PROS Hudiana H Development of interactive fulltext
Proceedings of the IConSSE FSM SWCU (2015), pp. BC.19–26
BC.19
ISBN: 978-602-1047-21-7
Development of interactive digital books
as teaching materials in animal physiology
(Sub of the nerve physiology learning)
Hudiana Hernawan*
Biology Education Studies Program, STKIP Garut,
Jl. Pahlawan No 32, Sukagalih 44151, Garut
Abstract
One of the causes of the low quality in Indonesian education is the lack of sources of
teaching materials that can be used both by students and lectures. One alternative
solution to this problem is by developing Interactive Digital Book. This product can
integrate the computer technology with learning, not only textual but also audiovisual.
The purpose of this research is to design and develop the Interactive Digital Book, while
the benefits are expected to be used as an alternative in the provision of Animal
Physiology teaching materials. This study is a Research and Development which consists
of two phases; developing Interactive Digital Book process and product analysis. Product
validation test results, according to media experts and specialists in general material
aspect research product developed is feasible. While the user validation, generally
students are very excited, easy to understand, and easy to operate Interactive Digital
Book. Student responses to the Interactive Digital Book products in the category of
Quality of end-user interface design is in good criteria (55.34%), Engagement categories
is in the very well criteria (65.10%), Interactivity category is in excellent category
(64,70%), and Tailorability category is in good criteria (51.49%). Overall, the results
showed that the Interactive Digital Book is applicable and feasible to use as a medium
of learning for students of Biology Education.
Keywords animal physiology, information technology, interactive digital book
1.
Introduction
Generally, students of Biology Education Programs find it difficult to learn the
physiology of nerves subject, so that many students are less interested to learn. It is caused
by several aspects, among others: the complexity of the subject and the teaching methods in
the classroom. Learning method that is commonly used is the classical method, which is
learning only from lecturer explanation. That learning method usually make students less
understood and less autonomy. According to Kusuma (2011: 49), self-learning does not mean
learning alone. The most important thing in the process of self-learning is an increase of
willingness and skills of students in the learning process without the help of others, so that
they do not rely on the lecturers, friends, or others in learning. Self-learning process gives
students a chance to digest the teaching materials with just a little help from lecturers. They
follow the learning activities with teaching materials that have been specially designed so
that any problems or learning difficulties have been anticipated earlier.
*
Corresponding author. Tel.: +62 811205143; Email: hudianahernawan62@gmail.com
SWUP
Cholesterol profile due to granting of the rice bran types in rats with diet used cooking oil
BC.20
The difficulties and nonautonomy of students in learning process will lead to low
quality of education. One of the reason is the lack of teaching materials that can be utilized
by both student and lecture. Teaching materials available today is still conventional and yet
can increase student interest in learning. Availability of learning resources economical,
practical and simple, flexible, relevant, and has a positive value to support a more effective
learning activities and facilitate achieving the learning objectives (Rohani, 2004).
To overcome the obstacles of learning process that is still conventional and lack of
teaching materials available, learning materials need to be developed that can increase the
ability of students, support the individual and independent learning, as well as to facilitate
student in the learning process. According to Dick and Carey (1990: 72), the learning material
should be a material that can be learned entirely by the students themselves. That is, the
material can provide opportunities for students to learn without relying on the explanation
from lecturers. Good learning material will also enable students to provide feedback and also
encourage students to do the practices correctly. Thus, the pack is composed of teaching
materials and quality are very important in improving the quality of the learning process.
Therefore, teaching materials is the element that determines the success of student learning.
One of the alternative to solve the problems mentioned above is by utilizing the
advances of Information Technology. Information Technology products that can be used as
a complementary media and learning tools are Interactive Digital Book. Interactive Digital
Book is a multimedia book that contains digital information in the form of text or image that
is a representation of a book-shaped electronic digital (Lee, 2004 in Darmawan, 2011) which
can facilitate the needs of students, not only textual but also audio and visual (Munir, 2010).
