre- and post-test on 30 students, and a t-test was conducted to compare the control and treatment groups. The findings suggest that the REKBEN Tube AR application is effective in improving students' understanding and retention of electrical and electronic circuit concepts.

The application of the ADDIE method in developing the module showcases a comprehensive and engaging approach. Moreover, gaining insights into students' challenges and preferences enhances the module's potential to cater to their needs and foster an environment conducive to active learning experiences. In the subsequent sections, we will delve deeper into the module's development process, its content, and the implications it has for enhancing students' understanding and engagement in electronic design within the D&T subject.

3. Methodology

The ADDIE model is a highly advantageous and suitable framework for instructional aid (ABM) development. Researchers such as Ramli et al. (2019), Kob, Abdullah, and Shamsuddin (2019), Hamid et al. (2020), and Sukir and Wardhana (2019) have utilized the ADDIE model in their studies to create instructional aids (ABM). These studies showcase the effectiveness and applicability of the ADDIE model in developing instructional aids (ABM), establishing its significance as a reliable framework in educational research. The ADDIE model allows for flexible customization during the module development process. The flexibility of the ADDIE model encourages assessment at each step and promotes iterative design evaluation (Morrison, Ross dan Kemp, 2019)

This research utilized the Research and Development (R&D) method, employing the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) model as the guiding framework for the development of the Rekatronik Module in the context of electronic design within the Design and Technology (D&T) subject. The research process adhered to the sequential steps depicted in Figure 1, which served as a visual representation of the development stages of the module.

(4)

Figure 1: ADDIE development stages of the module.

The initial phase of the ADDIE model, "Analyze," in this study aimed to identify the crucial elements necessary for developing effective learning materials in the field of electronic design for Design and Technology (D&T) education. To achieve this, a qualitative approach was adopted, and five D&T secondary school teachers with expertise in electronic design were selected as participants through purposive sampling. Semi-structured interviews were conducted to gather rich insights and perspectives from these teachers regarding the key aspects and requirements of learning materials for electronic design in the D&T subject. The interviews provided valuable data that informed the subsequent phases of the ADDIE model, guiding the design, development, implementation, and evaluation of the module. The interviews were analyzed using thematic analysis to identify common themes and patterns in the teachers' responses. The analysis revealed key elements for developing effective learning materials, including module characteristics, the learning approach to be employed, and design considerations. These findings served as the basis for the design phase of the ADDIE model, ensuring that the developed module would align with the identified needs and requirements of electronic design education in the D&T subject.

The "design" phase is the second phase in the module and learning kit development process, which follows the analysis of data in the first phase. Its primary objective is to create a framework for the developed module and learning kit that aligns with the requirements necessary to achieve the module's objectives and meet the learning needs of the target group.

During this phase, the researcher carefully examines the analyzed needs assessment data and incorporates it into the design process. Since the electronic design topic involves practical aspects, the development of a learning kit is essential and requires a comprehensive design process. Designing the learning kit involves technical procedures for producing electronic products, while designing the module encompasses documenting various aspects, including format selection, objectives, and content.

The "development" phase involves translating the design phase, whether in the form of sketches or frameworks, into actual materials or products. In the development of the Rekatronik module, the researcher needs to prepare the necessary electronic components to build the learning kit and module for printing. The production of the module and kit must be aligned and coordinated to ensure their functions complement each other, resulting in a comprehensive reference book that can be effectively used by students and teachers, as well as a guidebook for utilizing the Rekatronik learning kit. To streamline the development process, the researcher has implemented systematic steps in module construction, as illustrated in Figure 2.

(5)

Figure 2: The steps involved in developing the Rekatronik Module

The "implementation" phase is the fourth phase in the development of the Rekatronik module, where the researcher conducted a quasi-experimental study involving control and treatment groups. Four schools were involved in this study, with two schools classified as the control group and two schools as the treatment group. The implementation of this experimental study involved 108 students, consisting of two schools in the treatment group and two schools in the control group. This phase will be implemented with the actual sample after the development of the module and learning kit, which will span a duration of eight weeks.

