Development Of Teaching Materials Research Articles

Development of Infographic Based Biographical Text Teaching Materials with QR Code Assistance for Class X SMA Students

Indonesian language learning at SMA Negeri 1 Blitar for biographical text material has not been carried out well due to the use of teaching materials that have not been varied. Teaching materials for biographical text material need to be developed to support the implementation of learning activities. The development of biographical text teaching materials based on infographics with the help of QR codes for class The aim of this research is to (1) describe the needs analysis, (2) describe the development process, and (3) describe the feasibility of product development for infographic teaching materials assisted by QR code biographical text material for class X students at SMA Negeri 1 Blitar. This teaching material was developed based on the Borg & Gall development model which consists of three stages, namely 1) needs analysis as a preliminary study, 2) product development, and 3) feasibility test of the final product. The validity of the product being developed can be determined through material expert validation and media expert validation activities. The validation results show that the biographical text teaching material product based on QR code-assisted infographics for class X students at SMA Negeri 1 Blitar is very suitable for use in the learning process.

Pengembangan Bahan Ajar Interaktif Berbasis Canva Mata Pelajaran IPAS Model Addie di SDN Daleman 2

With the development of technology and understanding of how humans learn throughout life that places education as a dynamic and continuous process and involves all aspects of life, learning innovation will be an integral part in improving the education system. Quality education is a learning designed to provide learning experiences to students that not only convey learning facts and concepts, but involves developing skills, attitudes, and building character and values that can support the growth of students as knowledgeable, creative and responsible individuals in society (Habaridota, 2023). In today's digital and technological era, the use of teaching materials is an important part of the learning process to achieve the expected competencies and increase effectiveness and motivation in learning (Wahyudi, 2022) (Novayana et al., 2021). gaps in the use of teaching materials used in the learning process in conventional science subjects so that learning is still monotonous centered on students, then interactive teaching materials are indispensable in helping the involvement of students in the learning process (Puspasari, 2022). Based on the gaps that arise in the learning process, researchers will develop canva-based teaching materials to overcome problems in science subjects related to providing interactive teaching material references that can be used in the learning process to encourage students to optimally involve students in the grade 4 science learning process at SDN Daleman 2 Galis District. In research on the development of Canva-based interactive teaching materials refers to the ADDIE model. Systematically prepared based on the independent curriculum in the grade 4 basic education unit at SDN Daleman 2 Galis District, which is adjusted to the characteristics of the learning material and the characteristics of students.

An Examination of Students’ Perspectives of Medical English Course Quality in Guangdong Medical Universities

Phenomenon: In China, medical English courses are critical to medical education, equipping Chinese students with the linguistic tools necessary for international medical practice and collaboration. However, a disconnect persists between the pedagogical approaches of medical practitioners and language educators, leading to a curriculum that emphasizes grammatical accuracy over practical communication skills. This misalignment results in student disengagement and falls short of addressing the real-world demands of the medical profession. With the growing importance of English proficiency in the global health sector, the need for significant improvements in medical English education is evident. This study delves into the underlying causes of student demotivation and aims to reconcile educational delivery with the evolving expectations of the medical field. Insights gained from this research will inform targeted interventions, promising to enhance medical English courses and support improved educational experiences for Chinese medical undergraduates. Approach: This cross-sectional quantitative study surveyed 3,046 second-year medical students from four medical universities in Guangdong Province, China, leveraging means-analysis and Expectancy-Disconfirmation Theory (EDT) as its foundation. The research was conducted at the end of the 2022–2023 academic year, utilizing a questionnaire to assess students’ perceptions of their medical English courses. Importance-Performance Analysis (IPA) was the primary analytical tool to discern discrepancies between students’ expectations and experiences. Findings: The IPA revealed that course content, classroom environment, and instructor effectiveness were pivotal factors influencing the perceived quality of the medical English courses. Students expressed a need for practical and relevant course material, with current content and textbooks falling short of preparing them for future medical communication demands. Additionally, while learning technologies were acknowledged, there was a discernible preference against their excessive application, suggesting a misalignment between student satisfaction and learning outcomes. Insights: This study highlights the need for innovative staffing models, refined qualifications for part-time instructors, development of collaborative and practical teaching materials, and focused training for medical English instructors. It also emphasizes the judicious integration of e-learning to enhance the learning experience. These insights aim to improve instruction quality by informing potential pedagogical adjustments and resource allocations in medical English education.