In this study, Interactive Digital Book is developed so that students can have a good
competence, in addition also to train students to study independently. Students not only be
a passive recipient but also a determine learner for himself. This kind of learning method is
expected to provide a higher motivation for students because Interactive Digital Book is
always associated with excitement and creativity. Through interactive teaching models
hopefully will make students learn without pressure because of the variety of delightful
presentation of the material so that learners are motivated to learn quickly. The research
was conducted for one year. In the first half, the research conducted to identify the initial
conditions and develop materials Interactive Digital Book. In the second half, the research
done to validate products including expert validation and validation of users.
The purpose of this research is to produce Interactive Digital Book model that can
develop competence and independence of Biology Education student. The benefits of this
research is to use the Interactive Digital Book in the learning process that will provide a
variety of learning experiences that stimulate the interest of students to learn; creating an
effective learning situations; and provide motivation to learn for students (Wiryokusumo,
2002).
The Development of Interactive Digital Book models is important because some of the
following reasons. First, there is a cultural change from the classical student learning to be
independent. Second, it can overcome the lack of teaching materials and reference materials
that can easily be understood by the students. Third, it can overcome the lack of learning
resources designed to systematically with adhering to the principles of learning
development. Fourth, learning material in electronic form would facilitate lectures and
students in the learning process because the material developed is already a ready-made
materials. Fifth, Interactive Digital Book was instrumental in developing the students
themselves, especially to develop the potential and independence. The students can follow
SWUP
H. Hernawan
BC.21
a learning program in accordance with the speed and capabilities of its own, more
independent learning, and can emphasize mastery learning materials optimally. Sixth,
learning in the form of Interactive Digital Book is a form of learning that is effective and
efficient in this age, because paper prices soar and many possibilities quickly broken.
2.
Materials and methods
The materials used in this study are: reference and referral of nerve physiology
teaching materials drawn from various sources, hardware; Notebook with Intel Core i3-350M
Processor specs, 4 GB DDR3 RAM, 500 GB hard drive, and monitors with 1366 x 768
resolution; and software Windows 7 Ultimate, 3D Pageflip Pro, Flipbook Maker, Microsoft
Office 2007, Nitro PDF Pro, Format Factory, and other supporting software.
This research includes the development. The model used is the development systems
of model that includes the phases of: a preliminary study, planning, development, and
product testing. Preliminary study include activities to identify the learning needs of students
and lectures and identify the characteristics of the students. Planning and product
development activities include (1) identifying the general purpose of learning, (2) analyzing
learning, (3) formulate specific goals, (4) the development of interactive learning strategies,
and (5) the preparation of the Interactive Digital Book as learning materials. Interactive
Digital Book product testing is done by giving a questionnaire, developed to gather data from
expert analysis and individual test about the Interactive Digital Book products.
This study was designed to study the design of Research and Development (R and
D). Research phases are used in accordance with the workflow method of R and D in Sugiyono
(2010). The process of development Digital Book Interactive comprising: analysis of the
potential and problems, the initial data collection, product manufacturing, early product
validation, revision of the product, and testing the final product.
The data were analyzed by two different techniques. First, data were analyzed
qualitatively to the data from the literature review, analysis questionnaire needs, and
student characteristics. Second, the data were analyzed quantitatively for data validation
results and individual experts. The technique used to analyze the data validation and
individual experts are descriptive statistics.The research data obtained from observations
media teaching materials first product, the product II (the revised product I), and the product
III (the revised product II). Data in the form of teaching material appraisal by experts and
students. While the criteria for analyzing the responses to the product; Quality of End-User
Interface Design, Engagement, Interactivity, and Tailorability (Baker and King, 1993 in
Geissinger, 2009).
Questionnaires were given to the expert and determined student assessment, namely
A if very decent. and B if worthy, C if pretty decent, D if less decent, and E if unfit, further
processed by using the formula percentages by Warsito (1992)
= × 100,
where P, , and N denote total percentage of each question, number of respondents who
chose, and total number of respondents, respectively. Table 1 presents the interpretation of
classification according to the calculation of the percentage of Warsito (1992) which has been
modified by researcher.
