PROS Rifki RF, Muhammad JF, Aji PW Develoment of online fulltext
Proceedings of the IConSSE FSM SWCU (2015), pp. SC.75–80
SC.75
ISBN: 978-602-1047-21-7
Develoment of online HTML & CSS learning resources with Live Editor
for Web-Based Programming subject
Rifki Rizkia Fuadi*, Muhammad Jauharul Fuady, Aji Prasetya Wibawa
Department of Electrical Engineering, State University of Malang, Indonesia
Abstract
Web-Based Programming is one of the compulsory subjects for S1 PTI students in State
University of Malang. Of course, learning to master less effective because these
languages requires intensive practice. If students rely on teachers, assistants, and lab
module, the results obtained may not be maximal. To facilitate students in independent
learning, we need a new learning resources that more flexible, accessible, make students
interested, interactive, and easy to use in mastering HTML and CSS. Development model
in this study uses the model development by Sadiman (2009). The steps are: (1)
requirements identification, (2) goal formulation, (3) subject formulation (4) evaluation
instrument formulation, (5) media script writing, (7) test, (8) revision, and (9) production.
The result of this development is a learning resources that can be accessed online at
http://kelasweb.net, containing learning materials, live editor and mini browser to
practice what they have learned, and feedback, so the student knows is he doing a correct
code or wrong.
Keywords CSS, HTML, learning resources, web
1.
Introduction
Web-Based Programming is one of compulsory subjects that must be taken by
students of S1 Educational Information Engineering (PTI), Department of Electrical
Engineering, Faculty of Engineering, State University of Malang (UM). Students are expected
to understand various languages, both programming languages or markup languages that are
used in developing a website. HyperText Markup Language (HTML) and Cascading Style
Sheets (CSS) the most important language. Both are markup language that standard for web
creation.
Based on interviews with students, most of them say having problems in learning
HTML and CSS. The amount of material, time constraints for lab practice, and the limited
learning resources is one of the reasons for learning problems.
Learning resources commonly used is a slide presentation that contains material from
lectures, lab module, and other sources from the internet. Slide presentation basically key
points which will be explained in detail by the lecturer. Lab module is also deemed less
interesting. Students were only asked to do exercises and were not given feedback directly
stating that the exercise has been done correctly or not. Therefore, students can not learn
independently, and need guidance from the lecturers and lab assistant. Learning resources
from internet are less structured.
*
Corresponding author. Tel.: +62 819 4558 1000; E-mail address: [email protected]
SWUP
Develoment of online HTML & CSS learning resources with Live Editor
SC.76
for Web-Based Programming subject
To facilitate students in individual learning, we need a new learning resources that are
more flexible, accessible, make students interested, interactive, and easy to use in mastering
HTML and CSS language. To make it easier, it also include progress tracking of learning and
live editor that provides direct feedback to the students, to make it easier to study
independently. Related research is a thesis by Azizah (2012) and Fanani (2013). From the two
researchers, we can conclude that the web application are feasible to use as a learning
resource.
2.
Materials and methods
This study uses the model development by Sadiman (2009). The steps are: (1)
requirements identification, (2) goal formulation, (3) subject formulation (4) evaluation
instrument formulation, (5) media script writing, (7) test, (8) revision, and (9) production.
Flowchart of steps can be seen in Figure 1.
Requirements
Identification
Subject
Formulation
Yes
Goal
Formulation
Evaluation
Instrument
Formulation
Revision
Media Script
Writing
Test
No
Production
Figure 1. Development steps.
Step 1. Requirements identification
This stage is the stage where the observation begins. Identification carried out to
identify the needs of the field and the characteristics of the student so that it can be seen the
gap between expected situation with the reality. Instruments used in this step is interviews
to students.
The list of questions was prepared and then submitted to the students of S1
Informatics Engineering Education at State University of Malang. The answer of the questions
then analyzed to conclude that underlie the development of these learning resources. Results
of the analysis are summarized in several points, as follows:
a. One of problems encountered is the amount of material that must be learned to master
the web-based programming.
b. The process of practical learning easier for the student to try what they have learned,
but the limited time for lab becomes one of the problems.
c. Learning resources commonly used is a slide presentation, practical modules, and other
sources from the internet. Slide presentation basically just be the key points which will
be explained in detail by the lecturer. Lab module is also deemed less attractive.
d. An easier way to learn web-based programming is by direct practice.
