PROS Samsul A, Aji PW, Didik DP Designing mobile learning fulltext
Proceedings of the IConSSE FSM SWCU (2015), pp. SC.61–68
SC.61
ISBN: 978-602-1047-21-7
Designing mobile learning media of fundamental programming studies
for vocational high school
Samsul Arifin*, Aji Prasetya Wibawa, Didik Dwi Prasetya
Department of Electrical Engineering, State University of Malang, Indonesia
Abstract
Learning media evolve over time, ranging from the use of the blackboard, VCD, sound
media, visual media, and so forth. These growing indicate an increase in the ease of
access. Currently learning media began to creep into hardware in the form of
smartphones. The rise of smartphone users is also a great potential to be exploited. At
the initial observation, one of SMK in Malang becomes the object of observation. 22 of
the 30 students had test scores that do not meet the Minimum Competency Standards.
Through debriefing is done to the students, the main cause of low learning outcomes is
the low motivation of students. Learning Programming Basics still using conventional
media, ie, whiteboard and LCD projector. There are no media interactive learning
attractive student motivation to learn. So the learning media is required to be used as a
supplement learning. This learning media was developed with Sadiman development
model (Sadiman, 2009). Testing is done by learning media using a questionnaire
developed by Learning Object Review Instrument 1.5 (LORI 1.5). This media is tested on
several subjects, the materials experts, media experts, individual students, small groups,
and large groups. The trial results showed a score of 88.22%, which means the learning
media is feasible for use in learning activities.
Keywords development, learning media, mobile learning, smartphone
1.
Introduction
Learning media is a communication in form of printed or audio-visual, including
hardware technology. Such as blackboard or whiteboard, models, hardware, software, and
other. Media evolve over time. Ranging from the use of the blackboard, VCD, sound media,
visual media, and so forth. These rises indicate an increase in the ease of access. Currently
learning media began to creep into hardware in the form of smartphones. The rise of
smartphone users is also a good potential to be exploited.
Learning media embedded on the smartphone device has its own advantages. The
media can be used anytime and anywhere. The small physical form makes this device can be
carried anywhere. That way if a learning embedded in this device, the user can learn anytime
and anywhere via his smartphone. In the development of learning media on smartphone
platforms initial observation is necessary to analyze the requirement of what is desired by an
agency.
At the requirement observation, one of Vocational High School in Malang becomes the
object of observation. 22 of the 30 students had test scores that did not fill the Minimum
*
Corresponding author. Tel.: +62 857 3070 3604; E-mail address: arfn.samsul@gmail.com
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Standards Competency (SKM). Through debriefing is done to the students, the main cause of
low learning outcomes was the low motivation of students. Learning Basics Programming still
used conventional media, such as whiteboard and LCD projector. There was no interactive
learning media that increasing the learner’s motivation
On the other hand, smartphone users are beginning to grow. Figure 1 shows that
interest in Android relatively increased. This paper will discuss about the development of
learning media for fundamendal programming subject at vocational high school.
Figure 1. Android interest.
2.
Materials and methods
Development model used in this research is the Sadiman development model
(Sadiman, 2009). This development model is used as a flexible development stages and the
time required to conduct the research also relatively short. Sadiman development model is
shown in Figure 2.
Figure 2. Sadiman development model.
Procedural steps taken by the developers to create applications by adapting Sadiman
development model are as follows.
2.1 Requirements identification
At this stage, observation get done to get a list of user requirements. Instruments used
in identifying these requirements is a questionnaire given to students and teachers of
fundamentals programming. Questionnaire and the interviews results are analyzed. Results
of the analysis are summarized in several points, as follows:
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a)
b)
c)
87.5% of students experienced difficulty on the subjects of Basic Programming
100% of students have difficulty in data type subject
75% of students use smartphone
2.2 Goal formulation
In the formulation of goals, there are two types of instructional goals, general
instructional goals and specific instructional goals. General instructional goals is the end goal
of an instructional activity. Specific instructional goals are the elaboration of a general
instructional goals. Formulation of general instructional goals and specific instructional goals
refers to Vocational High School syllabus of 10th grade Programing Fundamentals. There are
five general instructional goals formulated in this study, as follows:
a) Students can create a simple program with good code
b) Students understand the basic elements of C ++ use correctly
c) Students understand the different types of operators in C ++
d) Students know the different forms of conditioning.
e) Students can do the looping program with various commands.