The Effectiveness of Critical Literacy Based Digital Learning Material (CL-DLM) to Increase Students’ Higher Order Thinking Skills at Elementary School

This research aimed to develop Thematic critical literacy based digital teacing materials (TCL-DLM) to increase students’ higher order thinking skills at elementary school. This research is a research development with a 4-D model (define, design, develop, and dissemination). Data collection techniques were carried out through teaching material validation sheets, teacher response questionnaires, student response questionnaires, learning implementation observation sheets and tests of higher order thinking skills. The data obtained were analyzed descriptive quantitative. The results of the study show that: 1) The results of the needs analysis are that thematic learning is still limited to the use of teaching materials in the form of theme books and electronic books that have been prepared by the government so that it is necessary to develop practical and effective teaching materials. The students’ higher order thinking skills based on pretest dominated in medium category (51.85%). 2) The development of these teaching materials uses the Four-D teaching material development procedure from Thiagarajan which consists of the defining, designing, developing, and disseminating stages, 3) Thematic critical literacy based digital learning material (TCL-DLM) have met the validity criteria, because the results of validation from material experts and the learning design of teaching materials is in the very valid category (M = 3,82), 4) Thematic critical literacy based digital learning material (TCL-DLM) is in the effective category because there is an increase in the results of tests of higher-order thinking skills after the application of Thematic critical literacy based digital learning material (TCL-DLM) in class VI students of SD Telkom Makassar. Postest category dominated in very good category (81.48%). In addition, teachers and students expressed a positive response. 5) Thematic critical literacy based digital learning material (TCL-DLM) is also in the practical category because it has been well implemented which includes the criteria of ease of use, time efficiency and very practical benefits. The recommendation of this research is Thematic critical literacy based digital learning material (TCL-DLM), needs more developed both in terms of material and features of digital teaching materials and more interesting so students' higher-order thinking skills can be better.

VirtumFi: Development of Android-integrated Instructional Media, Teaching Materials and HOTS Questions on the Topic of Quantum Phenomena for Senior High Schools

VirtumFi: Development of Android-integrated Instructional Media, Teaching Materials and HOTS Questions on the Topic of Quantum Phenomena for Senior High Schools

Eksplorasi Dimensi Kecerdasan Emosional Dan Spiritual Dalam Fikih Shalat

Learning materials are not merely tools, but rather as the main source that provides important substance for learning. This concept is enriched by the view that learning materials are not only physical materials, but also something that carries meaningful messages to achieve teaching goals. Learning material on prayer jurisprudence, it can be seen that there is a gap in the approach which is still focused on declarative and procedural aspects. These materials do not yet reflect comprehensive Islamic education that can penetrate the emotional and spiritual dimensions. Therefore, there is a need to develop more meaningful prayer fiqh material by combining emotional and spiritual values ​​as additional material to support the goals of Islamic education that are in accordance with the principles of Islamic education. religious principles and Education laws. The emotional and spiritual intelligence material is prepared first according to the content of prayer jurisprudence. Ari Ginanjar's ESQ concept can be used as the main reference for this preparation. The results of the preparation are combined with existing prayer jurisprudence material. The results of this combination are then said to be the development of teaching materials, for example; The material on prayer intentions is given additional material on spiritual emotional intelligence which explains that intention contains the meaning that "Integrity is sincerity, honesty and commitment that grows from the impulse of one's conscience, not influenced by other factors". After the development of the teaching materials was ready, inquiry, contextual and expository learning strategies were chosen as relatively easier strategies in interpreting prayer fikh material based on the development of emotional and spiritual intelligence material.