SWUP
R.R. Fuadi, M.J. Fuady, A.P. Wibawa
SC.77
e.
f.
The Department of Electrical Engineering, State University of Malang has given the ease
of Internet connection.
Students have been accustomed to using web-based learning resources.
Step 2. Goal formulation
At this stage general instructional objectives and specific instructional objectives are
structured. Formulation of specific instructional objectives should refer to the general
instructional objectives. While the general instructional objectives refer to the electrical
engineering catalog State University of Malang 2014. There are two general instructional
goals formulated in this study, as follows:
a. Implementing HTML code properly.
b. Implementing CSS code properly.
Hyper Text Markup Language (HTML) is a standard language used to display text,
images, video, and audio on a web page and Cascading Style Sheet (CSS) is a language that
defines how a web page content are presented or displayed in the web browser. (Raharjo,
2011).
Step 3. Subject formulation
Based on General instructional goals and specific instructional goals, points of learning
material on this learning resources assembled, as follows:
a. HTML
• Introduction to HTML
• Lists
• Table, Div, and Span
b. CSS
• Introduction to CSS
• Class and ID
• Positioning
Step 4. Evaluation instrument formulation
Evaluation tool consists of practices relating to each material. To make user able to
practice independently, this online learning resources equipped with live editor. Students
can practice what they learn directly through this live editor, and live editor will provide a
feedback about the result. The formulation of this evaluation tool cannot be separated from
the specific instructional objectives. Must be able to measure the goals and materials that
have been formulated.
Step 5. Media script writing
Content that has been formulated then embedded in a web-based learning resource
that can be access from any devices, such as: desktop, laptop, tablet, and smartphone.
Software development are done using PHP, HTML, CSS and Java Script. Web programming is
the process of writing and maintaining code to develop a software-based client-server
(Karim, 2012). Before doing coding and software development, made a series of designs that
will be the basis for development. Documentation generated in the design phase are:
SWUP
Develoment of online HTML & CSS learning resources with Live Editor
SC.78
for Web-Based Programming subject
a.
b.
c.
d.
e.
flowchart
data flow diagrams (DFD)
entity relationship diagram (ERD)
data dictionary
grapichal user interface (GUI) design.
Step 6. Test
According to Pressman (2010) software testing is a software quality assurance
developed and presented the basic study of the specification, design and coding.
The first step for testing this online learning resource is using a white-box testing to
test software algorithms. This test produced only two possibilities, passed or not. If it pass, it
does not need revisions. But if it does not pass, should be revised to improve the program
algorithm.
Another test is using a questionnaire assessed by Wahono (2006) for course expert,
media expert, and students in small and large groups.
Questionnaires use a Likert scale with a scale of 1 to 4; 1 is the lowest score and 4 is
the highest. The type of data collected is quantitative data and qualitative continuum ratio
(Sugiyono, 2011) that obtained from testing. 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.
Next the results of the data analysis are categorized in level eligibility criteria (Akbar, 2013)
can be seen in Table 1 to enter into a valid category. If not valid, then the learning resources
need to be revised.
Table 1. Feasible level criteria.
Validity Criteria
Description
(%)
Very valid (can be used without revision)
85.01–100.00
1
Enough valid (can be used with few revision)
70.01–85.00
2
Less valid (suggested not to use)
50.01–70.00
3
Not valid (prohibited to use)
1.00–50.00
4
Source: Akbar (2013)
No.
Step 7. Revision
If the online learning resources must be revised, it is necessary to validate the stages
in each step starting from the validation phase of the formulation of the material to the
media script writing. Revisions were made to improve or enhance the product. This process
is carried out based on data from the test and notes from experts. The data obtained from
course expert and media expert.
Step 8. Production
If the online learning resources has been declared as feasible for use, the learning
resources is ready to be disseminated. Because the product developed is web-based
software, users only need to access it using a web browser. This is the final stage in the
development process.
SWUP
R.R. Fuadi, M.J. Fuady, A.P. Wibawa
SC.79
3.
