Instructional Design Model Research Articles

Improving Student Accessibility and Engagement with Applications as Learning Media in the Digital Era

This research aims to improve student accessibility and engagement in Islamic religious education through the development of a mobile application named AGAMIS (Aplikasi Gawai Mahir Agama Islam). The study was conducted at the Department of Business Administration, Politeknik Negeri Samarinda, focusing on Generation Z students who are highly accustomed to digital technologies. Using the ADDIE model for instructional design, the research adopted a Research and Development (R&D) approach to create an interactive platform offering features such as learning materials, quizzes, and discussion forums. After implementation and testing, the results showed a significant increase in student participation, motivation, and understanding, with 70% of the students demonstrating improved comprehension of the course content. This suggests that AGAMIS is an effective tool for enhancing student engagement in religious education. The findings contribute to the ongoing efforts in integrating technology in education, especially in the context of Islamic studies, and provide a foundation for future research in developing digital learning media.

Using Gagene's Model for Enhancing EFL Students Innovative Thinking

Gagne's model of instructional design is based on the information processing model of the mental events that occur when adults are presented with various stimuli and focuses on the learning outcomes and how to arrange specific instructional events to achieve those outcomes. Innovative thinking is the ability to create something new. This study aims at, assessing the average level of the (4th) year secondary school students' achievement in thinking skill; finding out if there is any significant difference between the achievement of the experimental and control group in the posttest; finding out if there is any significant difference between the experimental group's achievement at the recognition and the production levels in the posttest; finding out if there is any significant difference among the five variables, vocabulary, grammar, clarity, accuracy and precision. In order to fulfill the aims of the study, the following null hypotheses have been posted; there is a statistically significant difference between the average level of the students' achievement and theoretical level of achievement in the posttest; there is a statistically significant difference between the mean scores of the control group, who are taught according to the conventional method and the mean scores of the experimental group who are taught according to the conventional method and the mean scores of the experimental group who are taught by using of Gagne’s Model; there is a statistically significant difference between the mean scores of the experimental group's achievement at the recognition and the production levels in the posttest; there is a statistically significant difference between students' mean scores of the five variables, vocabulary, grammar, clarity, accuracy and precision in the posttest.

Validity of Local Wisdom-Based Insets Learning Model to Improve Critical Thinking Skills of Senior High School Students

Objective: This study aims to produce a valid learning tool for the local wisdom-based insets model to improve the critical thinking skills of high school students. Method: This research uses the Instructional Design Model (IDM) 1) needs analysis, 2) design and development of prototypes, 3) validation of socio-scientific issues, and 4) testing of socio-scientific issues prototypes. socio-scientific issues validation, 4) socio-scientific issues prototype testing, 5) socio-scientific issues evaluation, 6) socio-scientific issues revision. Validity was measured based on validation results from three expert lecturers. Data analysis was done descriptively and quantitatively. Results: The overall average test results of content validity with a very valid category, the overall average of construct validity with a very valid category, and the overall average validity of learning devices with a very valid category. The results showed that the insets model learning device based on local wisdom is valid for improving the critical thinking skills of high school students. Novelty: Students' critical thinking skills can be trained by integrating local wisdom-based insets learning model for 21st-century education.

대학생의 진로개발역량 향상을 위한 상호작용 기반 교수설계 모형 연구

대학생의 진로개발역량 향상을 위한 상호작용 기반 교수설계 모형 연구

DEVELOPING INTERACTIVE MULTIMEDIA-BASED ESP TO IMPROVE ENGLISH PROFICIENCY AND CAREER GUIDANCE AT UPMI MEDAN

This research explored the development of an interactive multimedia-based English for Specific Purposes (ESP) program designed to enhance English proficiency and career guidance at UPMI Medan. It addressed a notable discrepancy between theoretical frameworks and practical needs in ESP, as students increasingly demanded courses that integrated both oral and written communication skills with job-related tasks. Applying the Kemp instructional design model, the research used a comprehensive multi-phase approach: assessing student proficiency levels, identifying instructional needs, designing tailored ESP content for Business Administration, Tourism, and Public Speaking, and incorporating multimedia platforms such as Udemy and Gaminik. Key findings revealed that 40% of students prioritized mastering business correspondence, 58% sought improved communication skills for meetings, and 48% were interested in tourism-specific English. The research highlighted the effectiveness of flipped learning and interactive multimedia in overcoming vocabulary challenges and boosting engagement. Ultimately, it emphasized the need to integrate career-focused modules into ESP courses to better align language skills with career aspirations, thereby enhancing employability and professional readiness.