Web-assisted living diversity digital teaching materials to improve students' science literacy and environmental attitudes

The 21st century skills measured at Senior High School 9 Malang are communication, collaboration, critical thinking, and creativity, while science literacy and environmental attitudes have never been measured before. This study aims to improve students' science literacy and environmental attitudes in a valid, practical, and effective way. The research and development model refers to Lee and Owens, which was implemented in Grade X Senior High School 9 Malang with a sample size of 34 people. The developed teaching materials were tested for validity, practicality, and effectiveness. In addition to expert validation tests, empirical validity tests were also carried out using Pearson product moment and reliability using Cronbach's alpha. The results obtained from the development of web-assisted digital teaching materials on the diversity of living things are valid, practical, and effective. The empirical validity value using Pearson's product moment obtained significance <0.05, so that the valid criteria were obtained, and the reliability value of Cronbach's alpha obtained 775 reliable categories. The effectiveness test results using N-gain obtained a value of 0.43 in the moderate category.

Development of Moocs-Assisted Digital Teaching Materials to Increase Student Learning Motivation in the Material of Work and Energy at Bengkulu City High School

Development of Moocs-Assisted Digital Teaching Materials to Increase Student Learning Motivation in the Material of Work and Energy at Bengkulu City High School

Developing Arabic Grammar Materials Based on Contextual Learning at Islamic Boarding School in Indonesia

This study aims to describe the development of contextual-based supplementary Nahwu teaching materials in five pesantren in Central Kalimantan using the Matan al-Ajrumiyyah text. The research uses a descriptive qualitative and quantitative EDDIE model approach. The subjects are seven ustadz. Data were collected through observation, interviews, documentation, and questionnaires. Experts validated the teaching materials. Qualitative data were analyzed using Miles and Huberman's method, involving data reduction, display, and conclusion drawing. Quantitative data from questionnaires were analyzed using the mean formula. The analysis revealed a need to shift from traditional to contextual-based learning, leading to the development of supplementary Nahwu teaching materials. The design phase identified the learning experiences and specific skills needed by the students. The designed materials included introductions (apperception), examples, explanations, exercises, conclusions, and reflections. The development phase involved creating supplementary materials to achieve the learning objectives, along with determining strategies, methods, and media. Expert validation showed an average validity score of 3.71, with a validity rate of 92.75%, categorizing it as very valid and usable without revision. Theoretical implications suggest that contextual-based Nahwu learning helps learners understand Nahwu and apply Arabic communication. Educational institutions teaching Nahwu can implement contextual-based learning to facilitate students' application of Nahwu.

PENGARUH PENDEKATAN MATEMATIKA REALISTIK UNTUK MENGATASI MISKONSEPSI MATEMATIKA SISWA

Teachers and students alike must avoid misconceptions when studying. The actual condition shows that there are still many students who still experience misconceptions, one of which is about mathematics. But in reality it shows that there are still many students who still experience wrong concepts, one of which is regarding learning mathematics. With the ultimate aim of addressing these issues and making classroom learning more effective, Practical Science Training (RME) is used for the learning approach. The purpose of this study was to develop teaching materials using the PMRI method and assess whether the RME method worked to eliminate students' mathematical misconceptions about fractions. The purpose of this study was to see whether students' misconceptions about fraction material in Class III SD Negeri 100316 Pargarutan Julu could be corrected through learning mathematics. The population in this study amounted to 42 people. Qualitative data analysis was used in conjunction with observation, interviews, questionnaires, administration of achievement tests, and discussions with subject teachers for data collection. The results showed that (1) in the first cycle the application of Realistic Mathematics Learning increased to 70.55% which was classified as sufficient and (2) in the second cycle it increased to 85.60% which was classified as satisfactory. The conclusion of the study was that third grade students at SD Negeri 100316 Pargarutan Julu increased the material for fractional operations in Realistic Mathematics Learning.