2.3 Subject formulation
General instructional goals and specific instructional goals that have been formulated
then converted into points of learning material, in order to obtain five subject matter, as
follows:
a) Programming Language
b) Basic Elements of C++
c) Operator
d) Condition
e) Looping
2.4 Evaluation instrument formulation
Evaluation instrument formulation is based on instructional goals to be achieved. From
the five general instructional goals, five types of instruments that separated each material
composed. Each subject matter consists of 25 questions. From the 25 questions, five
questions are presented in a random quiz contained on learning media.
2.5 Media script writing
Media script writing is a stage which compiled content presented in learning media
(mobile-based apps). Before doing coding and application development, a series of
storyboards designed to be the basis sketch in the development of this mobile based learning
media.
For the design of the user interface, especially the determination of the icon in the
applications, represent real-world metaphors (Mandel, 1997). As for coloring in the media
using consistent colors (Wang, 2011).
2.6 Test
Design trials of this learning media is using questionnaires refers to the Learning Object
Review Instrument (LORI) version 1.5 by Nesbit (2007). Questionnaires use a Likert scale with
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a scale of 0 to 5. Score 0 is the lowest score or it can be said that these aspects cannot be
accommodated by the media. While the scale of 5 means that these aspects have been very
feasible to be used. The type of data collected is quantitative data and qualitative continuum
ratio (Sugiyono, 2011) that obtained from testing.
Testing subject of this study consisted of media experts, matter experts, individual
students, small groups, and large groups. Media experts are lecturers who are competent in
the field of learning media. Then the matter expert is for expert lecturers and teachers who
teach related material, in this case is the subject of basic programming. For the students, it
divided into three kinds of testing. The first test performed on individual student as many as
three students, contains of student has low ability, the student has the medium ability, and
one student has a high ability (Sadiman, 2009). Next testing subject is a small group testing.
Small group consisted of 10 heterogeneous students (Sadiman, 2009). Then final testing is a
large group testing consists of 30 heterogeneous students. Choosing media experts and
matter expert is using purposive sampling technique (Sugiyono, 2011: 68). While the
selection test students on individual, small group, and large group using proportionate
stratified random sampling technique (Sugiyono, 2011: 64).
Data were analyzed using the equation adapted from Akbar (2013):
V = TSEV/Smax x 100 %,
where V is the validity, TSEV is the total score of validator, and Smax is the maximum score.
Decision making to revise instructional media, using the criteria of feasibility levels shown in
Table 1.
Table 1. Feasible level criteria.
Validity Criteria
Description
(%)
1
85.01–100.00
Very valid (can be used without revision)
2
70.01–85.00
Enough valid (can be used with few revision)
3
50.01–70.00
Less valid (suggested not to use)
4
1.00–50.00
Not valid (prohibited to use)
Source: Akbar (2013)
No.
2.7 Revision
After testing stage, the product is revised. If the result of testing included in less valid,
then product should be revised. Revision conducted from the stage where the error appears.
Most of the revisions made in the media script writing stage.
2.8 Production
At this stage, the script is ready to be mass produced so that it can be used by the
people. After learning media declared valid by the whole subject testing, then production
phase starts. Production in this research is a file with the .apk extension. This file is an
executable file that is used to perform the installation of learning media. This file is given to
some schools to be utilized. This stage is the last stage of the model development Sadiman.
3.
Results and discussion
3.1 Learning material expert testing
Validation by learning material expert is presented in Table 2.
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Table 2. Result of learning material expert test.
No.
Scoring Aspect
Score (%)
1.
Content Quality
87.5
2.
Learning Goal Alignment
85.0
3.
Feedback and Adaptation
85.0
4.
Motivation
86.67
5.
Presentation Design
90.0
6.
Interaction Usability
86.67
7.
Accessibility
80.0
8.
Reusability
83.33
9.
Standard Compliance
95.0
Total
87.0
The highest scores obtained in standard compliance aspect, with a percentage of 95%
or fall into the category of valid. While the lowest score obtained on aspects of accessibility
with the percentage of 80% are included in the quite valid category. In this aspect there is a
question asking whether the media can be used by persons with disabilities. The media have
not been tested directly on persons with disabilities, so as to obtain the value of the item was
relatively low.