The final phase in the ADDIE model is the "evaluation" phase, which is crucial for assessing the effectiveness of the Rekatronik module and learning kit. Pre-testing was conducted in the first week, while post-testing was administered in the eighth week, evaluating students' understanding of electronic design topics in the Design and Technology (D&T) subject. Pre- testing and post-testing were conducted to obtain the research sample's scores at the beginning and end of the study for both the control and treatment groups. In this research, pre-testing was administered before the use of the Rekatronik module, while post-testing was conducted after using the Rekatronik module. Pre-testing was administered to the treatment group to assess students' understanding before module implementation, while post-testing was given to the treatment group to evaluate their understanding after module implementation. Pre-testing and post-testing were also administered to the control group, who did not use the Rekatronik module.

4. Result and Discussion

The research process consisted of five phases: need analysis, design, development, implementation, and evaluation. The need analysis phase involved identifying the key elements of the learning module, including module characteristics, learning approaches, and design features, through expert interviews. In the design phase, the module and learning kit were designed, taking into consideration the findings from the need analysis. The development phase

Sketch of the electronic learning kit

Arrange the position of the components that are

used by using PCB Layout Proteus 8 Pro

software

Checking the actual circuit that will be built in 3D form on the printed

side of the PCB

Print the actual PCB circuit Perform the soldering

process of basic electronic components Test the functionality of

the Circuit

Build a Rekatronics module with adaptation of the content framework

to be used with the learning kit

Build the steps of using the learning kit with practical experiments

Make a video demonstration

Kit Development Modul Development

(6)

focused on creating the learning module and kit using actual hardware, ensuring their reliability and validity. The implementation phase involved applying the module in selected schools, conducting a quasi-experimental study. Finally, the evaluation phase assessed the effectiveness of the module using different mean analysis. By following these phases, this study aimed to provide valuable insights into the development and evaluation of the Rekatronik module and learning kit for enhancing students' understanding and engagement in electronic design within the D&T subject.

4.1 Need Analysis

The requirements analysis phase provides important information in determining the instructional materials for the design and development in the next phase (Gagne et al., 2005).

Effective needs analysis plays a crucial role in the production of teacher-oriented products, addressing existing problems and aiming to enhance content mastery, ultimately leading to optimal teaching and learning outcomes (Ahmad et al. 2019). The need analysis phase involved selecting five D&T secondary school teachers who had expertise in electronic design through purposive sampling. These teachers were then interviewed using a semi-structured format. The aim of the interviews was to gather insights on the essential elements for developing the learning module. These elements encompassed module characteristics, the learning approach to be used, and the design considerations, all of which were derived from the expert interviews.

The findings from the analysis were summarized and documented in Table 1, and these findings served as the foundation for the subsequent design phase. he findings and recommendations derived from the analysis phase are subsequently utilized in the design and development phase (DeWitt, 2010).

Table 1: Summary of Rekatronik Module Element

No Element Need Analysis Finding

1. Characteristics

• Standards-based Curriculum and

Assessment Document (Dokumen Standard Kurikulum dan Pentaksiran) DSKP sebagai rujukan utama

• Self-directed learning

• Clear practical steps

• Systematic and organized.

• Includes instructional videos.

• Programming explanations

• Includes application examples

2. Learning approach • Project Based Learning (PjBL)

3. Module and kit design

• Appropriate arrangement and selection of components (input/output)

• Appropriate selection of microcontrollers

• Universal Programming Language

• Appropriate selection of simulation software

4.2 Modul and Training Kit Design

The design process plays a critical role in creating an impactful learning module and training kit based on the insights gained from the need analysis. Given the practical of electronic design, it is crucial to develop a comprehensive learning package that includes both the module and the accompanying kit. The design journey begins by meticulously designing the module content, covering theoretical concepts, practical exercises, comprehension assessments, and experiment hands-on. This holistic approach ensures learners develop a deep understanding of the subject while honing their practical skills through engaging activities and assessments.

(7)

A well-designed learning kit is carefully created to complement the module. The kit is thoughtfully customized to align with the module's content, equipping learners with the necessary tools and resources to actively participate in practical exercises. Additionally, the module includes a user manual, providing clear instructions on effectively utilizing the learning kit. The kit design involves a crucial step of circuit layout using advanced software like Proteus 8 Pro, enabling the creation of accurate circuit diagrams that ensure compatibility and functionality with the learning objectives. Prior to manufacturing the printed circuit board (PCB), the design undergoes meticulous simulation and testing with Proteus 8 Pro to guarantee reliability and effectiveness. Figure 3 illustrates a circuit layout of the learning kit created using Proteus 8 Pro software.

