Universitas Negeri Surabaya & Universitas Negeri Malang
2. PRODUCT SPECIFICATIONS 1 Technology Specification
The technology specifications are defined as follows:
1) The e-learning application is divided into two main parts, namely informative pages that are CMS (Content Management System) and LMS (Learning Management System)
2) The LMS (learning management system) which is used in developing e-learning LMS Claroline which can be downloaded for free on the internet.
3) The E-learning developed has a system in the form of assignments, interactive quizzes, discussion forums, learning resources that can be accessed and downloaded, and online task collection.
4) This e-learning section or structure includes a) Administrator Panel,b) Teacher Panel, c) Student Panel
2.2 Specification of Material and Utilization
1) The subject matter of the content is the Early Childhood ICT based learning course
2) CMS (Content Management System) is divided into two parts, namely e-book teaching material which is the source of the main teaching materials that can be downloaded and supporting articles as additional references.
3) The use of e-learning-based teaching materials can be used both classically and individually or independently.
4) Developed teaching materials containing material consists of 12 chapters 3 METHOD
3.1 Research Design
This study uses the Ghirardini development model and the Information Management Resource Kit (IMARK) (2011). The Ghirardini Model is selected since in the model is products and systems based and have structural and systematic steps in developing e-learning. It is in accordance with the development objectives of this study, namely developing a seamless project learning application based on Android mobile that has good validity. The ADDIE modification model of Ghirardini (2011) has the same main step procedure as the study conducted. The ADDIE Ghirardini (2011) development model can be seen in figure 1 as follows:
Figure 1 ADDIE Ghirardini development model (2011) 3.2 Data Analysis Techniques
Data collection instruments are in the form of interviews, observations, and questionnaires with details: 1) Questionnaire sheet is used to obtain data including: a) Need Analysis, b) Target Audience Analysis, c) Reaction or students’ responses, d) Media experts, e) Material expert, f) Linguist, and g) Practical Test for Lecturer Lecturers; and 2) Tests: Students’ understanding related to “Early Childhood ICT-Based Learning”. The data analysis technique used in this development research is descriptive qualitative. The data is qualitative data obtained from interviews, questionnaires, and observations from lecturers and students as well as suggestions and input from experts.
Test of Product Validity
The data obtained from the validation questionnaire on the experts were analysed by the percentage using particular formula. The formula to process the validation data to the experts adapted to the modifications from Akbar (2012: 49) are as follows: A product development is said to be valid and feasible to use if it has a validity level above 70% so that it is feasible to be used in learning (Akbar & Sriwiyana, 2011: 147). The criteria can be seen in the following table:
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Table 1: Validity Criteria for E-learning Based Learning Materials
Interval Criteria Level of validity
1. 86% - 100% Very valid (can be used without revision) 2. 70% - 85% Valid enough (can be used with revisions)
3. 60% - 69% Invalid (cannot be used)
4. 0% - 59% Very invalid (not feasible)
(source: adapted from Akbar and Sriwiyana, 2011: 147) Test of Practicality
Data on the practicality of e-learning instructional materials were obtained from field trials using questionnaires in the form of students’ response to the questionnaires. Data on the application of teaching materials will be analysed with descriptive percentages.
Test of Effectiveness for ELearning Based Materials
The test was conducted based on the experimental design used in this study which is a nonrandomized pretest-posttest control group design. This research design divided the study participants into the experimental group and the control group by using 2 groups that already existed in the natural situation of the participants. t - test
4 RESULT
4.1 Validation (Expert Validation)
This stage is used to test the validity of the Development of Teaching Materials in Early Childhood ICT-Based Learning Courses based on E-Learning from the experts’ judgment before it is used in user trials.
The experts’ assessment results were analysed by percentage techniques and the results were converted using assessment criteria to determine whether or not it needs revisions for the design of the product developed. If it needs revision, then the results of the validation were revised until the final conclusion so that the product is feasible to be tested on the user.
Table 3: The results of expert validation
No Expert validation Criteria Level of validity
1. Validation of Media experts 89% Very good / valid (can be used without revision)
2 Validation of Material expert 86% Very good (can be used without revision) 3 Validation of Language
expert
88% Very good (can be used without revision)
Overall Validity 87,6% Very good (can be used without revision)
Based on the validation results, it is known that media expert validation scores 89% and categorized as very good / valid category. Material Validation scores 86% and is categorized as very good / valid.
Language Validation scores 88% and categorized as very good / valid. Overall, the expert validation score reached 87.6% and categorized in a very good category. From the results of the validation, there are several revisions from experts. This revision needs to be done in order to improve the quality of the learning media developed. This product revision phase includes revisions from media experts, material experts, and language expert or linguist.
4.2 Test of Practicality
The practicality test was conducted 2 times, namely the practicality test of small groups and large groups.
The practicality test of small groups was carried out on 6 students, while the practicality test for large groups was conducted on 40 students to find out the practicality and implementation of e-learning developed. The practicality test results can be seen in the following table:
Table 4: The results of expert validation
No Test of Practicability Criteria Level of validity
1. Practicality of Small Groups 89% Very good
2 Practicality of Small Groups 86% Very good
Based on the analysis of the practicality of small groups of media, it can be concluded that the media has a very good or very practical category because it has a score of 91% which is in the range of 86% - 100%. Furthermore, the practicality test of large groups of media, it can be concluded that the media has a very good category or very practical because it has a score of 88% which is in the range of 86% - 100%.
4.3 Test of Effectiveness
Test of Effectiveness is conducted by comparing two classes namely control and experimental groups, each of which consists of 35 students. The hypothesis test results show that there are differences in the level of understanding between the control class and the experimental class in which the average value of the experimental class using e-learning is much higher. Based on the analysis data on these statistics it can be seen that the sig. value is 0.000 which is smaller than 0.05 (0.000<0.05) so that H1 is accepted. It means that there is a significant difference in the understanding of students using e-learning compared to the control group. Thus, it can be interpreted that e-learning effectively increases students' understanding of the Early Childhood ICT Based Learning course.
5 CONCLUSION
Based on the evaluations from media experts, material experts, and language experts, the developed e-learning can be used as an initial product which is considered as feasible. From the results of media experts’ evaluation, the developed e-learning is feasible and valid to be used for testing because it only has problems with aesthetics. The conclusions of the research results are listed as follows:
1) The results of media expert validation obtained a validity value of 89%, which was included in the Criteria of (86 - 100%) while in the validity level criteria was considered as very valid and deserved to be used for implementation.
2) The results of the material expert validation obtained a validity value of 86%, while in the validity level criteria was considered as very valid and very feasible to be used for implementation.
3) The results of the language expert validation obtained a validity value of 88%, while in the validity level criteria was considered as very valid and very feasible to be used for implementation.
4) The test of practicality results obtained validity values of 89% for small groups and 86% for large groups which was included in the Criteria of (86% - 100%) and considered as very good or easy to use used for implementation.
5) The test of effectiveness results shows that the developed e-learning was effectively enhanced the students’ understanding in Early Childhood ICT Based Learning course.
The suggestions can be given are including suggestions for utilization, suggestions for dissemination, and suggestions for further development. Advice suggests to the users is it is required to read the instructions/information and commands on the application in prior since there are certain terms and commands used in the application. For managers, this application is expected to be a reference used by health centers. Health services are also able to use the application as a reference in the process of providing knowledge about child development. In utilizing development products to a broader goal, it is adviced to study the material contained in this application before using the product.
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