Overall testing results of learning material experts, obtained a score of 87%. If referring
to the criteria of feasibility level in Table 2, it can be concluded that the learning media
feasible for use.
3.2 Media expert testing
Result of media expert testing showed on Table 3.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 3. Result of media expert test.
Scoring Aspect
Score (%)
Content Quality
85.0
Learning Goal Alignment
90.0
Feedback and Adaptation
90.0
Motivation
100
Presentation Design
91.42
Interaction Usability
93.33
Accessibility
80.0
Reusability
93.33
Standard Compliance
100
Total
91.33
Motivation aspects and standard compliance got the highest score with a percentage
of 100% or valid. While the lowest score obtained on the aspects of accessibility, with a
percentage of 80% or quite valid. This is in line with the responses or expert matter
assessment. From the test results by media experts presented in Table 4, obtained a final
score of 91.33%. Referring to Table 2, the scores included in the category feasible for use.
3.3 Individual students testing
Result of individual students testing is shown in Table 4.
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Designing mobile learning media of fundamental programming studies for vocational high school
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 4. Result of individual students test
Student (%)
Scoring Aspect
1
2
3
Content Quality
90.0
95.0
90.0
Learning Goal Alignment
95.0
90.0
95.0
Feedback and Adaptation 80.0
60.0
100
Motivation
86.67
86.67
80.0
Presentation Design
74.0
83.0
86.0
Interaction Usability
93.0
86.67
66.67
Accessibility
70.0
80.0
70.0
Reusability
86.67
93.0
100
Standard Compliance
90.0
80.0
90.0
Total
84.66
85.33
86.66
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Score (%)
91.67
93.33
80.00
84.44
80.95
82.22
73.33
93.33
86.67
85.56
From the ninth aspects has been tested, learning goal alignment aspect and reusability
aspect get the highest score by percentage of 93.33%. Instead aspects of accessibility are in
the last sequence with a percentage of 73.33%. This is similar to the results of testing by
learning material experts and media experts. The final result of testing by individual students
obtain a score of 85.56% or included in the category unfit for use.
3.4 Small group testing
Result of small group testing is shown in Table 5.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 5. Result of small group test.
Scoring Aspect
Score (%)
Content Quality
87.5
Learning Goal Alignment
92.5
Feedback and Adaptation
87.0
Motivation
90.67
Presentation Design
86.57
Interaction Usability
86.67
Accessibility
79.0
Reusability
90.67
Standard Compliance
91.0
Total
88.13
Nine aspects of the test of a small group showed quite varied. Eight of the nine aspects
of got the score above 85% or included in the valid category. These aspects are aspects of
quality of content, learning goal alignment, feedback and adaptation, motivation,
presentation design, interaction usability, reusability, and standard compliance. Of the eight
aspects, aspects of learning goal alignment achieve the highest score with a percentage of
92.5%. In line with the results of trials by learning materials experts, media experts, and
individual students, aspects of accessibility to get the lowest score with a percentage of 79%
or quite valid. The general result of small group testing got 85.33% score or valid.
3.5 Large group testing
Result of large group testing is shown in Table 6.
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No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 6. Result of large group test.
Scoring Aspect
Content Quality
Learning Goal Alignment
Feedback and Adaptation
Motivation
Presentation Design
Interaction Usability
Accessibility
Reusability
Standard Compliance
Total
Score (%)
85.45
91.67
84.84
88.48
84.16
84.04
75.76
82.83
87.58
85.33
Learning goal alignment aspect achieve the highest score with a score of 91.67%.
Whereas the lowest score with a sufficient percentage of 75.76% or quite valid obtained on
aspects of accessibility. Where it is in line with the results of tests on materials experts, media
experts, individual students and small groups. Results of the experiment on a large group get
a score of 85.33% or valid to be used.
3.7 Whole result
The whole testing result is shown in Table 7.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 7. Result of whole test.