Results and discussion
The result of this study is an online HTML and CSS learning resources named Kelasweb,
that can be access from http://kelasweb.net. This product has gone through several stages
of testing and validation. The first test was done with white-box. From White-box test
results, the entire algorithm of software pass the test. It can be concluded that the software
works properly and ready next test.
The next test is validation by course expert. The results are showed in Table 2. Overall
testing results of course experts, obtained a score of 98%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources are feasible for use.
The next test is validation by media expert. The results are shown in Table 3. Overall
testing results of media experts, obtained a score of 88%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources feasible for use.
The next test is small students group test. The results are shown in Table 4. Overall
testing results of small group, obtained a score of 91.53%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources feasible for use.
The last test is large students group test. The results are shown in Table 5. Overall
testing results of large group, obtained a score of 94.79%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources feasible for use.
The whole testing result is shown in table 6.
Table 2. Result of course expert validation.
Scoring Aspect
Score (%)
Software aspect
95
Learning design acpect
100
Visual communication aspect
100
Total
98
Table 3. Result of media experts validation.
Scoring Aspect
Score (%)
Software aspect
87
Learning design acpect
85
Visual communication aspect
92
Total
88
Table 4. Result of small group test.
Scoring Aspect
Score (%)
Software aspect
90.83
Learning design acpect
93.13
Visual communication aspect
90.63
Total
91.53
Table 5. Result of large group test.
Scoring Aspect
Score (%)
Software aspect
96.25
Learning design acpect
95.00
Visual communication aspect
93.13
Total
94.79
SWUP
Develoment of online HTML & CSS learning resources with Live Editor
SC.80
for Web-Based Programming subject
Table 6. Result of whole test.
Test (%)
Scoring Aspect
Material
Media
Expert
Expert
Aspek Rekayasa Perangkat Lunak
95
87
Aspek Desain Pembelajaran
100
85
Aspek Komunikasi Visual
100
92
Total
98
88
4.
Students
93.54
94.00
91.88
93.14
Score (%)
91.85
93.00
94.63
93.16
Conclusion and remarks
This study produce an online HTML and CSS learning resources named Kelasweb, that
can be access from http://kelasweb.net. Features of product: (1) live editor that can be used
for direct practice, (2) mini-browser that display the results of syntax written in live editor in
realtime, (3) the exercise of each material, (4) learning progress (5) user profile page, and (6)
user guide.
This product has gone through several stages of validation and testing. Results of the
validation at each stage are: (1) course expert is 98%, (2) media expert is 88%, (3) testing of
students in a small group is 91.53% and (4) testing of students ia a large groups is 94.79%.
From the data obtained, it can be concluded that the product deserves to be exploited as a
learning resources of HTML and CSS.
References
Akbar, S. (2013). Instrumen perangkat pembelajaran. Bandung: PT Remaja Rosdakarya Offset.
Azizah, R. (2012). Pengembangan sumber belajar berbasis web untuk matakuliah praktikum dasar
pemrograman komputer Jurusan Teknik Elektro FT UM (unpublished final assignment). Fakultas
Teknik Universitas Negeri Malang.
Fanani, A.C. (2013). Pengembangan sumber belajar SQL berbasis web untuk matakuliah basis data
Prodi S1 Pendidikan Teknik Informatika Universitas Negeri Malang (unpublished final
assignment). Fakultas Teknik Universitas Negeri Malang.
Karim, S.W. (2012). Pemrograman web. Retrieved from http://repository.ung.ac.id/get/kms/845/
Pemrograman-Web.pdf
Pressman, R.S. (2010). Software engineering: A practicioner's approach (7th ed.). New York: McGrawHill.
Raharjo, B. (2011). Belajar pemrograman web. Bandung: Modula.
Sadiman, A.S. (2009). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Jakarta:
Rajawali Press.
Sugiyono (2011). Statistika untuk pendidikan. Bandung: Alfabeta.