Developing RME-based module in statistics to improve problem-solving skills for higher education students

In university learning, it is important to use learning resources that can facilitate students' thinking skills. So it is necessary to develop teaching materials for learning material in class, So it is necessary to develop teaching materials that can help students understand the concepts of the material. This research aims to develop a statistics teaching module based on a realistic mathematical approach to foster student problem-solving. This research and development uses a 4-D model in four stages, namely: definition, design, development, and dissemination. Product trials are carried out in three stages, namely: a validity test, a limited test, and a wide-scale test. The test subjects in this research were students from the mathematics education study program at three universities in Bengkulu. The research instruments were questionnaire sheets and problem-solving tests on basic statistical material. The research results show that the RME statistics teaching module meets the criteria of being valid, practical, and effective in terms of students' problem-solving abilities. The suggestion from the research results is that it is important to present a context that is relevant to the student's environment in the use of RME teaching materials.

Application of Class-Based Characteristic Economic Teaching Materials for High School Students in Singkawang City

This research uses a Design Based Research (DBR) approach to develop and test Economics teaching materials with the dimension of strengthening character education for high school students in Singkawang City. The aim of this research is to produce teaching materials that not only increase understanding of economic material, but also help students internalize character values that are relevant to social, cultural and economic change. The problem faced is how to create effective and relevant teaching materials in the context of ongoing changes. The method used includes field trials with an experimental design, where the teacher applies the developed teaching materials in the learning process. The test subjects were high school students in Singkawang City, with data collected through observation and tests. Data analysis uses qualitative analysis for the field test implementation process and the Wilcoxon Test to determine the effectiveness of teaching material products. Specific results showed significant improvements in student learning outcomes, with an average pre-test score of 43.63 increasing to 55.35 in the post-test. In general, the results of this research show that teaching materials with character are effective in improving economic learning outcomes and shaping the character of students. In conclusion, the application of economic teaching materials based on strengthening character education can prepare students to become the golden generation of 2045 who excel in skills, competence and character.

Development of Augmented Reality-Assisted Teaching Materials in Science Subjects: Solar System Topic

The minimal use of learning resources and the underutilization of technology in learning materials used in science education have an impact on students' learning outcomes. This study aims to develop and test the feasibility, practicality, and effectiveness of augmented reality-assisted teaching materials in the science subject, specifically on the topic of the solar system. This research falls under the category of Research and Development (R&D) following the Brog and Gall model. The population in this study consisted of 46 students, with a small-scale trial group comprising 12 sixth-grade students and a large-scale trial group comprising 34 fifth-grade students from SD Negeri 3 Bebengan. Data collection techniques included test techniques such as pretest-posttest and non-test techniques such as observation, interviews, questionnaires, and document analysis. The validation results of augmented reality-assisted teaching materials by media, content, and language experts indicated that the materials met the validity criteria. Based on the pretest-posttest results, it was found that augmented reality-assisted teaching materials were effective in improving students' learning outcomes, as evidenced by the increase in the average pretest-posttest score by 39.53, from an average pretest score of 40.68 to 80.21 in the posttest, with an N-gain score of 0.7 indicating moderate effectiveness. The response from teachers and students through distributed questionnaires was very positive. From these results, it can be concluded that augmented reality-assisted teaching materials are effective in improving science learning outcomes and are suitable and practical for use in science education in elementary school grade five

Development of Open Ended Based Mathematics Teaching Materials on Grade X Quadratic Equations and Functions to Facilitate Mathematics Learning Outcomes