Uji Coba
Scoring Aspect
Ahli Materi Ahli Media
Content Quality
87.5
85.0
Learning Goal Alignment
85.0
90.0
Feedback and Adaptation
85.0
90.0
Motivation
86.67
100
Presentation Design
90.0
91.42
Interaction Usability
86.67
93.33
Accessibility
80.0
80.0
Reusability
83.33
93.33
Standard Compliance
95.0
100
Total
87
91.33
Siswa
88.21
92.39
83.95
87.72
83.91
84.20
75.92
88.83
88.42
86.34
Score
87.42
90.43
85.37
89.96
86.63
86.52
77.55
88.63
92.05
88.22
Aspects of the standard compliance got the highest score by a percentage 92.05%.
Whereas aspects of accessibility obtain the lowest scores on the value of 77.55%. Of the
whole test, the final score obtained by the percentage of 88.22%, which means learning
media is already fit for use.
4.
Conclusion and remarks
This research produce a mobile based learning media for basic programming. This
media is designed to use individual learning. This media can be used according to students'
level of understanding. Students are free to choose the learning material according to their
needs. Slow learner can learn through this media gradually. While fast learner student can
directly access the learning material that has not been or want to master without having to
access the basic material beforehand.
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The Learning media was successfully developed using Sadiman development model
(2009. Although this learning media has been tested and found to be valid (88,22%), this
media still has some drawbacks. For it was on this section exposed some weaknesses that
appear along with alternative suggestions that can be taken in the use of products as well as
further development.
This learning media serving static content material so that for different matter
necessary changes the source code. Static learning material should be improved by addition
of material editors on the learning media. Progress menu should be optimized in further
research so it can be reported. Finally, adjustments need to be done so that the media can
be utilized by disable learner.
References
Akbar, S. (2013). Instrumen perangkat pembelajaran. Bandung: PT Remaja Rosdakarya Offset.
Mandel, T. (1997). The elements of user interface design. Canada: John Wiley & Sons.
Nesbit, J.C., Belfer, K., Leacock, T. (2007). Learning object review instrument v1.5.
Nesbit, J.C., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluating of learning
objects. Canadian Journal of Learning and Technology, 28(3), 105–120.
Sadiman, A.S. (2009). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Jakarta:
Rajawali Press.
Sugiyono (2011). Statistika untuk pendidikan. Bandung: Alfabeta.
Wang, M., & Shen, R. (2011). Message design for mobile learning: Learning theories, human cognition
and design principles. Oxford: Blackwell Publishing.
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ISBN: 978-602-1047-21-7
Designing mobile learning media of fundamental programming studies
for vocational high school
Samsul Arifin*, Aji Prasetya Wibawa, Didik Dwi Prasetya
Department of Electrical Engineering, State University of Malang, Indonesia
Abstract
Learning media evolve over time, ranging from the use of the blackboard, VCD, sound
media, visual media, and so forth. These growing indicate an increase in the ease of
access. Currently learning media began to creep into hardware in the form of
smartphones. The rise of smartphone users is also a great potential to be exploited. At
the initial observation, one of SMK in Malang becomes the object of observation. 22 of
the 30 students had test scores that do not meet the Minimum Competency Standards.
Through debriefing is done to the students, the main cause of low learning outcomes is
the low motivation of students. Learning Programming Basics still using conventional
media, ie, whiteboard and LCD projector. There are no media interactive learning
attractive student motivation to learn. So the learning media is required to be used as a
supplement learning. This learning media was developed with Sadiman development
model (Sadiman, 2009). Testing is done by learning media using a questionnaire
developed by Learning Object Review Instrument 1.5 (LORI 1.5). This media is tested on
several subjects, the materials experts, media experts, individual students, small groups,
and large groups. The trial results showed a score of 88.22%, which means the learning
media is feasible for use in learning activities.
Keywords development, learning media, mobile learning, smartphone
1.
Introduction
Learning media is a communication in form of printed or audio-visual, including
hardware technology. Such as blackboard or whiteboard, models, hardware, software, and
other. Media evolve over time. Ranging from the use of the blackboard, VCD, sound media,
visual media, and so forth. These rises indicate an increase in the ease of access. Currently
learning media began to creep into hardware in the form of smartphones. The rise of
smartphone users is also a good potential to be exploited.
Learning media embedded on the smartphone device has its own advantages. The
media can be used anytime and anywhere. The small physical form makes this device can be
carried anywhere. That way if a learning embedded in this device, the user can learn anytime
and anywhere via his smartphone. In the development of learning media on smartphone
platforms initial observation is necessary to analyze the requirement of what is desired by an
agency.