Wahono, R.S. (2006). Aspek dan kriteria penilaian media pembelajaran. Retrieved from
http://romisatriawahono.net/2006/06/21/aspek-dan-kriteria-penilaian-media-pembelajaran/
SWUP
SC.75
ISBN: 978-602-1047-21-7
Develoment of online HTML & CSS learning resources with Live Editor
for Web-Based Programming subject
Rifki Rizkia Fuadi*, Muhammad Jauharul Fuady, Aji Prasetya Wibawa
Department of Electrical Engineering, State University of Malang, Indonesia
Abstract
Web-Based Programming is one of the compulsory subjects for S1 PTI students in State
University of Malang. Of course, learning to master less effective because these
languages requires intensive practice. If students rely on teachers, assistants, and lab
module, the results obtained may not be maximal. To facilitate students in independent
learning, we need a new learning resources that more flexible, accessible, make students
interested, interactive, and easy to use in mastering HTML and CSS. Development model
in this study uses the model development by Sadiman (2009). The steps are: (1)
requirements identification, (2) goal formulation, (3) subject formulation (4) evaluation
instrument formulation, (5) media script writing, (7) test, (8) revision, and (9) production.
The result of this development is a learning resources that can be accessed online at
http://kelasweb.net, containing learning materials, live editor and mini browser to
practice what they have learned, and feedback, so the student knows is he doing a correct
code or wrong.
Keywords CSS, HTML, learning resources, web
1.
Introduction
Web-Based Programming is one of compulsory subjects that must be taken by
students of S1 Educational Information Engineering (PTI), Department of Electrical
Engineering, Faculty of Engineering, State University of Malang (UM). Students are expected
to understand various languages, both programming languages or markup languages that are
used in developing a website. HyperText Markup Language (HTML) and Cascading Style
Sheets (CSS) the most important language. Both are markup language that standard for web
creation.
Based on interviews with students, most of them say having problems in learning
HTML and CSS. The amount of material, time constraints for lab practice, and the limited
learning resources is one of the reasons for learning problems.
Learning resources commonly used is a slide presentation that contains material from
lectures, lab module, and other sources from the internet. Slide presentation basically key
points which will be explained in detail by the lecturer. Lab module is also deemed less
interesting. Students were only asked to do exercises and were not given feedback directly
stating that the exercise has been done correctly or not. Therefore, students can not learn
independently, and need guidance from the lecturers and lab assistant. Learning resources
from internet are less structured.
*
Corresponding author. Tel.: +62 819 4558 1000; E-mail address: [email protected]
SWUP
Develoment of online HTML & CSS learning resources with Live Editor
SC.76
for Web-Based Programming subject
To facilitate students in individual learning, we need a new learning resources that are
more flexible, accessible, make students interested, interactive, and easy to use in mastering
HTML and CSS language. To make it easier, it also include progress tracking of learning and
live editor that provides direct feedback to the students, to make it easier to study
independently. Related research is a thesis by Azizah (2012) and Fanani (2013). From the two
researchers, we can conclude that the web application are feasible to use as a learning
resource.
2.
Materials and methods
This study uses the model development by Sadiman (2009). The steps are: (1)
requirements identification, (2) goal formulation, (3) subject formulation (4) evaluation
instrument formulation, (5) media script writing, (7) test, (8) revision, and (9) production.
Flowchart of steps can be seen in Figure 1.
Requirements
Identification
Subject
Formulation
Yes
Goal
Formulation
Evaluation
Instrument
Formulation
Revision
Media Script
Writing
Test
No
Production
Figure 1. Development steps.
Step 1. Requirements identification
This stage is the stage where the observation begins. Identification carried out to
identify the needs of the field and the characteristics of the student so that it can be seen the
gap between expected situation with the reality. Instruments used in this step is interviews
to students.
The list of questions was prepared and then submitted to the students of S1
Informatics Engineering Education at State University of Malang. The answer of the questions
then analyzed to conclude that underlie the development of these learning resources. Results
of the analysis are summarized in several points, as follows:
a. One of problems encountered is the amount of material that must be learned to master
the web-based programming.
b. The process of practical learning easier for the student to try what they have learned,
but the limited time for lab becomes one of the problems.
c. Learning resources commonly used is a slide presentation, practical modules, and other
sources from the internet. Slide presentation basically just be the key points which will
be explained in detail by the lecturer. Lab module is also deemed less attractive.
d. An easier way to learn web-based programming is by direct practice.
