Development Of Learning Materials Research Articles

A Systematic Literature Review of Current Studies on Comparison Between the CEFR and CSE

The Common European Framework of Reference for Languages (CEFR) is widely used in the area of learners’ proficiency assessments, curriculum design and learning material development all around the world. To better facilitate the language teaching, learning and assessment, the Ministry of Education in the People’s Republic of China launched the development of China’s Standards of English Language Ability (CSE) in 2014. Then, in 2018, a unified English language ability framework, the CSE was developed. This study aims to examine the differences of current studies on the CEFR and CSE in terms of alignment, target audience and language, application on education, and the most frequently used methodologies. The method used is the systematic literature review (SLR). Through this method, ten articles were obtained from different databases. Based on the analysis, the findings are as follows. First, the majority of studies were in terms of the alignment between the two frameworks from the perspective of listening, reading, writing and other skills. The second largest number of studies on the comparison of the two frameworks focused on the general comparison between them. Additionally, there was only one study related to the application of CEFR and CSE in education. Based on the findings, it can be concluded that most of current studies on the comparison between the CEFR and CSE centre on the alignment and general comparison, few studies were conducted to compare the descriptors of the four English language skills. Hence, future studies should focus more on the comparison of listening, speaking, reading and writing descriptors.

QR Code-Based Digital Media for Scientific Literacy Skills Enhancement of Elementary School Students

QR Code-based learning encourages teachers to be more creative in designing lessons and students to become more active in the learning process. The problems that are present are the low literacy skills of students in the field of science education, the lack of ability in the field of digital-based technology for science literacy learning, describing alternative solutions to improve science literacy in elementary school students. The development of learning materials in the form of QR Code-based E-Modules aims to enhance higher-order thinking skills in thematic learning. This research aims to develop, validate, and assess effectiveness development of QR Code-Based digital media to enhance scientific literacy skills in the teaching of natural sciences. The research design follows the Research and Development (R&D) method, specifically the Richey and Klein method, consisting of three stages: Planning, Production, and Evaluation. Validation results from media experts show a percentage of 91.57%, language experts 84.38%, and content experts 96.13%. Thus, the developed product is considered highly feasible and ready for testing. The next stage involves one-to-one testing, small group testing, and field testing. One-toone testing scores were 90.28%, small group testing was 93.33%, and field testing was 85.74%. To verify the accuracy of the data, a paired sample t-test using SPSS is conducted, resulting in significance = 0.000 < 0.05. Therefore, it can be concluded that implementing QR Code-based digital media in science education has a significant positive effect, making it highly feasible and effective for use in fourth-grade science classrooms. Thus with this research students' abilities in implementing scientific literacy in everyday life can be improved to achieve better learning outcomes.

DEVELOPMENT OF ELECTRONIC LEARNING MEDIA PACAL RESERVIOR MATERIAL FOR PHASE F CLASS XI SMAN 1 BAURENO

Abstract:This study aims to develop effective and interactive learning materials for Pacal Reservoir content within Phase F, Class XI at SMAN 1 Baureno, employing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) approach. Emphasizing the creation of interactive learning resources, the research endeavors to enhance students' comprehension of the technical and environmental aspects associated with the Pacal Reservoir. Methodologically, the research employs learning needs analysis, media design, development based on predetermined designs, implementation within the classroom setting, and evaluation of the efficacy of the developed learning materials. Notably, the active involvement of students and teachers in the development process plays a pivotal role in ensuring that the produced learning materials address identified needs and effectively enhance student engagement and comprehension of the Pacal Reservoir content. It is anticipated that the findings of this study will contribute to the enhancement of the quality of learning materials pertaining to the Pacal Reservoir at SMAN 1 Baureno, while also serving as a valuable reference for the development of similar learning resources across related fields of study. Keywords: Learning Media, Pacal Reservoir, Class XI, ADDIE Method, Interactive

Development of Learning Material using Gamification for Students with Autism Spectrum Disorder

The basic need for students with an autism spectrum disorder in lectures is repetition in their learning activities. The development of gamification for learning material can accommodate these needs. Information System Department, Universitas Komputer Indonesia, has developed multimedia-based learning material with the concept of gamification for them in two courses as prototypes. Data for the needs for developing learning material was carried out through forum group discussions with experts in the education field for students with special needs. When data is collected from stakeholders, then analyzed with the Strength, Weakness, Opportunity, and Threat model to get a description of the internal and external environment in their learning process. After that, the design, development, and testing (using the black box method and user acceptance testing) of the multimedia application are presented. The result is an application as a prototype which is packaged in a gamification concept to provide interactive audiovisual through the provision of theoretical and practical material video and evaluation by the completion of a mission in a game. The goal is to efficiently deliver material in the learning process for them. The impact of the prototype can be able to improve the quality of the learning experience of students with an autism spectrum disorder.