At the requirement observation, one of Vocational High School in Malang becomes the
object of observation. 22 of the 30 students had test scores that did not fill the Minimum
*
Corresponding author. Tel.: +62 857 3070 3604; E-mail address: arfn.samsul@gmail.com
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Standards Competency (SKM). Through debriefing is done to the students, the main cause of
low learning outcomes was the low motivation of students. Learning Basics Programming still
used conventional media, such as whiteboard and LCD projector. There was no interactive
learning media that increasing the learner’s motivation
On the other hand, smartphone users are beginning to grow. Figure 1 shows that
interest in Android relatively increased. This paper will discuss about the development of
learning media for fundamendal programming subject at vocational high school.
Figure 1. Android interest.
2.
Materials and methods
Development model used in this research is the Sadiman development model
(Sadiman, 2009). This development model is used as a flexible development stages and the
time required to conduct the research also relatively short. Sadiman development model is
shown in Figure 2.
Figure 2. Sadiman development model.
Procedural steps taken by the developers to create applications by adapting Sadiman
development model are as follows.
2.1 Requirements identification
At this stage, observation get done to get a list of user requirements. Instruments used
in identifying these requirements is a questionnaire given to students and teachers of
fundamentals programming. Questionnaire and the interviews results are analyzed. Results
of the analysis are summarized in several points, as follows:
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a)
b)
c)
87.5% of students experienced difficulty on the subjects of Basic Programming
100% of students have difficulty in data type subject
75% of students use smartphone
2.2 Goal formulation
In the formulation of goals, there are two types of instructional goals, general
instructional goals and specific instructional goals. General instructional goals is the end goal
of an instructional activity. Specific instructional goals are the elaboration of a general
instructional goals. Formulation of general instructional goals and specific instructional goals
refers to Vocational High School syllabus of 10th grade Programing Fundamentals. There are
five general instructional goals formulated in this study, as follows:
a) Students can create a simple program with good code
b) Students understand the basic elements of C ++ use correctly
c) Students understand the different types of operators in C ++
d) Students know the different forms of conditioning.
e) Students can do the looping program with various commands.
2.3 Subject formulation
General instructional goals and specific instructional goals that have been formulated
then converted into points of learning material, in order to obtain five subject matter, as
follows:
a) Programming Language
b) Basic Elements of C++
c) Operator
d) Condition
e) Looping
2.4 Evaluation instrument formulation
Evaluation instrument formulation is based on instructional goals to be achieved. From
the five general instructional goals, five types of instruments that separated each material
composed. Each subject matter consists of 25 questions. From the 25 questions, five
questions are presented in a random quiz contained on learning media.
2.5 Media script writing
Media script writing is a stage which compiled content presented in learning media
(mobile-based apps). Before doing coding and application development, a series of
storyboards designed to be the basis sketch in the development of this mobile based learning
media.
For the design of the user interface, especially the determination of the icon in the
applications, represent real-world metaphors (Mandel, 1997). As for coloring in the media
using consistent colors (Wang, 2011).
2.6 Test
Design trials of this learning media is using questionnaires refers to the Learning Object
Review Instrument (LORI) version 1.5 by Nesbit (2007). Questionnaires use a Likert scale with
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a scale of 0 to 5. Score 0 is the lowest score or it can be said that these aspects cannot be
accommodated by the media. While the scale of 5 means that these aspects have been very
feasible to be used. The type of data collected is quantitative data and qualitative continuum
ratio (Sugiyono, 2011) that obtained from testing.
Testing subject of this study consisted of media experts, matter experts, individual
students, small groups, and large groups. Media experts are lecturers who are competent in
the field of learning media. Then the matter expert is for expert lecturers and teachers who
teach related material, in this case is the subject of basic programming. For the students, it
divided into three kinds of testing. The first test performed on individual student as many as
three students, contains of student has low ability, the student has the medium ability, and
one student has a high ability (Sadiman, 2009). Next testing subject is a small group testing.