This study tests the use of Interactive Digital Book products implemented in Biology
Education Studies Program STKIP Garut located at Jalan Pahlawan No. 32 Garut. Subjects
were third-year students and implemented starting in June 2014.
SWUP
Development of interactive digital book as teaching materials in animal physiology
BC.22
(Sub of the nerve physiology learning)
Table 1. Interpretation percentage calculations.
Large Percentage
Interpretation
0%
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.
Assessment phase I
Assessment phase II
Assessment phase III
No
Expert
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
SWUP
H. Hernawan
BC.23
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.
SWUP
Development of interactive digital book as teaching materials in animal physiology
BC.24
(Sub of the nerve physiology learning)
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
SWUP
H. Hernawan
BC.25
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.
4. Conclusion and remarks
Results of preliminary studies shows that students are more excited in lectures that
involve themselves in the learning process that is necessary to develop interactive learning
materials. Planning and product development activities include identifying the general
purpose of learning, teaching analysis, formulate specific goals, the development of
interactive learning strategies, and preparation of Interactive Digital Book device designed
systematically by adhering to the principles of learning development. Product validation test
results, according to media experts and specialists in general material aspect research
product developed is feasible. While the user validation, generally students are very excited,
easy to understand, and easy to operate Digital Book Interactive. Student responses to the
SWUP
Development of interactive digital book as teaching materials in animal physiology
BC.26
(Sub of the nerve physiology learning)
Interactive Digital Book products in the category of Quality of end-user interface design is in
good criteria (55.34%), Engagement categories is in the very well criteria (65.10%),
Interactivity category is in the excellent category (64 , 70%), Tailorability categories is in good
criteria (51.49%). Overall, the results showed that the Interactive Digital Book is applicable
and feasible to use as a learning medium for students.
Researcher recommend a few things to be considered. First, the Interactive Digital
Book application is an alternative media interactive learning to develop an independent and
active attitude, then the application of Interactive Digital Book can be used for any other
subject material as an innovative solution to overcome the problems and difficulties of
students in the learning process. Second, for further research, research should be conducted
to measure all aspects of student abilities, including cognitive, affective, and psychomotor,
so that it can be seen that the application of Interactive Digital Book is very suitable
application as an effort to improve student comprehension. Third, Interactive Digital Book
should be developed in order to solve the problems of students in the whole learning process,
not only for Nerve Physiology material.
Acknowledgement
Credit to Dr. Nizar Hamdani, M.Si and Lida Amalia, M.Si as the Chairman of STKIP Garut
and Chairman of the Education Biology Study Program STKIP Garut who has provided the
opportunity to conduct research and presents the results of research at the International
Conference on Science and Science Education (IConSSE) in 2015 at the Faculty of Science and
Mathematics - Satya Wacana Christian University. My gratitude also goes to Ramdhan Asep
Hidayat, M. Pd, Hamdan Ramdani, S. Pd, as well as all third-year students of Biology
Education Studies Program STKIP Garut who have helped in the implementation of this study.
References
Darmawan, D. (2011). Teknologi pembelajaran. Bandung: Remaja Rosdakarya.
Dick, W., & Carey, L. (1990). The systematic design of instruction. Glenview, Illinois London, England:
Scat, Foresman & Company.
Gebhard, J.G. (2000). Teaching english as a foreign or second language: A teacher self-development
and methodology guide. Michigan: The University of Michigan Press.
Geissinger, H. (2009). Educational software: Criteria for evaluation. Retrieved from
http://www.ascilite.org.au/conferences/perth97/papers/Geissinger/Geissinger.html
Kusuma, A. ( 2011). E-Learning dalam pembelajaran bahasa. Lentera Pendidikan, 14(1), 2011.
Munir (2010). Kurikulum berbasis teknologi informasi. Bandung: PT. Alfabeta.