Improvement of students' digital literacy through the development of android-based Smart Edu learning media on plant breeding material

This study intends to increase students' digital literacy abilities through the implementation of Smart Edu learning media in plant breeding material. This is a research and development project. Peer reviewers, material specialists, media experts, and student trials are used to evaluate products. Digital literacy and media assessment questionnaires were used to gather research data. The investigation's findings are: 1) According to scientific phases, the Android-based Smart Edu learning media was created, and its features include an eye-catching visualization display, ease of use, and content that aligns with the goals of plant growth and development; 2) according to material expert tests, android-based smart edu learning media on plant growth and development material that has been developed is suitable for use in learning when viewed from the perspective of content assessment or the learning material's contents, which are included in the very good category; 3) learning with android-based smart edu media has significantly improved digital literacy when compared to conventional learning. The development and application of Android-based smart educational learning materials demonstrate that their use is both practical and efficient in enhancing students' digital literacy. Further study should be done to create iOS and Android-based applications as well

메타버스 플랫폼을 활용한 실과 교과의 블렌디드 학습 방안에 대한 연구

This study proposes a method for applying blended learning using Metaverse to practical and subject-based education. The research process involved conducting classes with prospective teachers using a blended learning method with Metaverse. Subsequently, we surveyed participants to assess their experience, the applicability of the method, its effectiveness, and their willingness to use it. and provided implications through statistical analysis and mentoring by field teachers. The results of the lesson design are as follows. First, using the Metaverse in Practical Arts subjects classes proved effective in stimulating interaction and interest among prospective teachers, regardless of whether the setting was face-to-face or non-face-to-face. Following their exposure to the Metaverse and blended classes, the practical subject matter was found to be effective. There was a more positive response regarding the effect of blended learning on both theory and practical education. Moreover, a positive perception of its ability to enhance interest and immersion appeared to have existed even before the classes. Second, while pre-service teachers' experience of teaching using the Metaverse did not significantly change their opinions on difficulty level and technical challenges, it positively affected their willingness to use Metaverse in their own classes in the future. Third, practical teaching and learning materials were developed based on class experiences with the Metaverse and guidance from field teachers. Through this process, specific learning methods and considerations for using the Metaverse were proposed. These include an emphasis on experience, enhancing interaction, and linking embedded functions. We hope this study will serve as foundational research on Eduech-based learning methods for Practical Arts education and encourage the development of learning materials based on various Metaverse platforms.

Moodle-based Harmonization Learning Materials Development: Improving Learning Outcomes Office Management Automation Skills

The qualification of the teaching material coordination developed using Moodle media and the effectiveness of the materials developed to improve student learning outcomes. This research is developmental research. The development model used in this research is the ADDIE model. The data in this study are data on the validity of teaching materials that have been validated by material experts, media experts, and learning designers. The data collected are further analyzed descriptively to find out the effectiveness of the educational materials developed and to know the efficacy of the teaching materials tested. The results of the research show that Moodle-based coordination materials are worthy of being used to improve the learning outcomes of alignment subjects among students in the X class of OTKP Vocational Education at Swasta Bina Satria Medan. On the results of the post-test, there was an increase in the student's learning outcome by 0.033 (0.3 < g ≤ 0.7) with a moderate criterion. Furthermore, Moodle-based coordination teaching materials are effective in improving the learning outcomes of student coordination subjects. Based on the t test, the magnitude of the thitung value is 2,187, while the ttable value is 0,396. This means that the value of thitung > ttable (2,187 > 0,396), so the teaching material is declared effective.