Small group consisted of 10 heterogeneous students (Sadiman, 2009). Then final testing is a
large group testing consists of 30 heterogeneous students. Choosing media experts and
matter expert is using purposive sampling technique (Sugiyono, 2011: 68). While the
selection test students on individual, small group, and large group using proportionate
stratified random sampling technique (Sugiyono, 2011: 64).
Data were analyzed using the equation adapted from Akbar (2013):
V = TSEV/Smax x 100 %,
where V is the validity, TSEV is the total score of validator, and Smax is the maximum score.
Decision making to revise instructional media, using the criteria of feasibility levels shown in
Table 1.
Table 1. Feasible level criteria.
Validity Criteria
Description
(%)
1
85.01–100.00
Very valid (can be used without revision)
2
70.01–85.00
Enough valid (can be used with few revision)
3
50.01–70.00
Less valid (suggested not to use)
4
1.00–50.00
Not valid (prohibited to use)
Source: Akbar (2013)
No.
2.7 Revision
After testing stage, the product is revised. If the result of testing included in less valid,
then product should be revised. Revision conducted from the stage where the error appears.
Most of the revisions made in the media script writing stage.
2.8 Production
At this stage, the script is ready to be mass produced so that it can be used by the
people. After learning media declared valid by the whole subject testing, then production
phase starts. Production in this research is a file with the .apk extension. This file is an
executable file that is used to perform the installation of learning media. This file is given to
some schools to be utilized. This stage is the last stage of the model development Sadiman.
3.
Results and discussion
3.1 Learning material expert testing
Validation by learning material expert is presented in Table 2.
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Table 2. Result of learning material expert test.
No.
Scoring Aspect
Score (%)
1.
Content Quality
87.5
2.
Learning Goal Alignment
85.0
3.
Feedback and Adaptation
85.0
4.
Motivation
86.67
5.
Presentation Design
90.0
6.
Interaction Usability
86.67
7.
Accessibility
80.0
8.
Reusability
83.33
9.
Standard Compliance
95.0
Total
87.0
The highest scores obtained in standard compliance aspect, with a percentage of 95%
or fall into the category of valid. While the lowest score obtained on aspects of accessibility
with the percentage of 80% are included in the quite valid category. In this aspect there is a
question asking whether the media can be used by persons with disabilities. The media have
not been tested directly on persons with disabilities, so as to obtain the value of the item was
relatively low.
Overall testing results of learning material experts, obtained a score of 87%. If referring
to the criteria of feasibility level in Table 2, it can be concluded that the learning media
feasible for use.
3.2 Media expert testing
Result of media expert testing showed on Table 3.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 3. Result of media expert test.
Scoring Aspect
Score (%)
Content Quality
85.0
Learning Goal Alignment
90.0
Feedback and Adaptation
90.0
Motivation
100
Presentation Design
91.42
Interaction Usability
93.33
Accessibility
80.0
Reusability
93.33
Standard Compliance
100
Total
91.33
Motivation aspects and standard compliance got the highest score with a percentage
of 100% or valid. While the lowest score obtained on the aspects of accessibility, with a
percentage of 80% or quite valid. This is in line with the responses or expert matter
assessment. From the test results by media experts presented in Table 4, obtained a final
score of 91.33%. Referring to Table 2, the scores included in the category feasible for use.
3.3 Individual students testing
Result of individual students testing is shown in Table 4.
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Designing mobile learning media of fundamental programming studies for vocational high school
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 4. Result of individual students test
Student (%)
Scoring Aspect
1
2
3
Content Quality
90.0
95.0
90.0
Learning Goal Alignment
95.0
90.0
95.0
Feedback and Adaptation 80.0
60.0
100
Motivation
86.67
86.67
80.0
Presentation Design
74.0
83.0
86.0
Interaction Usability
93.0
86.67
66.67
Accessibility
70.0
80.0
70.0
Reusability
86.67
93.0
100
Standard Compliance
90.0
80.0
90.0
Total
84.66
85.33
86.66
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Score (%)
91.67
93.33
80.00
84.44
80.95
82.22
73.33
93.33
86.67
85.56
From the ninth aspects has been tested, learning goal alignment aspect and reusability
aspect get the highest score by percentage of 93.33%. Instead aspects of accessibility are in
the last sequence with a percentage of 73.33%. This is similar to the results of testing by
learning material experts and media experts. The final result of testing by individual students
obtain a score of 85.56% or included in the category unfit for use.