Prasetyawan, Y.Y. (2010). Pengaruh penerapan sistem informasi perpustakaan terhadap kualitas
layanan perpustakaan di Fakultas Ekonomi Universitas Dipenogoro Unit S1 Reguler (Unpublished
undergraduate final assignment). Semarang: Fakultas Ilmu Budaya-Universitas Dipenogoro
Semarang.
Rohani, A. (2004). Pengelolaan pengajaran. Jakarta: PT Rineka Cipta.
Sadiman, A.S. (1996). Media pendidikan. Jakarta: Raja Grafindo Persada.
Sugiyono (2010). Metode penelitian kuantitatif, kualitatif dan R & D. Bandung: Alfabeta.
Surakhmad, W. (2004). Pengantar penelitian ilmiah. Bandung: Angkasa.
Warsito, H. (1992). Pengantar metodologi penelitian. Jakarta: Gramedia
Wiryokusumo, I. (2002). Pengantar teknologi pendidikan (Unpublished matriculation). Surabaya:
Program Pascasarjana Teknologi Pembelajaran Universitas PGRI Surabaya
SWUP
BC.19
ISBN: 978-602-1047-21-7
Development of interactive digital books
as teaching materials in animal physiology
(Sub of the nerve physiology learning)
Hudiana Hernawan*
Biology Education Studies Program, STKIP Garut,
Jl. Pahlawan No 32, Sukagalih 44151, Garut
Abstract
One of the causes of the low quality in Indonesian education is the lack of sources of
teaching materials that can be used both by students and lectures. One alternative
solution to this problem is by developing Interactive Digital Book. This product can
integrate the computer technology with learning, not only textual but also audiovisual.
The purpose of this research is to design and develop the Interactive Digital Book, while
the benefits are expected to be used as an alternative in the provision of Animal
Physiology teaching materials. This study is a Research and Development which consists
of two phases; developing Interactive Digital Book process and product analysis. Product
validation test results, according to media experts and specialists in general material
aspect research product developed is feasible. While the user validation, generally
students are very excited, easy to understand, and easy to operate Interactive Digital
Book. Student responses to the Interactive Digital Book products in the category of
Quality of end-user interface design is in good criteria (55.34%), Engagement categories
is in the very well criteria (65.10%), Interactivity category is in excellent category
(64,70%), and Tailorability category is in good criteria (51.49%). Overall, the results
showed that the Interactive Digital Book is applicable and feasible to use as a medium
of learning for students of Biology Education.
Keywords animal physiology, information technology, interactive digital book
1.
Introduction
Generally, students of Biology Education Programs find it difficult to learn the
physiology of nerves subject, so that many students are less interested to learn. It is caused
by several aspects, among others: the complexity of the subject and the teaching methods in
the classroom. Learning method that is commonly used is the classical method, which is
learning only from lecturer explanation. That learning method usually make students less
understood and less autonomy. According to Kusuma (2011: 49), self-learning does not mean
learning alone. The most important thing in the process of self-learning is an increase of
willingness and skills of students in the learning process without the help of others, so that
they do not rely on the lecturers, friends, or others in learning. Self-learning process gives
students a chance to digest the teaching materials with just a little help from lecturers. They
follow the learning activities with teaching materials that have been specially designed so
that any problems or learning difficulties have been anticipated earlier.
*
Corresponding author. Tel.: +62 811205143; Email: hudianahernawan62@gmail.com
SWUP
Cholesterol profile due to granting of the rice bran types in rats with diet used cooking oil
BC.20
The difficulties and nonautonomy of students in learning process will lead to low
quality of education. One of the reason is the lack of teaching materials that can be utilized
by both student and lecture. Teaching materials available today is still conventional and yet
can increase student interest in learning. Availability of learning resources economical,
practical and simple, flexible, relevant, and has a positive value to support a more effective
learning activities and facilitate achieving the learning objectives (Rohani, 2004).