Development of Video Learning Materials for Asertification of Communication Skills in Students

The aim of this research is to determine the effectiveness of developing assertive learning videos for Jambi University students. The research method used in this research is the Research and Development (R&D) method. This development research uses the development method from Trollip and Allesi which centers on the use of multimedia as a learning tool. This method was chosen because it can be used as a guide for developing and testing the effectiveness of communication assertiveness learning videos for Jambi University students. The data that will be collected in this research will be quantitative and qualitative data. Quantitative data is carried out using questionnaires which will be distributed to Jambi University students. The results of the research show that the material validation of the assertive communication skills learning video for PORKES students at Jambi University obtained a percentage of around 94.30% so that it could be declared eligible in the very good category. Media validation, the percentage of appropriateness in the assertive communication skills learning video was found to be around 94% in the very good category. The percentage of Jambi University PORKES student respondents through the Field Trial showed an average percentage figure of 86% with a very high classification of interest in learning in assertive communication skills. Based on the results of research that has carried out expert and field validation trials in developing Assertive Communication Skills Learning Videos for PORKES Students at Jambi University, it can be concluded that the development of learning media in this research began by conducting a need analysis on individuals aged 18-20 year.

Qiroati Method Program Management in Developing the Quality of Quran Reading for Students

This research uses a qualitative approach with case studies in several educational institutions and Qur'an learning centers that apply the Qiroati method. Data was collected through observation, interviews, and analysis of documents related to existing learning programs. Data analysis is carried out with content analysis techniques. The results of this study indicate that the Qiroati method has a positive impact on the development of the quality of Qur'an reading. By integrating aspects of tajweed and tafsir, learners can understand the meaning and law of tajweed contained in each verse of the Qur'an. Learning programs that adopt the Qiroati method are also able to provide a more immersive and interactive learning experience, helping learners overcome difficulties in reading the Qur'an correctly. However, challenges also arise in implementing the Qiroati method, such as the need for teachers who are skilled in tajweed and tafsir, as well as the development of learning materials that follow the students' comprehension behavior. Therefore, it is recommended that there is a holistic approach in designing learning programs, as well as continuous training for teachers to maximize the potential of the Qiroati method in improving the quality of Qur'an reading.

Enhancing Arabic Reading Skills: A Prezi Program-Based Learning Material Development for Integrated Islamic Elementary Schools in Indonesia

This study addresses the challenge of enhancing Arabic language learning through the development of engaging learning materials using Prezi software. Combining qualitative and quantitative approaches within the Research and Development (R&D) methodology, the study progresses through stages including needs identification, expert consultations, and model development. Implemented in a fifth-grade class, the model underwent testing using a pretest-posttest Control Group design, demonstrating significant improvements in students' reading comprehension (t0=4.6, exceeding critical t-value at 99% confidence level). Recommendations highlight the importance of Arabic language schools embracing technology, with tailored training for teachers and the utilization of programs like Breasy for material development. Emphasis is placed on optimizing learning media to foster student engagement, with implementation strategies focused on enhancing teacher proficiency and promoting active student participation in elementary Arabic language instruction.

Needs Assessment and Analysis in Learning Material Development for Igbo L2 Learners at the Upper Basic Levels in Ebonyi State

The study is an action research that undertook a needs analysis and assessment prior to the development of a learning material for Igbo L2 learners at the Upper Basic Level I (JssI). It is helpful to understand learners’ needs and get data from them before any learning material could be developed. It is also necessary to know what the learners’ objectives are, their needs, interests, expectations, background experiences in order to develop the material that would meet the needs of the learners. This study discusses the importance of knowing learners’ needs and to use same as a starting points in designing a learning material for them. The study is a descriptive survey research design that used questionnaires, Oral and written Igbo tests (OWIT) to elicit vital information from the respondents about their age, ethnic group, first language spoken, their level of competence in Igbo language, purposes for learning Igbo, situations for Igbo language use, language skills which learners most wish to develop and finally, the communicative activities they should be able to perform in Igbo language. The above information from the needs analysis and assessment guided the researcher in developing a learning material that is responsive to the needs and aspirations of learners of Igbo as a second Nigerian Language.

CEFR vocabulary level as a predictor of user interest in English Wiktionary entries

This contribution explores the relationship between the English CEFR (Common European Framework of Reference for Languages) vocabulary levels and user interest in English Wiktionary entries. User interest was operationalized through the number of views of these entries in Wikimedia server logs covering a period of four years (2019–2022). Our findings reveal a significant relationship between CEFR levels and user interest: entries classified at lower CEFR levels tend to attract more views, which suggests a greater user interest in more basic vocabulary. A multiple regression model controlling for other known or potential factors affecting interest: corpus frequency, polysemy, word prevalence, and age of acquisition confirmed that lower CEFR levels attract significantly more views even after taking into account the other predictors. These findings highlight the importance of CEFR levels in predicting which words users are likely to look up, with implications for lexicography and the development of language learning materials.