A shared metacognition-focused instructional design model for online collaborative learning environments

A shared metacognition-focused instructional design model for online collaborative learning environments

DEVELOPMENT OF FLIPPING BOOK LEARNING MATERIALS INTEGRATED WITH PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' DIGITAL LITERACY

Digital literacy is the ability to access, manage, understand, evaluate and create information safely and appropriately. This research aims to produce a valid, practical and effective problem-based learning flipping book instructional material focusing on the diversity of mangrove species, Gonda Mangrove Park, Polewali Mandar to increase student’s digital literacy. This research is R&D and follow the ADDIE instructional design model. The population in this study were X4 SMAN 2 Majene, Sulawesi Barat. The research instrument used pretest-posttest, questionnaires and digital literacy observation sheets. Data analysis through N-Gain Test. The findings obtained from this study indicate a percentage of validity test such as material 100%, learning instruction 81.42%, lesson plan 95.75% and educational practitioner 100%. Practicality test including one-to one trial 83.17%, small group trial 86.90% and field trial 88%, three of them categorized as practical. Based on the N-Gain score, the effectivity of instructional materials shows 0.71, it means the learning materials increasing student’s digital literacy effectively.

Designing the open-badges guideline based on the fuzzy Delphi method

This study aims to obtain expert consensus on the appropriate elements of open badge learning guidelines. The Fuzzy Delphi Method (FDM) was used to reach a consensus from 20 experts with different backgrounds. These guidelines were designed and developed based on the Fuzzy Delphi Method (FDM) as well as the integration of the ASSURE instructional design model by Heinich, Molenda, and Russell (1993). The guidelines were evaluated by selected experts using several criteria, and data were collected through questionnaires. Based on the results of the study, all items meet the requirements in the number of three fuzzy triangles and pass the de-fuzzing process (more than Alpha α – cut-off value 0.5). Therefore, the findings of the study show that the experts agree that this module is suitable to be implemented according to the six themes set. The findings highlight key constructs for OBL guideline development included several key constructs related to OBL guideline content, state guideline objectives, method, media/tool, and material selection, as well as recommendations for use and participation based on the ASSURE instructional design model. Further research can incorporate insights from fields such as psychology, sociology, and educational policy. The focus should be on technical aspects and use qualitative and quantitative methods to ensure that all students, regardless of background, receive fair qualifications and recognition.

Blended Learning as Part of Instructional Design: The Effectiveness in Teaching and Learning by Students

The instructional design model can assist educational institutions in implementing blended learning and in helping educators and learners adjust to the blended learning environment. This paper uses a meta-synthesis of previous studies. It aims to explore the influence of instructional design in blended learning and the direction of further research development. A total of 10 articles were selected through in-depth screening through a Web of Science search. The data selection uses blended learning and instructional design as two keywords, and the paper was published around 2020 to 2024. The findings of this study show that instructional design in blended learning can effectively improve the positive influence of teachers and students in participation, interaction, and assessment. This study also clarifies the direction of future research. These insights play a role in summarizing the instructional design of blended learning in the "post-pandemic era" and provide directions for stakeholders to continue to focus on future development.

Theoretical foundations and implications of augmented reality, virtual reality, and mixed reality for immersive learning in health professions education

BackgroundAugmented Reality (AR), Virtual Reality (VR) and Mixed Reality (MR) are emerging technologies that can create immersive learning environments for health professions education. However, there is a lack of systematic reviews on how these technologies are used, what benefits they offer, and what instructional design models or theories guide their use.AimThis scoping review aims to provide a global overview of the usage and potential benefits of AR/VR/MR tools for education and training of students and professionals in the healthcare domain, and to investigate whether any instructional design models or theories have been applied when using these tools.MethodologyA systematic search was conducted in several electronic databases to identify peer-reviewed studies published between and including 2015 and 2020 that reported on the use of AR/VR/MR in health professions education. The selected studies were coded and analyzed according to various criteria, such as domains of healthcare, types of participants, types of study design and methodologies, rationales behind the use of AR/VR/MR, types of learning and behavioral outcomes, and findings of the studies. The (Morrison et al. John Wiley & Sons, 2010) model was used as a reference to map the instructional design aspects of the studies.ResultsA total of 184 studies were included in the review. The majority of studies focused on the use of VR, followed by AR and MR. The predominant domains of healthcare using these technologies were surgery and anatomy, and the most common types of participants were medical and nursing students. The most frequent types of study design and methodologies were usability studies and randomized controlled trials. The most typical rationales behind the use of AR/VR/MR were to overcome limitations of traditional methods, to provide immersive and realistic training, and to improve students’ motivations and engagements. The most standard types of learning and behavioral outcomes were cognitive and psychomotor skills. The majority of studies reported positive or partially positive effects of AR/VR/MR on learning outcomes. Only a few studies explicitly mentioned the use of instructional design models or theories to guide the design and implementation of AR/VR/MR interventions.Discussion and conclusionThe review revealed that AR/VR/MR are promising tools for enhancing health professions education, especially for training surgical and anatomical skills. However, there is a need for more rigorous and theory-based research to investigate the optimal design and integration of these technologies in the curriculum, and to explore their impact on other domains of healthcare and other types of learning outcomes, such as affective and collaborative skills. The review also suggested that the (Morrison et al. John Wiley & Sons, 2010) model can be a useful framework to inform the instructional design of AR/VR/MR interventions, as it covers various elements and factors that need to be considered in the design process.