To overcome the obstacles of learning process that is still conventional and lack of
teaching materials available, learning materials need to be developed that can increase the
ability of students, support the individual and independent learning, as well as to facilitate
student in the learning process. According to Dick and Carey (1990: 72), the learning material
should be a material that can be learned entirely by the students themselves. That is, the
material can provide opportunities for students to learn without relying on the explanation
from lecturers. Good learning material will also enable students to provide feedback and also
encourage students to do the practices correctly. Thus, the pack is composed of teaching
materials and quality are very important in improving the quality of the learning process.
Therefore, teaching materials is the element that determines the success of student learning.
One of the alternative to solve the problems mentioned above is by utilizing the
advances of Information Technology. Information Technology products that can be used as
a complementary media and learning tools are Interactive Digital Book. Interactive Digital
Book is a multimedia book that contains digital information in the form of text or image that
is a representation of a book-shaped electronic digital (Lee, 2004 in Darmawan, 2011) which
can facilitate the needs of students, not only textual but also audio and visual (Munir, 2010).
In this study, Interactive Digital Book is developed so that students can have a good
competence, in addition also to train students to study independently. Students not only be
a passive recipient but also a determine learner for himself. This kind of learning method is
expected to provide a higher motivation for students because Interactive Digital Book is
always associated with excitement and creativity. Through interactive teaching models
hopefully will make students learn without pressure because of the variety of delightful
presentation of the material so that learners are motivated to learn quickly. The research
was conducted for one year. In the first half, the research conducted to identify the initial
conditions and develop materials Interactive Digital Book. In the second half, the research
done to validate products including expert validation and validation of users.
The purpose of this research is to produce Interactive Digital Book model that can
develop competence and independence of Biology Education student. The benefits of this
research is to use the Interactive Digital Book in the learning process that will provide a
variety of learning experiences that stimulate the interest of students to learn; creating an
effective learning situations; and provide motivation to learn for students (Wiryokusumo,
2002).
The Development of Interactive Digital Book models is important because some of the
following reasons. First, there is a cultural change from the classical student learning to be
independent. Second, it can overcome the lack of teaching materials and reference materials
that can easily be understood by the students. Third, it can overcome the lack of learning
resources designed to systematically with adhering to the principles of learning
development. Fourth, learning material in electronic form would facilitate lectures and
students in the learning process because the material developed is already a ready-made
materials. Fifth, Interactive Digital Book was instrumental in developing the students
themselves, especially to develop the potential and independence. The students can follow
SWUP
H. Hernawan
BC.21
a learning program in accordance with the speed and capabilities of its own, more
independent learning, and can emphasize mastery learning materials optimally. Sixth,
learning in the form of Interactive Digital Book is a form of learning that is effective and
efficient in this age, because paper prices soar and many possibilities quickly broken.
2.
Materials and methods
The materials used in this study are: reference and referral of nerve physiology
teaching materials drawn from various sources, hardware; Notebook with Intel Core i3-350M
Processor specs, 4 GB DDR3 RAM, 500 GB hard drive, and monitors with 1366 x 768
resolution; and software Windows 7 Ultimate, 3D Pageflip Pro, Flipbook Maker, Microsoft
Office 2007, Nitro PDF Pro, Format Factory, and other supporting software.
This research includes the development. The model used is the development systems
of model that includes the phases of: a preliminary study, planning, development, and
product testing. Preliminary study include activities to identify the learning needs of students
and lectures and identify the characteristics of the students. Planning and product
development activities include (1) identifying the general purpose of learning, (2) analyzing
learning, (3) formulate specific goals, (4) the development of interactive learning strategies,
and (5) the preparation of the Interactive Digital Book as learning materials. Interactive
Digital Book product testing is done by giving a questionnaire, developed to gather data from
expert analysis and individual test about the Interactive Digital Book products.
This study was designed to study the design of Research and Development (R and
D). Research phases are used in accordance with the workflow method of R and D in Sugiyono
(2010). The process of development Digital Book Interactive comprising: analysis of the
potential and problems, the initial data collection, product manufacturing, early product
validation, revision of the product, and testing the final product.