초등교사의 디지털 리터러시 교육에 대한 인식 양상

Objectives This study focuses on examining the perception of digital literacy education by analyzing teaching and learning materials related to digital literacy education produced and shared by elementary school teachers.
 Methods To this end, we analyzed teaching and learning materials related to digital literacy shared through ‘Indie School’, a representative communication platform for elementary school teachers, and through this, we investigated when, what content, and why they are providing digital literacy education.
 Results First, teachers were mainly conducting digital literacy education using creative experiential activity time for upper grades, and the amount of teaching and learning materials showed a rapid increase starting in 2020. This can be said to show that teachers' interest in digital literacy education has increased rapidly since COVID-19, and that they recognize that upper grades are appropriate targets for digital literacy education. Second, it was confirmed that the learning content covered in the teaching and learning materials was concentrated on some content elements of digital literacy, and that some materials were not well differentiated from content elements of related concepts such as news literacy, media literacy, and digital citizenship. This suggests that teachers need a more specialized understanding of digital literacy concepts and characteristics. Third, teachers' digital literacy education objectives were broadly categorized into supporting digital literacy learning activities presented in textbooks, learners' low digital literacy levels, and preventing and resolving problems that appear in digital spaces.
 Conclusions Based on these results, this study focused on the need for teachers to have a more professional understanding of the concept of digital literacy, the need for support in various aspects to develop teaching and learning materials related to digital literacy, the need for development and distribution of teaching and learning materials for evaluation purposes and the need for research into appropriate teaching and learning methods.

The development of rbl-stem learning materials to improve students’ combinatorial thinking skill in solving local (a,d)-edge Antimagic coloring problems for Line Motif Batik Design

Combinatorial thinking is a problem-solving approach that involves analyzing and synthesizing different elements or possibilities to create new combinations or arrangements. It is a critical skill in various fields, including mathematics, computer science, biology, and optimization problems. Combinatorial thinking allows individuals to explore and understand the relationships between elements and discover novel solutions through systematic enumeration and manipulation. To develop students' combinatorial thinking skills, we need to support the learning process with learning materials of specific model and approach. In this study, we will develop RBL learning materials with a STEM approach to improve students' combinatorial thinking skills. We will use R&D (research and development) model for doing study of this research, namely Thiagarajan 4-D model. The developed learning materials met the criteria of being valid, effective and practical. The validity scores obtained for each material were 3.53 for RTM, 3.69 for LKM and 3.66 for THB. The observation results of learning implementation were 3.61 with a percentage of 90%, and the student responses were 3.75 with a percentage of 93.75 positive, so they met the practical criteria. Based on the test results, the researchers found that 82.75% of the students were complete so that they met the effective criteria.

Nirmana Motion Graphic Video: Innovation in Learning Design Principles and Elements

The use of technology in education has become increasingly important in facilitating effective learning. However, the lack of diversity and innovation in using technology to develop learning materials poses new challenges for educators. In response, this research aims to develop and test the feasibility of a motion graphic video called Nirmana, which includes learning materials on design elements and principles. The research and development (R&D) process applied the ADDIE model to develop the motion graphic video media. The media testing involved 101 design major students. The data collection used questionnaires, observations, interviews, and documentation, which were analyzed using qualitative and quantitative methods. The result of this research is a Nirmana motion graphic video with learning materials about the elements and principles of design. The media was field-tested based on student assessment using the mean results per aspect. The assessment criteria included clarity of information and instructions, media attractiveness, usability and accessibility of media, and material arrangement and use of illustrations. The results showed that the Nirmana motion graphic video media received good to excellent scores on all of these assessment criteria. Specifically, the clarity of information and instructions received a good score of 78.7%, the media attractiveness received an excellent score of 81.7%, the usability and accessibility of media received an excellent score of 89.6%, and the material arrangement and use of illustrations received an excellent score of 85.8%. These results indicate that the developed Nirmana motion graphic video media is suitable for use as a design learning media. Furthermore, this research suggests that using technology to develop relevant and innovative learning materials can positively impact student attitudes and interest in learning design.

DEVELOPMENT OF VIDEO LEARNING MATERIALS ON ANIMAL AND HUMAN MUSCULAR ORGANS

Today's students grow and develop in the digital era, where access to various information via electronic media has become commonplace. Therefore, the development of learning videos is not only relevant but also an urgent need to answer the characteristics of this digital generation. This research aims to create learning videos on animal and human movement organs that are suitable for use in learning. This research is development research that uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Based on the presentation of research results, information was found that learning videos on animal and human movement organs were declared suitable for use in learning with an average percentage of 85.83% from media experts, 91.66% from material experts, and 87.5% of student responses in the category worthy. These findings highlight the importance of integrating technology in education to facilitate more effective learning. Therefore, adjusting the curriculum and developing learning materials that support using video as an educational tool is necessary. Apart from that, aspects of technology accessibility and affordability need to be paid attention to so that the benefits of video-based learning can be felt equally by all students.