The design process serves as the foundation for the subsequent phase of developing the actual learning module. The carefully crafted module content, combined with the well-designed learning kit, forms the basis for constructing the final learning package. The design outputs, such as circuit layouts and module structure, are refined iteratively to create a module that effectively addresses the identified needs and objectives. This comprehensive approach empowers learners to acquire comprehensive knowledge and practical skills in electronic design. Ultimately, the culmination of the design process sets the stage for the subsequent phases of implementation, evaluation, and deployment, offering students enhanced learning experiences in the field of electronic design.

Figure 3: The electronic learning kit's schematic circuitry is designed using Proteus 8 Pro software.

4.3 Development

After completing the design process, the learning module and training kit proceed to the development phase. This phase involves translating the design concepts into tangible materials or products. In the case of the Rekatronik module and kit, researchers gather the necessary electronic components to construct the kit and prepare the learning module for printing. Figure 4(a) visually represents the learning module, while Figure 4(b) provides a visual of the Rekatronik learning kit. These illustrations serve as valuable references, aiding in the understanding of the module and kit design during the development process.

(8)

Figure 4: Rekatronik Module

Within the development process, it is essential to ensure the validity and reliability of the module and kit. To assess the content validity of the module, nine experts specializing in electronics education and teaching and learning reviewed its content. Furthermore, a pilot study involving 30 secondary school students was conducted. These students actively participated in all the specified activities outlined in the Rekatornik Module, allowing researchers to evaluate its reliability. Following the pilot study, the students' feedback was collected through a module reliability questionnaire. The experts reached a consensus that the module exhibited good content validity, with a content validity coefficient of 0.90. Additionally, the module demonstrated excellent reliability, as indicated by a module reliability coefficient of 0.87.

Cronbach's alpha was utilized to assess the reliability of the module, with a value of over 0.60 considered acceptable and over 0.90 denoting very high reliability (Noah and Ahmad, 2005;

Hair, Black, Babin & Anderson, 2009). These findings confirm the module's credibility and consistency in effectively facilitating teaching and learning experiences in the field of electronics.

4.4 Implementation

The implementation step involves the utilization of Rekatronik modules for the electronic design topic in the Design and Technology (D&T) subject within a classroom setting. The primary objective of this implementation is to evaluate the effectiveness and feasibility of the Rekatronik module. The study suggests employing quasi-experimental design as a suitable research method for implementing the module, which entails the formation of both control and treatment groups. The control group is exposed to conventional or traditional teaching and learning methods, while the treatment group utilizes the Rekatronik modules.

By implementing the Rekatronik module in real classroom conditions, researchers can assess its impact on students' learning experiences. Comparisons between the control and treatment groups enable an evaluation of the module's effectiveness and practicality. The quasi- experimental design provides a framework for conducting controlled comparisons between the two groups. The control group serves as a reference point, representing the standard teaching and learning practices, while the treatment group explores the potential benefits of using the Rekatronik modules. This approach allows researchers to gather valuable insights into the module's efficacy and its capacity to enhance student outcomes in the context of the electronic design topic within the D&T subject.

Figure 4(a)- Module

Figure 4(b) : Training Kit

(9)

4.5 Evaluation

The implementation of the Rekatronik learning module aims to evaluate its effectiveness in enhancing students' knowledge in the field of electronic design for the Design and Technology (D&T) subject. A quasi-experimental approach was adopted, with two schools designated as control groups and two schools as treatment groups. Pre-tests were administered in the first week of the study, followed by post-tests in the eighth week, allowing for a comprehensive assessment of the Rekatronik learning kit's impact on student learning outcomes. The results, provide a comparative analysis of the min score improvements between the control and treatment groups. Notably, the treatment group exhibited higher scores than the control group, indicating the positive influence of the Rekatronik learning kit on students' academic knowledge in electronic design topic.

These findings offer valuable insights into the effectiveness of the Rekatronik module and its associated learning kit. Through the adoption of a quasi-experimental design and a comparison of control and treatment groups, the study illuminates the benefits derived from incorporating the Rekatronik kit in enhancing students' understanding of electronic design. Figure 5 underscores the advantage of the treatment group, highlighting the significant score improvements attained by students who engaged with the Rekatronik learning kit. This underscores the importance of the Rekatronik module as a powerful educational resource within the D&T curriculum, fostering improved learning outcomes in the realm of electronic design.