Pengaruh Model Pembelajaran Meaningful Instructional Design (MID) terhadap Keterampilan Menulis untuk Teks Laporan Hasil Observasi dari Siswa Sekolah Menengah Pertama

Based on observations conducted by the researcher at the junior high school level in Sitinjo, it was found that a majority of students face difficulties in comprehending the material on writing observation report texts. This study aims to determine the impact of the Meaningful Instructional Design (MID) model on the writing skills of seventh-grade students in relation to observation report texts. The population for this study consists of all seventh-grade students at a junior high school in Sitinjo, totaling 147 individuals. The sample for this study includes 31 students from class VII-1. The research method employed is an experimental method with a one-group pretest-posttest design. The data analysis techniques utilized include requirement testing, normality testing, and hypothesis testing. The average post-test score of 84.65 falls into the good category, while the average pre-test score of 64.84 is classified as fair. Based on the research results (pretest and posttest) and the "t" test results, where t_calculated > t_table (8.224 > 2.04523), the null hypothesis (H0) is rejected, and the alternative hypothesis (Ha) is accepted. The study findings indicate that the utilization of the Meaningful Instructional Design (MID) model has a positive influence on the writing skills of seventh-grade students regarding observation report texts at a junior high school in Sitinjo during the 2023/2024 academic year.

Development Of Digital Learning Platform to Boost Chinese Children’s Mental Health Awareness: Experts’ Evaluation

The increasing prevalence of mental health disorders among children, exacerbated by the COVID-19 pandemic, calls for innovative educational approaches and tools. Traditional mental health curriculum in Chinese elementary schools often rely on didactic methods that fail to engage students effectively. The “Mind Explorers” digital learning platform addresses this issue by enhancing mental health awareness among grade-2 students. Based on the ADDIE instructional design model and Biggs’ Constructive Alignment model, the platform integrates learning outcomes, content, activities, and assessments via Google Site. The sample unit “Know About Yourself” focuses on self-awareness and emotional regulation through storytelling, reflective activities, and interactive quizzes. Expert evaluations indicate positive reception of the platform’s content, usability, and educational alignment, with suggestions for enhancing design aesthetics and accessibility. Through a mixed-methods research design, this study underscores the potential of digital tool to transform mental health education, promoting engaging and effective learning experiences for young learners.

Development of e-pub-based e-modules on plant structure and development to improve students' problem-solving skills

One of the efforts to train and improve problem-solving skills is by developing teaching materials in the form of e-pub-based e-modules that contain problem-based learning. This research aims to produce e-modules based on e-pub plant structure and development that are valid, practical, and effective. The development of teaching materials follows the ADDIE instructional design model. The instruments used were e-pub-based e-module validation sheets by expert lecturers as well as student response questionnaires and pretest-posttest scores of problem-solving skills analyzed using the One Way Ancova test. The results of research and development showed that the acquisition of validation scores by teaching material experts was 100%, material experts were 100%, education practitioners were 99%, student response results were 87.05% and effectiveness results were 0.009<0.05 so the use of e-pub-based e-modules was effective in the learning process. The conclusion of the study is that the epub-based e-module is very valid, very practical, and effective as a teaching material that can be used by students in learning.