The development of RBL-STEM learning materials to improve the students’ forecasting skills in solving resolving efficient dominating set for hydroponic farming

Students' forecasting skills are currently still very low. This study aims to develop learning tools with the Riset-Based Learning (RBL) model and using the STEM (Science, Technology, Engineering, and Mathematics) approach to improve students' forecasting skills in solving resolving efficient dominating set (REDS) problems. The development of the RBL-STEM device was carried out using the 4D development model (define, design, develop, and disseminate). The developed learning tools meet valid criteria with a percentage of 92.3%, practical criteria with a percentage of 96.26%, and effective with a percentage of 89%. Based on the results of the normality test, it can be concluded that the pre-test and post-test scores are normally distributed because the p-value is higher than 0.05, namely 0.404 and 0.117. Furthermore, the paired samples T-test test produces a p-value that is less than 0.05, namely 0.000, indicating that the pretest and posttest results show that students' forecasting skills have increased statistically significant. Thus, it can be concluded that there is a significant increase in students' forecasting skills after participating in RBL-STEM learning.

The development of RBL-stem learning materials to improve students’ combinatorial thinking skills in solving b-coloring problems for companion farming

Research Based Learning can be packaged with STEM approach. In a RBL, students will find a problem that requires a solution, problem solving skills are very important in learning. One of these mathematical thinking skills is combinatorial thinking skills. b-coloring is one of the concepts of graph theory. b-Coloring is widely applied in various fields, one of which we can apply to companion farming precision agriculture The development of RBL-STEM learning tools to improve students' combinatorial thinking skills in this research meet the criteria of valid, practical, and effective. The validity scores was 3.87. The observation results of learning implementation were 3.83 with a percentage of 95.75%, and student responses were 96.5% positive so that they met practical criteria. Based on the test results, researchers found that 97.5% of students were complete so that they met the effective criteria. Quantitative analysis involves processing pretest and posttest data, where normality test and paired sample t-test are conducted. Based on the normality test, it can be concluded that the pretest and posttest scores have a normal distribution, because the p-value is greater than 0.05, namely 0.053 and 0.059. Furthermore, a paired sample t-test was conducted which showed a p-value of 0.000. These results show that there is a significant increase in students' combinatorial thinking skills after participating in the learning.

The development of RBL-STEM learning materials to promote the students analytical thinking skills in solving convolutional neural network problems

Analytical thinking is a crucial cognitive skill that involves organizing, connecting, and understanding information to formulate solutions to problems. Analytical thinking skill consist of three indicators, namely the ability to distinguish, organize, and connect. To enhance higher-order thinking skills, we utilize RBL learning integrated with a STEM approach. Developing the learning materials to support the success of learning activity is important to improve student analytical thinking skill. The learning materials that have been developed reach the criteria of valid, practical, and effective. The validity of material component reach 3.79 or 94.75%. The post-test results show that 31 students (82%) have scores above the minimum completeness. The observation result of material learning implementation achieved an average score of 3.95, equivalent to a 98.75% percentage. Student response data reaches the average positive percentage 90.64%. Based on data analysis, it can be conclude that the RBL-STEM learning materials is ready for use.

Involving students as collaborators in developing learning materials through action research

ABSTRACT This study focuses on English as a foreign language (EFL) students’ involvement in a school’s action research (AR) project. The study aims to demonstrate how students develop their communication, interaction, and collaboration while joining AR projects in developing classroom-based materials. The ideas of critical participatory AR, material development theory, learning theory, and practices were used to construct the study. Differentiated instruction principles were also applied to create learning activities and tasks. A secondary school-level classroom-based initiative in Indonesia has been reported to show how AR can effectively aid in designing classroom-based materials. Through active engagement in the AR project, students develop their ability as co-researchers, co-creators, co-inquirers, and evaluators throughout every project stage. AR also allows instructors to study their students’ responses to new materials and interact with them to generate compelling context-specific content. The study also discusses the implications of having AR for developing more authentic classroom-based materials, challenging the prevailing established order, managing their collaborative roles while using their insights productively, and fully interacting with their peers.