The data were analyzed by two different techniques. First, data were analyzed
qualitatively to the data from the literature review, analysis questionnaire needs, and
student characteristics. Second, the data were analyzed quantitatively for data validation
results and individual experts. The technique used to analyze the data validation and
individual experts are descriptive statistics.The research data obtained from observations
media teaching materials first product, the product II (the revised product I), and the product
III (the revised product II). Data in the form of teaching material appraisal by experts and
students. While the criteria for analyzing the responses to the product; Quality of End-User
Interface Design, Engagement, Interactivity, and Tailorability (Baker and King, 1993 in
Geissinger, 2009).
Questionnaires were given to the expert and determined student assessment, namely
A if very decent. and B if worthy, C if pretty decent, D if less decent, and E if unfit, further
processed by using the formula percentages by Warsito (1992)
= × 100,
where P, , and N denote total percentage of each question, number of respondents who
chose, and total number of respondents, respectively. Table 1 presents the interpretation of
classification according to the calculation of the percentage of Warsito (1992) which has been
modified by researcher.
This study tests the use of Interactive Digital Book products implemented in Biology
Education Studies Program STKIP Garut located at Jalan Pahlawan No. 32 Garut. Subjects
were third-year students and implemented starting in June 2014.
SWUP
Development of interactive digital book as teaching materials in animal physiology
BC.22
(Sub of the nerve physiology learning)
Table 1. Interpretation percentage calculations.
Large Percentage
Interpretation
0%
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.
Assessment phase I
Assessment phase II
Assessment phase III
No
Expert
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.
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Development of interactive digital book as teaching materials in animal physiology
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(Sub of the nerve physiology learning)
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.
4. Conclusion and remarks
Results of preliminary studies shows that students are more excited in lectures that
involve themselves in the learning process that is necessary to develop interactive learning
materials. Planning and product development activities include identifying the general
purpose of learning, teaching analysis, formulate specific goals, the development of
interactive learning strategies, and preparation of Interactive Digital Book device designed
systematically by adhering to the principles of learning development. Product validation test
results, according to media experts and specialists in general material aspect research
product developed is feasible. While the user validation, generally students are very excited,
easy to understand, and easy to operate Digital Book Interactive. Student responses to the
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Development of interactive digital book as teaching materials in animal physiology
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(Sub of the nerve physiology learning)
Interactive Digital Book products in the category of Quality of end-user interface design is in
good criteria (55.34%), Engagement categories is in the very well criteria (65.10%),
Interactivity category is in the excellent category (64 , 70%), Tailorability categories is in good
criteria (51.49%). Overall, the results showed that the Interactive Digital Book is applicable
and feasible to use as a learning medium for students.
Researcher recommend a few things to be considered. First, the Interactive Digital
Book application is an alternative media interactive learning to develop an independent and
active attitude, then the application of Interactive Digital Book can be used for any other
subject material as an innovative solution to overcome the problems and difficulties of
students in the learning process. Second, for further research, research should be conducted
to measure all aspects of student abilities, including cognitive, affective, and psychomotor,
so that it can be seen that the application of Interactive Digital Book is very suitable
application as an effort to improve student comprehension. Third, Interactive Digital Book
should be developed in order to solve the problems of students in the whole learning process,
not only for Nerve Physiology material.
Acknowledgement
Credit to Dr. Nizar Hamdani, M.Si and Lida Amalia, M.Si as the Chairman of STKIP Garut
and Chairman of the Education Biology Study Program STKIP Garut who has provided the
opportunity to conduct research and presents the results of research at the International
Conference on Science and Science Education (IConSSE) in 2015 at the Faculty of Science and
Mathematics - Satya Wacana Christian University. My gratitude also goes to Ramdhan Asep
Hidayat, M. Pd, Hamdan Ramdani, S. Pd, as well as all third-year students of Biology
Education Studies Program STKIP Garut who have helped in the implementation of this study.
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