The purpose of this study was to identify the process of developing teaching materials (modules) as well as the degree of validity, practicality, and effectiveness of teaching materials (modules) based on open-ended on equations and quadratic functions of class X at SMAN 8 Bone. This research is classified as development research (Research and Development) and follows the 4D development approach (Define, Design, Develop, and Disseminate). The validation sheet, teacher and student response questionnaire, student activity observation sheet, teacher ability to manage learning observation sheet, and learning outcome test were used in this study. The process of making teaching materials (modules) is divided into four stages, namely the definition stage, design stage, development stage, and distribution stage. Data were collected from product trials to determine whether the product met the criteria of a good product or not. After assessment and development, the quality of the teaching materials (modules) produced is considered very valid with an average validator answer of 4.4. While the teacher response questionnaire shows the practicality of teaching materials (modules) with an average of 92.5% and the competence of instructors to manage learning with an average of 3.8 in the good category. The questionnaire can also be used to assess the effectiveness of teaching materials (modules). The positive student response was 83%, student activity was 81% with a very good category, and the results of the analysis of the learning outcomes test obtained a percentage of student learning completeness of 90.3% and a percentage of completeness of 90.3%. 9,7%. The results of these measurements indicate that the teaching materials have met the standards, so they can be used.

Opportunities and Challenges for the Implementation of Online and Offline Learning in Social Studies Teaching Material Development Courses

After Covid-19 pandemic, online learning has become so important and urgent, while offline learning has become very much needed because of its role in shaping the character of students. This article aims to discuss opportunities and challenges in the implementation of online and offline learning in the Social Studies Teaching Material Development course. This research is qualitative research with a case study approach. Data collection techniques use data triangulation, namely data from interviews, observations and reflection sheets. The results show that online learning offers flexibility of time and place, accessibility to various digital learning resources, and the ability to document course materials more easily. However, the challenges faced include limited technology infrastructure, internet connectivity problems, and lack of face-to-face interaction that can reduce the quality of discussion and understanding of the material. On the other hand, offline learning provides more effective in-person interaction to build social and communication skills, as well as providing opportunities for hands-on practice. The main challenge in offline learning is the limited time and space, energy and costs incurred due to the distance between the learning space and the residence of students. The study concluded that a combination of these two methods, known as blended learning, can be an optimal solution to overcome the shortcomings of each method. The application of a blended learning model can increase the effectiveness and efficiency of learning in the Social Studies Teaching Material Development course by utilizing the advantages of both approaches. Therefore the result of this research are valuable insights for lecturers, students, and higher education managers in developing learning strategies that are adaptive and responsive to the challenges of the times.

How to Promote the Ability of Physics Teaching Materials Development through Team-Based Project Learning? An Action Research Evidence

This action research study investigates the use of team-based project learning to enhance the pedagogical competence of pre-service physics teachers, specifically focusing on their capacity to develop physics teaching materials. The study employed a five-stage strategy, which included the following steps: first action, observation, reinforcement, second action, and assessment. These phases formed a cycle of action research in a pedagogical course within the undergraduate program of physics education, specifically focused on teaching material development. Observation, assignments, product assessment sheets, and interviews were utilized to obtain data. The obtained data consists of quantitative data, namely performance value data related to both the process and product, as well as qualitative data in the form of interview findings. The findings indicate that 96% of pre-service teachers who engaged in material development courses through project activities had highly satisfactory marks, namely within the A- and A categories. This study emphasizes the significance of fostering efficient pedagogical techniques among prospective educators and provides data from an action research investigation. Furthermore, this research also assists in the preparation of pre-service physics instructors who possess the necessary skills to create physics textbooks. Participating in collaborative project activities allows pre-service physics teachers to gain essential skills, knowledge, and practical experiences that will prepare them for their future positions in the classroom.