Analyzing, Designing and Developing Arabic Conversation Material Based on Communicative Approach for Undergraduate AFL Learners

The landscape of Arabic language education has evolved significantly, with a growing emphasis on enhancing students' oral communication skills. This study focuses on developing supplementary conversational Arabic materials to support undergraduate students enrolled in the B.A. The Arabic program at New College, Chennai, is affiliated with the University of Madras, India. The aim is to address the gap in existing materials by adopting a communicative approach, emphasizing practical language use in everyday contexts. This research aims to produce and evaluate conversational Arabic materials that facilitate an enjoyable and effective learning experience for undergraduate Arabic language learners. Specifically, the objectives include developing thematic conversations aligned with student needs, enhancing oral proficiency through interactive exercises, and validating the suitability of the materials in a classroom setting. Following the Dick and Carey instructional design model, the development process involved several iterative stages: identifying learning objectives, conducting instructional and learner analyses, formulating content, designing interactive exercises, and evaluating the materials through expert reviews and field testing. Data collection methods included expert evaluations, student feedback, and quantitative assessments to ensure the effectiveness and appropriateness of the developed materials. The developed conversational Arabic materials were positively evaluated across multiple dimensions. Content and instructional design experts rated the materials highly for clarity, relevance, and engagement. Student feedback indicated significant improvement in oral communication skills, with a majority expressing satisfaction and increased confidence in using Arabic in everyday interactions.

위절제술을 받은 노인을 위한 식이요법 교육프로그램 개발 및 효과

Objectives In this study, I developed and applied a dietary education program for older adults with gastrectomy based on Dick & Carey's instructional design model to determine the effects on nutritional status (weight, PG-SGA), dietary knowledge, and quality of life. Methods This study was a quasi-experimental study with a non-equivalent control group pretest-posttest design and included 96 older adults undergoing gastrectomy. The experimental group (n=47) received the dietary education program developed in this study (four sessions, 50 minutes each), and the control group (n=49) received the usual hospital education program (one session, 20 minutes). The collected data were analyzed using repeated measures ANOVA to examine the study hypothesis. Results There was a significant effect on body weight (F=11.38, p<.001), PG-SGA (F=6.83, p<.001), and dietary knowledge (F=4.21, p=.028) in the experimental group. For quality of life, the experimental group decreased 1 month after surgery and increased 6 months after surgery compared to before gastrectomy, while the control group decreased both 1 month and 6 months after surgery, which was not statistically significant. Conclusions A dietary education program developed based on Dick & Carey's instructional design model was found to be effective in improving nutritional status and dietary knowledge in older adults undergoing gastrectomy. Therefore, we expect it to be a useful program to help older adults recover from gastrectomy.

반도체 제조공정 전문인력 양성을 위한 NCS 기반 교육 프로그램 개발

Objectives This study was conducted to develop an education program based on the NCS(National Competency Standards) that can be applied to students in semiconductor-related departments to train semiconductor manufacturing process experts. Methods To this end, a development team was formed including content experts in the semiconductor field and instructional design experts in the pedagogy field. In addition, NCS in the next-generation semiconductor manufacturing process field was selected through analysis of previous research on job competencies in the semiconductor field. Afterwards, an educational program was developed according to the procedures and methods of the RPISD(Rapid Prototype to Instructional System Design) model, an alternative instructional design model. Results The training program developed in this study consisted of two main components: group training for theoretical training and subgroup training for practical training. Theoretical education was designed as a mixture of online and offline methods to accommodate differences in learners' prerequisite knowledge, allowing students to repeat the course according to their individual level. In addition, content related to equipment operation and advanced learning was conducted offline to increase convergence with practical training. In addition, the entire program was operated as a team-based project learning to promote constructivist learning activities. In addition, programs such as career suitability assessment, counseling, and semiconductor company interview mentoring were also conducted to support employment activities. Conclusions This study is significant in that it developed an educational program that can develop job competencies for job seekers in semiconductor-related departments in a situation where there are very few opportunities to experience the semiconductor manufacturing process. In particular, it is more meaningful in that it was developed systematically by actively reflecting the opinions of education consumers, and that classes were structured using constructivist teaching and learning methods using online/offline blending and team-based project learning.