3.4 Small group testing
Result of small group testing is shown in Table 5.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 5. Result of small group test.
Scoring Aspect
Score (%)
Content Quality
87.5
Learning Goal Alignment
92.5
Feedback and Adaptation
87.0
Motivation
90.67
Presentation Design
86.57
Interaction Usability
86.67
Accessibility
79.0
Reusability
90.67
Standard Compliance
91.0
Total
88.13
Nine aspects of the test of a small group showed quite varied. Eight of the nine aspects
of got the score above 85% or included in the valid category. These aspects are aspects of
quality of content, learning goal alignment, feedback and adaptation, motivation,
presentation design, interaction usability, reusability, and standard compliance. Of the eight
aspects, aspects of learning goal alignment achieve the highest score with a percentage of
92.5%. In line with the results of trials by learning materials experts, media experts, and
individual students, aspects of accessibility to get the lowest score with a percentage of 79%
or quite valid. The general result of small group testing got 85.33% score or valid.
3.5 Large group testing
Result of large group testing is shown in Table 6.
SWUP
S. Arifin, A.P. Wibawa, D.D. Prasetya
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No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 6. Result of large group test.
Scoring Aspect
Content Quality
Learning Goal Alignment
Feedback and Adaptation
Motivation
Presentation Design
Interaction Usability
Accessibility
Reusability
Standard Compliance
Total
Score (%)
85.45
91.67
84.84
88.48
84.16
84.04
75.76
82.83
87.58
85.33
Learning goal alignment aspect achieve the highest score with a score of 91.67%.
Whereas the lowest score with a sufficient percentage of 75.76% or quite valid obtained on
aspects of accessibility. Where it is in line with the results of tests on materials experts, media
experts, individual students and small groups. Results of the experiment on a large group get
a score of 85.33% or valid to be used.
3.7 Whole result
The whole testing result is shown in Table 7.
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Table 7. Result of whole test.
Uji Coba
Scoring Aspect
Ahli Materi Ahli Media
Content Quality
87.5
85.0
Learning Goal Alignment
85.0
90.0
Feedback and Adaptation
85.0
90.0
Motivation
86.67
100
Presentation Design
90.0
91.42
Interaction Usability
86.67
93.33
Accessibility
80.0
80.0
Reusability
83.33
93.33
Standard Compliance
95.0
100
Total
87
91.33
Siswa
88.21
92.39
83.95
87.72
83.91
84.20
75.92
88.83
88.42
86.34
Score
87.42
90.43
85.37
89.96
86.63
86.52
77.55
88.63
92.05
88.22
Aspects of the standard compliance got the highest score by a percentage 92.05%.
Whereas aspects of accessibility obtain the lowest scores on the value of 77.55%. Of the
whole test, the final score obtained by the percentage of 88.22%, which means learning
media is already fit for use.
4.
Conclusion and remarks
This research produce a mobile based learning media for basic programming. This
media is designed to use individual learning. This media can be used according to students'
level of understanding. Students are free to choose the learning material according to their
needs. Slow learner can learn through this media gradually. While fast learner student can
directly access the learning material that has not been or want to master without having to
access the basic material beforehand.
SWUP
Designing mobile learning media of fundamental programming studies for vocational high school
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The Learning media was successfully developed using Sadiman development model
(2009. Although this learning media has been tested and found to be valid (88,22%), this
media still has some drawbacks. For it was on this section exposed some weaknesses that
appear along with alternative suggestions that can be taken in the use of products as well as
further development.
This learning media serving static content material so that for different matter
necessary changes the source code. Static learning material should be improved by addition
of material editors on the learning media. Progress menu should be optimized in further
research so it can be reported. Finally, adjustments need to be done so that the media can
be utilized by disable learner.
References
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Nesbit, J.C., Belfer, K., Leacock, T. (2007). Learning object review instrument v1.5.
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objects. Canadian Journal of Learning and Technology, 28(3), 105–120.
Sadiman, A.S. (2009). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Jakarta:
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Sugiyono (2011). Statistika untuk pendidikan. Bandung: Alfabeta.
Wang, M., & Shen, R. (2011). Message design for mobile learning: Learning theories, human cognition
and design principles. Oxford: Blackwell Publishing.
SWUP