Tahap Development dalam Metode ADDIE Pengembangan Bahan Ajar berbasis Mobile

Teaching materials are sources of knowledge that are useful as sources of information used by teachers and students in teaching and learning activities. Printed teaching materials are currently expensive and difficult to obtain. Current technological developments support the development of modern teaching materials and can be accessed anytime and anywhere. Mobile-based teaching materials are a solution to this problem. Through this product, teachers can provide complete material accompanied by a guide to conducting practicums. Teachers can monitor students' learning progress from the application and provide guidance if there are questions from students. Students can use the product with direct guidance from the teacher. So that the learning process will be well directed. This article discusses the development stage of the ADDIE method (Analyze, Design, Development, Implementation and Evaluation). The analyze and design stage has been published in another article. This development stage discusses the initial formation of the product to become a product. The product being developed can be seen starting from the initial login display, the main menu containing the features available in the application, the material menu containing various materials and function buttons inside along with the quiz menu with buttons that are useful as supporting quizzes.

Development of TPACK-Based Teaching Materials on Biodiversity Subject to Measure Students’ Critical Thinking Skills

Teaching materials are auxiliary elements employed to accomplish the goals of the educational process. The observed fact reveals a deficiency in teaching materials that incorporate Technological Pedagogical Content Knowledge (TPACK) for the purpose of developing students’ critical thinking abilities. Thus, there is a want for an instructional resource that may assist pupils in enhancing their critical thinking abilities. The objective of this project is to provide TPACK-based teaching materials on biodiversity that are credible, effective, and practical. In addition to elucidating students’ critical thinking abilities through the utilization of TPACK-based instructional resources. The methodology employed in this study is Research and Development (R&D) utilizing the ADDIE paradigm. The tool employed is a questionnaire sheet for the purpose of validating materials and media. The study yielded data indicating that teaching materials centered around Technological Pedagogical Content Knowledge (TPACK) were valid and appropriate for learning purposes in the context of Biodiversity. The validity includes a material validation score of 91.25% and a media score of 96.42%, with an N-Gain of 0.75, indicating strong testing performance. Therefore, it can be inferred that educational resources rooted in Technological Pedagogical Content Knowledge (TPACK) and focused on the topic of Biodiversity have a positive impact on students’ ability to think critically.

Developing Teaching Material Used Project-based Learning to Improve Student's Research Skills

This research is intended to develop teaching materials for learning theories courses and test the feasibility of the learning materials products. This research seeks to uncover problems and challenges in learning theories courses from the perspective of lecturers and students. The subjects of this study are students and lecturers of the master program in Islamic Religious Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Walisongo Semarang. This research applies a 4D development model to develop teaching materials, which includes four stages: defining, design, development, and dissemination. Researchers use questionnaires and focus group discussions involving lecturers and students. The result of the development in this study is teaching materials of project-based learning teaching materials for learning theories courses. Based on expert validation tests, material experts, curriculum experts, and media design experts declare that teaching materials for project-based learning theories courses are feasible with a scoring average of 81,79%. After being applied to the learning theories course, out of 60 students, 75.17% strongly agreed, 22.17% agreed, and 2.67% disagreed that the teaching materials using Project-Based Learning improved student research skills and helped students more easily understand the course. From the lecturer's point of view, using Project Based Learning (PjBL) in learning theory courses can allow students to learn actively, collaborate with classmates, and develop better research skills. Therefore, implementing PjBL in learning theory courses can effectively improve the quality of learning and student understanding.

Jobco Digital Module to Improve Student Learning Outcomes

This research aims to develop a product in the form of a digital module with the Canva platform and flipbook maker to improve student learning outcomes in cost accounting courses on the topic of cost of orders. Digital modules make it easy for students to access and increase students' interest in learning. This development research uses the ADDIE research design and development model. The research results found that the feasibility level in terms of media was very good with a score of 94%, while in terms of feasibility the digital module material developed received a score of 95% with very feasible criteria. The effectiveness results show that the digital module is able to improve student learning outcomes on the topic of cost of goods ordered. Educators are required to be creative in developing teaching materials, so digital modules are a form of creativity in teaching materials by presenting audio, visuals, animation and flexibility in use.