Development of Instructional Design Based on Computer Assisted Instruction Models for Database System Course in Information Technology Colleges
| Autor: | Ruliah, Zulfiati Syahrial, Suyitno Muslim, Andita Suci Pratiwi |
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| Rok vydání: | 2020 |
| Předmět: | |
| Zdroj: | Universal Journal of Educational Research. 8:21-30 |
| ISSN: | 2332-3213 2332-3205 |
| Popis: | Learning systems based on traditional face-to-face approaches that are teacher-centered, often result in teachers not completing delivering teaching material due to time constraints. This has an impact on the unachieved learning goals that have been set. Instructional design plans that do not support the learning process are carried out effectively, exacerbating this situation. This paper proposes an instructional design model that integrates a Computer Assisted Instruction (CAI) model based on a combination of Tutorial models and Drill and Practice models, to support the learning of Database Systems in information technology colleges in Indonesia. Unlike the interactive CAI model which is generally desktop based, this paper proposes a CAI model with a web-based interactive learning system and is connected to external learning resources. These external learning resources provide resources relevant to the theme of learning to enrich students' insights in developing learning concepts, so that they truly become an effective medium for independent learning, anytime and anywhere outside of formal learning time. This research uses the Research and Development (R&D) method, consisting of three main stages: system requirements analysis, system development, and formative evaluation. Formative evaluation involves expert validation, one-on-one student evaluations, and field trials to test the effectiveness of instructional designs. Instructional design development refers to the basic model developed by Dick and Carey, but modified in the Learning Strategies section. The average value of the results of the validation of experts (media experts, instructional design experts, and content experts) to the instructional design products developed reached 82.6%. This value indicates the instructional design product in the appropriate and effective categories of use. Student responses to students' one-on-one evaluations and field trials show that instructional design products developed are appropriate for students to use to learn independently and be actively involved in the learning process, with average grades (attractive appearance, friendly use, and presentation material) reached 84.2%, while the average level of mastery of students in certain areas of competence reached more than 95%. |
| Databáze: | OpenAIRE |
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