Results and discussion 1 Result
Development of interactive digital book as teaching materials in animal physiology Sub of the nerve physiology learning
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Table 1. Interpretation percentage calculations. Large Percentage
Interpretation
Nothing 1 - 25
Fraction 26 - 49
Almost Half 50
Half 51 - 75
Most of The 76 - 99
In General 100
Wholly Source: modified from Warsito 1992
3. Results and discussion 3.1 Result
Based on observations in the Education Biology Study Program of STKIP Garut, teaching materials and learning media textbook and technology based media; such as
media Microsoft PowerPoint presentations, instructional videos, and other media, but Interactive Digital Book not yet used. Furthermore, from the results of observations
carried out literature studies and data collection followed by creating and developing products. The product development process is done in phases, the first phase product of
teaching materials created in PDF format, after being validated and revised in phase II product instructional materials created in flipbook format. Subsequently, in phase III of the
revised teaching materials created in the Interactive Digital Book format. Results phases of the product development process of teaching materials can be viewed in Figure 1. The
feasibility of the product at each phase is validated by experts and the results of validation can be viewed in Table 2.
a b
c
Figure 1. Development process: a Phase 1 - PDF format, b Phase 2 - Flipbook format,
and c Phase 3 - Interactive digital book format.
Table 2. Feasibility instructional materials development process.
No Expert
Assessment phase I Assessment phase II
Assessment phase III Kriteria
1. Media
Pretty Decent 82.5 Worth 91,6
Very Worthy 94,8 2.
Matter Decent 94
- -
Source: Results of the study 2015
An increase in the eligibility criteria starts from phase I to phase II to phase III. This increase occurred due to be revised after being validated according advice of experts. For
material expert, validation is done once on the assessment of the first phase because the
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assessment on the phase I had a percentage of 94, but the feedback and revision is still being done.
In the validation on phase I and phase II, experts provide suggestions for improvement; the initial page, the page content, teaching materials and packaging. In the second phase of
teaching materials were revised again by adding video, audio, and animation for the start page and the contents page, the next instructional materials packaged into flipbook format.
The revised based on advice given on the second phase can be viewed in Figure 2.
Figure 2. Phase II of product.
In phase III teaching materials were revised by changing the background display, video, and images to the page contents and additional exercises. Furthermore, teaching materials
packaged into Interactive Digital Book format. The revised based on advice given on the third phase can be viewed in Figure 3.
Figure 3. Phase III of product.
After the revision in phase III the product is ready to test its feasibility. Feasibility test conducted to determine the legibility and preparedness products. Statement on the overall
feasibility of product trials are presented in Table 3.
Development of interactive digital book as teaching materials in animal physiology Sub of the nerve physiology learning
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Tabel 3. Feasibility interactive digital book. Respondent
Number of Students Criteria
Third-year student 34
Very Worthy 86,8 Third-year student
35 Very Worthy 89,3
Source: Results of this study
After being tested for its feasibility, students were asked to complete a questionnaire responses on Interactive Digital Book.The product will be revised according to the feedback
from the students. This is final revision phase until a product is declared feasible by experts. The next phase after the development process is the user test. On the user test data
taken from the student responses. Student responses are used to determine the assessment of the products. Data from students questionnaire responses were analyzed with descriptive
techniques percentage. Student response to the results of the calculation Interactive Digital Book can be viewed in Table 4.
Tabel 4. The response of students to the interactive digital book. Category
Persentage Criteria
Quality of end-user interface design 55,34
Worthy Engagement
65,10 Very Worthy
Interactivity 64,70
Very Worthy Tailorability
51,49 Worthy
Source: Results of this study
3.2 Discussion
Results of preliminary studies indicate some of the problems encountered in learning process, the number of teaching materials create a burden for students, monotonous
learning model, which is dominantly by explanation of lecturers, lack variation of learning with media, lack feedback on a task that has been done by the students. Based on these
conditions, the general student found it is necessary to develop interactive learning materials that will engage them in learning, and reduce the dominant role of the lecturer. According
to Gebhard 2000: 53, that one of the factors that support the creation of interactive learning activities, namely the reduction of the central role of teachers. However, the
presence of lecture still needed by the students, so that the division of roles of lecturer and the material becomes clear. Attitudes, interests, and motivations of students in general in
learning quite well, it will support the success of the product to be developed. According to Dick Carey 1990, a developer needs to recognize certain special characteristics possessed
by student who does need to be considered in designing learning material. According to Sadiman 1996:103, by identifying characteristics of the students, it will showed the
knowledge and students skills before they participating in learning activities with materials that will be developed. The data collected from activities needs analysis and identification
characteristics of these students then used as a basis for planning and product development.
In the product planning, the first phase is to determine the general purpose of learning. The general objective is formulated from Events Unit Class SAP and the results of
preliminary studies. In each objective formulated into a number of specific objectives in line with the analysis of learning that has been developed. Learning with multimedia still
considers that presence of lecturers is important. Therefore, it will be designed involving lectures and students. Interactive strategy has been developed in accordance with the
product, is Interactive Digital Book. As for development strategy, it will be structured from
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the beginning to the end of the lecture, which was developed with the principles of communicative learning.
Based on the results of product planning phases, the drafting process of the product will be developed, which include lecturers guide, student guide, and learning
materials. Lecturer guide contains direction for lecturer of the course on how to use the products. Student instructions contain directions to the students on how to use the product
and contains the main points of discussion that must be learned.
The final product of this process is the development of Interactive Digital Book. This product contains a number of lecture material packaged in flash format. Interactive Digital
Book was developed with the help of some software include: Microsoft Word versions 2007, Nitro Pro version 8, and 3D PageFlip Professional version 1.7.5. Besides using the right
software, the material in Interactive Digital Book is laid out in such a way that the material easily mastered by the students. Description of the material are arranged quite detailed, and
end it with interactive exercises that should be done by the student on the spot.
Validation of products include: validation of media experts, materials specialists, and students as users. According to the media and materials experts, the general aspects of the
research product developed is feasible. This means, Interactive Digital Book is feasible to use in learning process. Multimedia design is also in a good grade. In groups and individuals,
students approved Decent and Very Worthy for all the statements showed in the questionnaire. This means, the students were very excited, understand, and easy to use
product of this research.
Analysis of student responses to the Interactive Digital Book for each category according to Baker King 1993 in Geissinger, 2009 are as follows: 55.34 of users rate
the Quality category of end-user interface design is in good categories. Geissinger in Prasetyawan, 2010 reveals that in order to create a quality product in terms of appearance
shall have the right color composition, the appropriate letter, a language that is easy to understand, and a button that facilitates in browsing products. For Engagement category,
65.10 of users rate the products are in very good category, Geissinger in Prasetyawan, 2010 revealed that to create a good quality product should be supported by graphical
display, thus making the information more attractive, memorable, and easy to understand. For the Interactivity category, 64.70 of users rate the products are in very good
category, Geissinger in Prasetyawan, 2010 reveals that in order to create a quality product both in terms of technical quality should have the ease of running the application, the user
is able to operate the product and do not feel bored, also has enough facilities to explore the product. For Tailorability category, 51.49 of users rate the products are in good category,
this means the compability of the content on products were made in good category.