SWUP
R.R. Fuadi, M.J. Fuady, A.P. Wibawa
SC.77
e.
f.
The Department of Electrical Engineering, State University of Malang has given the ease
of Internet connection.
Students have been accustomed to using web-based learning resources.
Step 2. Goal formulation
At this stage general instructional objectives and specific instructional objectives are
structured. Formulation of specific instructional objectives should refer to the general
instructional objectives. While the general instructional objectives refer to the electrical
engineering catalog State University of Malang 2014. There are two general instructional
goals formulated in this study, as follows:
a. Implementing HTML code properly.
b. Implementing CSS code properly.
Hyper Text Markup Language (HTML) is a standard language used to display text,
images, video, and audio on a web page and Cascading Style Sheet (CSS) is a language that
defines how a web page content are presented or displayed in the web browser. (Raharjo,
2011).
Step 3. Subject formulation
Based on General instructional goals and specific instructional goals, points of learning
material on this learning resources assembled, as follows:
a. HTML
• Introduction to HTML
• Lists
• Table, Div, and Span
b. CSS
• Introduction to CSS
• Class and ID
• Positioning
Step 4. Evaluation instrument formulation
Evaluation tool consists of practices relating to each material. To make user able to
practice independently, this online learning resources equipped with live editor. Students
can practice what they learn directly through this live editor, and live editor will provide a
feedback about the result. The formulation of this evaluation tool cannot be separated from
the specific instructional objectives. Must be able to measure the goals and materials that
have been formulated.
Step 5. Media script writing
Content that has been formulated then embedded in a web-based learning resource
that can be access from any devices, such as: desktop, laptop, tablet, and smartphone.
Software development are done using PHP, HTML, CSS and Java Script. Web programming is
the process of writing and maintaining code to develop a software-based client-server
(Karim, 2012). Before doing coding and software development, made a series of designs that
will be the basis for development. Documentation generated in the design phase are:
SWUP
Develoment of online HTML & CSS learning resources with Live Editor
SC.78
for Web-Based Programming subject
a.
b.
c.
d.
e.
flowchart
data flow diagrams (DFD)
entity relationship diagram (ERD)
data dictionary
grapichal user interface (GUI) design.
Step 6. Test
According to Pressman (2010) software testing is a software quality assurance
developed and presented the basic study of the specification, design and coding.
The first step for testing this online learning resource is using a white-box testing to
test software algorithms. This test produced only two possibilities, passed or not. If it pass, it
does not need revisions. But if it does not pass, should be revised to improve the program
algorithm.
Another test is using a questionnaire assessed by Wahono (2006) for course expert,
media expert, and students in small and large groups.
Questionnaires use a Likert scale with a scale of 1 to 4; 1 is the lowest score and 4 is
the highest. The type of data collected is quantitative data and qualitative continuum ratio
(Sugiyono, 2011) that obtained from testing. 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.
Next the results of the data analysis are categorized in level eligibility criteria (Akbar, 2013)
can be seen in Table 1 to enter into a valid category. If not valid, then the learning resources
need to be revised.
Table 1. Feasible level criteria.
Validity Criteria
Description
(%)
Very valid (can be used without revision)
85.01–100.00
1
Enough valid (can be used with few revision)
70.01–85.00
2
Less valid (suggested not to use)
50.01–70.00
3
Not valid (prohibited to use)
1.00–50.00
4
Source: Akbar (2013)
No.
Step 7. Revision
If the online learning resources must be revised, it is necessary to validate the stages
in each step starting from the validation phase of the formulation of the material to the
media script writing. Revisions were made to improve or enhance the product. This process
is carried out based on data from the test and notes from experts. The data obtained from
course expert and media expert.
Step 8. Production
If the online learning resources has been declared as feasible for use, the learning
resources is ready to be disseminated. Because the product developed is web-based
software, users only need to access it using a web browser. This is the final stage in the
development process.
SWUP
R.R. Fuadi, M.J. Fuady, A.P. Wibawa
SC.79
3.