Figure 5: Comparison of Min Pre- and Post-Test Scores between Control and Treatment Groups

5. Conclusion

The implementation and evaluation of the Rekatronik learning module, guided by the ADDIE approach, have demonstrated its effectiveness in enhancing students' knowledge in electronic design. The module and its accompanying learning kit were meticulously designed and developed to provide a comprehensive learning experience. The quasi-experimental evaluation, which involved control and treatment groups, revealed that students in the treatment group, utilizing the Rekatronik learning kit, exhibited significantly higher improvements in their scores compared to the control group. These findings underscore the significance of integrating innovative learning tools into the Design and Technology curriculum to foster

(10)

students' proficiency in electronic design. Further research and implementation of the module will offer valuable insights, enabling its wider adoption and preparing students for the demands of the field.

References

Ahmad, Nor Anisah, Ridzwan Che Ros, Arasinah Kamis, and Hawa Naqiah Makmor. 2019.

“Need Analysis: Development of Lk-D&T Sketch Module for Form One Design and Technology (D&T) Subject in Secondary School.” Journal of Vocational Education Studies 2(2):75.

Ajit, Gloria, Terry Lucas, and Ringah Kanyan. 2022. “Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges.” Malaysian Journal of Social Sciences and Humanities (MJSSH) 7(1):335–51.

Farhana, Nur, Mohd Jais, Suaibatul Aslamiah Ishak, and Melor Yunus. 2022. “Developing the Self-Learning Interactive Module Using ADDIE Model for Year 5 Primary School Students Developing the Self-Learning Interactive Module Using ADDIE Model for Year 5 Primary School Students.” 1(1):615–30.

Fathia, Nurul Fitri, Ivan Hanafi, and Muhammad Rif’an. 2018. “Development of Microprocessor Learning Media Using Zilog Z-80 for Vocational School Students of Electronic Engineering Expert Program.” Jurnal Pendidikan Vokasi 8(3):238.

Hamid, M. A., E. Permata, D. Aribowo, I. A. Darmawan, M. Nurtanto, and S. Laraswati. 2020.

“Development of Cooperative Learning Based Electric Circuit Kit Trainer for Basic Electrical and Electronics Practice.” Journal of Physics: Conference Series 1456(1).

Kob, Che Ghani Che, Arman Shah Abdullah, and Halimaton Shamsuddin. 2019. “Effects of Learning Aid (KIT) on Student Performance for Electric Circuits Topics.”

International Journal of Academic Research in Business and Social Sciences 9(1):320–30.

Morrison, G. R., Ross, S. M., & Kemp, J. E. 2019. Designing Effective Instruction. John Wiley

& Sons, Inc.

Ramli, Saipolbarin;, Muhammad Taufiq; Abdul Ghani, Nazri; Atoh, and Taj Rijal Muhammad Romli. 2019. “Integrasi Elemen Kemahiran Berfikir Aras Tinggi ( KBAT ) Berasaskan Kit Media Dalam Amalan Pembelajaran Dan Pemudahcaraan Guru Pelatih Bahasa Arab.” International Journal of Language Educationand Applied Linguistics (IJLEAL) 9(1):33–44.

Sahaat, Zamri, Nurfaradilla Mohamad Nasri, and Abu Yazid Abu Bakar. 2020. “ADDIE Model In Teaching Module Design Process Using Modular Method: Applied Topics in Design And Technology Subjects.” 464(Psshers 2019).

Sukir, Soeharto, and A. S. J. Wardhana. 2019. “Performance of A Programmable Logic Controller Based Electrical Machine Trainer Kit.” Journal of Physics: Conference Series 1413(1).

Zalina, Che, Nur Hazlina, Abu Hassan, and Hasnatul Nazuha. 2019. “Learning Smart through REKBEN Tube for Basic Electric and Electronic Subjects.” 9(11):221–36.

Gagne, M. R., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth.

DeWitt, D. (2010). Development of collaborative mLearning module on nutrition for Form Two students.Tesis PhD. Fakulti Pendidikan, Universiti Malaya.

Hair Jr., J.F., Black, W.C., Babin, B.J. and Anderson, R.E. (2009) Multivariate Data Analysis.

7th Edition, Prentice Hall, Upper Saddle River, 761.

Noah, S. M., & Ahmad, J. (2005). Module development: How to develop training modules and academic modules. Serdang: Universiti Putra Malaysia