Implementasi Model KEMP dalam Meningkatkan Minat Efektifitas Pembelajaran PAI di Kelas X A SMAN 1 Sindangbarang

PAI subjects are identified with learning that is rote, passive and only oriented towards textbooks. This is strengthened by the role of PAI teachers who teach without a mature model and rely on their habits as giving advice in teaching. Learning is one-way and mostly filled with lectures from the teacher. The aim of the research is to design a design based on the Kemp model of PAI competencies. This research uses a qualitative approach as a framework, benchmark and principle, and the research method is content study by utilizing a set of procedures to draw correct conclusions from various book and document sources. The result of the writing is a PAI learning design using the Kemp model which consists of nine elements, starting from a statement of general objectives and ending with an evaluation of learning outcomes. PAI learning will be more meaningful if PAI teachers are willing to implement the Kemp model. The implications of this writing need to be followed up with a field practice study to determine the effectiveness and efficiency of the Kemp model of instructional design.

Principles of instructional design in adult education: Vectors of change and modelling opportunities based on educational technologies

Introduction. The issue of instructional design development is examined, with a particular focus on the potential for developing variable models based on technological solutions which facilitate the synchronisation of adult learning with the demands of the labour market. The aim of this article is to determine the principles of the instructional design for adults, and to identify the key vectors of change influenced by educational technology (EdTech). Materials and Methods. The methodology was based on ecosystem and socio- environmental approaches, as well as the methods of content analysis, expert interviews and modelling. The method of a qualitative content analysis was used to examine scientific sources with a search depth of 10 years. The selection of experts for interviews was carried out on a criterion sample: work experience in adult education, continuing professional development, consulting, and EdTech. The data were analysed on 15 expert interviews. The authors employed the modelling method to construct a conceptual model of instructional design. Results. The authors have identified and revealed the differences between instructional design and classical didactics, presented in the educational paradigm shift towards a greater learner agency, an open multidimensional learning environment, and ecosystem connections. As a result, the authors have pointed out three stages of instructional design development, revealed its peculiarities, and identi-fied potential avenues for change. The authors have summarised and formulated the principles of a modern data-driven instructional design, based on the examples of EdTech companies Skillbox, Skyeng, Stepik, Synergy, SkillFactory, Universalium, Synchronisation. The principles are as follows: personali-sation, customisation, variability, reduction of a feedback loop, analysis of group and individual educational experiences, immersion in practice and social context. Furthermore, the authors have con-structed and described a conceptual model of the instructional design for adults. Conclusions. In conclusion, the authors present a summary of the principles identified in the field of the modern data-driven instructional design for adult education. Instructional design is regard-ed as a scientific discipline and practice. The model of instructional design developed by the authors provides adaptability and the capacity for redesigning educational programmes for adults in continuing professional development and EdTech, thereby contributing to the creation of a lifelong learning eco-system.

Pengembangan Edugame pada Materi Sistem Saraf untuk Siswa SMA

The complex material of the nervous system often makes high school students feel challenged due to limited teaching time and monotonous learning media. Designing an interactive and enjoyable edugame can simplify students' understanding of abstract concepts and increase their motivation to learn. This study aims to develop an educational game on the nervous system that is valid and practical as a recommended learning medium for high school students. The development uses the Multimedia-Based Instructional Design model by Lee & Owens, which consists of analysis, design, development and implementation, and evaluation. The sample in this study consists of 32 high school students majoring in Science. The data analysis of the validation results is done using a percentage formula, while the questionnaire reliability is analyzed using Cronbach's alpha. The results of media validation showed a score of 95%, material validation reached 100%, validation by practitioners obtained 95%, and the practicality test of the media achieved 96.7%. This educational game on the nervous system can be recommended as one of the learning media for the nervous system material.

Towards Improving Welding Skills: Creating Innovative Modules For Teaching SMAW Integrated 3D Animation

This research aims to develop teaching modules on welding techniques in vocational schools using the problem-based learning (PBL) model, a scientific learning approach, and an authentic assessment of welding competency using the manual arc welding or SMAW welding process. The development of teaching modules at vocational schools will improve the quality of the process and the quality of learning outcomes for SMAW welding engineering subjects at vocational schools. This research uses a development research method with a research design using design-based research (DBR), which refers to the instructional design model (IDM) development model design. The participants involved in this research were class XI vocational school students in East Java. The module validity test assessment results have an average score of 3.8 in the very valid category. The SMAW welding technique module that has been prepared can be used to implement SMAW welding technique learning at vocational schools. The teaching module evaluation stage results show an outstanding category, which means that the teaching module developed meets practical requirements. All students' average normalized gain score (<g>) was 0.72, included in the high improvement category. The results of observations of the implementation of the PBL model facilitated by teaching modules from two observers were analyzed using percentages of agreement (PA). The conclusion of the research shows that the teaching module developed is valid, practical, and effective.