Responsive Web Design Learning Media: Enhancing Student Independence in Vocational Web Programming

Wira Tri Yoga, Kusumadyahdewi Kusumadyahdewi, Wahyu Mulyo Utomo

Abstract


The main objective of this learning media development is to develop Responsive Web Design (RWD) based learning media with Pomodoro learning technique on web programming. The learning media is used to create learning media that is not monotonous, and students can learn independently with features such as Pomodoro time management, monitoring material that has been learned, live coding to learn coding practices, and quizzes to monitor student understanding. This research and development uses the Plomp development model reference which consists of 5 stages, namely (1) preliminary investigation, (2) design phase, (3) realization/construction phase, (4) test, evaluation, and revision phase, and (5) implementation phase. Products that have been produced in the form of Responsive Web Design (RWD) learning media with the name WCode. The results of the material expert validation assessment were 78.87 percent, media validation was 92.71 percent, development trials (small groups) were 87.36 percent, field trials (large groups) were 90.02 percent, the level of student learning independence after using the media was 79.38 percent with an increase of 12.99 percent from the level of student learning independence before using the learning media made. Overall, the learning media made can be considered feasible and used as a means of student learning materials in class and supporting independent student learning on web programming elements for vocational students majoring in Software Engineering.

Full Text:

PDF

References


A. Haleem, M. Javaid, M. A. Qadri, and R. Suman, “Understanding the role of digital technologies in education: A review,” Sustain. Oper. Comput., vol. 3, pp. 275–285, Jan. 2022, doi: 10.1016/j.susoc.2022.05.004.

K. Asfani, H. Elmunsyah, S. Patmanthara, W. Nur Hidayat, H. Suswanto, and H. B. Awang, “Distance Learning Scheme with Remote Desktop Application for Mikrotik Configuration Practice in the Covid-19 Pandemic Era,” in 2022 5th International Conference on Vocational Education and Electrical Engineering: The Future of Electrical Engineering, Informatics, and Educational Technology Through the Freedom of Study in the Post-Pandemic Era, ICVEE 2022 - Proceeding, Institute of Electrical and Electronics Engineers Inc., 2022, pp. 216–220. doi: 10.1109/ICVEE57061.2022.9930444.

S. Subtianah, “Transformasi Pembelajaran Melalui Integrasi Teknologi Pendidikan di Era Digital,” Seminalu, vol. 1, no. 1, pp. 390–399, Jun. 2023, Accessed: Aug. 19, 2024. [Online]. Available: http://prosiding.unipar.ac.id/index.php/seminalu/article/view/75

T. Nurseto, “Membuat Media Pembelajaran yang Menarik,” J. Ekon. dan Pendidik., vol. 8, no. 1, Apr. 2012, doi: 10.21831/jep.v8i1.706.

E. A. Patall and J. Zambrano, “Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy,” Policy Insights from Behav. Brain Sci., vol. 6, no. 2, pp. 115–122, Oct. 2019, doi: 10.1177/2372732219862572.

J. Marlina, “Self-Management: Aspek Penting dalam Meningkatkan Prestasi Akademik Mahasiswa,” J. Altern. Wacana Ilm. Interkultural, vol. 12, no. 01, p. 2023, Aug. 2023, doi: 10.60130/ja.v12i01.115.

J. van den Akker, B. Bannan, A. E. Kelly, N. Nieveen, and T. Plomp, Educational Design Research: An Introduction. Enschede: Netherlands Institute for Curriculum Development (SLO), 2013. Accessed: Aug. 19, 2024. [Online]. Available: http://international.slo.nl/publications/edr/

B. Jackling, “Perceptions of the Learning Context and Learning Outcomes,” in Encyclopedia of the Sciences of Learning, Springer, Boston, MA, 2012, pp. 2577–2579. doi: 10.1007/978-1-4419-1428-6_700.

K. C. Moen, “The Impact of Multi-Media Presentation Format: Student Perceptions and Learning Outcomes,” Scholarsh. Teach. Learn. Psychol., vol. 7, no. 4, pp. 278–287, 2021, doi: 10.1037/stl0000265.

B. Gan, T. Menkhoff, and R. Smith, “Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning,” Comput. Human Behav., vol. 51, pp. 652–663, Oct. 2015, doi: 10.1016/j.chb.2014.12.048.

T. Låg and R. G. Sæle, “Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis,” AERA Open, vol. 5, no. 3, Jul. 2019, doi: 10.1177/2332858419870489.

J. Wong, M. Baars, D. Davis, T. Van Der Zee, G. J. Houben, and F. Paas, “Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review,” Int. J. Hum. Comput. Interact., vol. 35, no. 4–5, pp. 356–373, Mar. 2019, doi: 10.1080/10447318.2018.1543084.

V. Kubik, I. G. Frey, and R. Gaschler, “PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions,” Psychology Learning and Teaching, vol. 20, no. 3. SAGE PublicationsSage UK: London, England, pp. 306–323, Oct. 19, 2021. doi: 10.1177/14757257211036566.

B. Yu, “Self-regulated learning: A key factor in the effectiveness of online learning for second language learners,” Frontiers in Psychology, vol. 13. Frontiers Media S.A., p. 1051349, Jan. 12, 2023. doi: 10.3389/fpsyg.2022.1051349.

Z. Xu, Y. Zhao, J. Liew, X. Zhou, and A. Kogut, “Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review,” Educational Research Review, vol. 39. Elsevier, p. 100510, May 01, 2023. doi: 10.1016/j.edurev.2023.100510.

J. van der Graaf et al., “How to design and evaluate personalized scaffolds for self-regulated learning,” Metacognition Learn., vol. 18, no. 3, pp. 783–810, Dec. 2023, doi: 10.1007/s11409-023-09361-y.




DOI: http://dx.doi.org/10.17977/um010v6i22023p%25p

Refbacks

  • There are currently no refbacks.


 

 Letters in Information Technology Education (LITE)
 2654-5667
 Contact
 Published by Electrical Engineering, Universitas Negeri   Malang, Indonesia
 Jl. Semarang No. 5 Malang, East Java, Indonesia
 Homepage:  http://journal2.um.ac.id/index.php/lite/index
 E-mail: lite.teum@gmail.com

View My Stats