Results and discussion
The result of this study is an online HTML and CSS learning resources named Kelasweb,
that can be access from http://kelasweb.net. This product has gone through several stages
of testing and validation. The first test was done with white-box. From White-box test
results, the entire algorithm of software pass the test. It can be concluded that the software
works properly and ready next test.
The next test is validation by course expert. The results are showed in Table 2. Overall
testing results of course experts, obtained a score of 98%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources are feasible for use.
The next test is validation by media expert. The results are shown in Table 3. Overall
testing results of media experts, obtained a score of 88%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources feasible for use.
The next test is small students group test. The results are shown in Table 4. Overall
testing results of small group, obtained a score of 91.53%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources feasible for use.
The last test is large students group test. The results are shown in Table 5. Overall
testing results of large group, obtained a score of 94.79%. If referring to the criteria of
feasibility level in Table 1, it can be concluded that the learning resources feasible for use.
The whole testing result is shown in table 6.
Table 2. Result of course expert validation.
Scoring Aspect
Score (%)
Software aspect
95
Learning design acpect
100
Visual communication aspect
100
Total
98
Table 3. Result of media experts validation.
Scoring Aspect
Score (%)
Software aspect
87
Learning design acpect
85
Visual communication aspect
92
Total
88
Table 4. Result of small group test.
Scoring Aspect
Score (%)
Software aspect
90.83
Learning design acpect
93.13
Visual communication aspect
90.63
Total
91.53
Table 5. Result of large group test.
Scoring Aspect
Score (%)
Software aspect
96.25
Learning design acpect
95.00
Visual communication aspect
93.13
Total
94.79
SWUP
Develoment of online HTML & CSS learning resources with Live Editor
SC.80
for Web-Based Programming subject
Table 6. Result of whole test.
Test (%)
Scoring Aspect
Material
Media
Expert
Expert
Aspek Rekayasa Perangkat Lunak
95
87
Aspek Desain Pembelajaran
100
85
Aspek Komunikasi Visual
100
92
Total
98
88
4.
Students
93.54
94.00
91.88
93.14
Score (%)
91.85
93.00
94.63
93.16
Conclusion and remarks
This study produce an online HTML and CSS learning resources named Kelasweb, that
can be access from http://kelasweb.net. Features of product: (1) live editor that can be used
for direct practice, (2) mini-browser that display the results of syntax written in live editor in
realtime, (3) the exercise of each material, (4) learning progress (5) user profile page, and (6)
user guide.
This product has gone through several stages of validation and testing. Results of the
validation at each stage are: (1) course expert is 98%, (2) media expert is 88%, (3) testing of
students in a small group is 91.53% and (4) testing of students ia a large groups is 94.79%.
From the data obtained, it can be concluded that the product deserves to be exploited as a
learning resources of HTML and CSS.
References
Akbar, S. (2013). Instrumen perangkat pembelajaran. Bandung: PT Remaja Rosdakarya Offset.
Azizah, R. (2012). Pengembangan sumber belajar berbasis web untuk matakuliah praktikum dasar
pemrograman komputer Jurusan Teknik Elektro FT UM (unpublished final assignment). Fakultas
Teknik Universitas Negeri Malang.
Fanani, A.C. (2013). Pengembangan sumber belajar SQL berbasis web untuk matakuliah basis data
Prodi S1 Pendidikan Teknik Informatika Universitas Negeri Malang (unpublished final
assignment). Fakultas Teknik Universitas Negeri Malang.
Karim, S.W. (2012). Pemrograman web. Retrieved from http://repository.ung.ac.id/get/kms/845/
Pemrograman-Web.pdf
Pressman, R.S. (2010). Software engineering: A practicioner's approach (7th ed.). New York: McGrawHill.
Raharjo, B. (2011). Belajar pemrograman web. Bandung: Modula.
Sadiman, A.S. (2009). Media pendidikan: Pengertian, pengembangan, dan pemanfaatannya. Jakarta:
Rajawali Press.
Sugiyono (2011). Statistika untuk pendidikan. Bandung: Alfabeta.
Wahono, R.S. (2006). Aspek dan kriteria penilaian media pembelajaran. Retrieved from
http://romisatriawahono.net/2006/06/21/aspek-dan-kriteria-penilaian-media-pembelajaran/
SWUP