Development of Information and Communication Technology (ICT) Learning Packages.

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Development of Information and Communication Technology (ICT) Learning

Packages
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Vol.12, No.1, 2020, 2830 - 2865
Development of Information and Communication Technology (ICT)

Learning Packages
Riza Faishol1, Sigit Dwi Laksana2, Makherus Sholeh3, Dhita Paranita Ningtyas4,
Much Deiniatur5, Yuli Ani Setyo Dewi6, Fransiskus Janu Hamu7, Imelda Oliva
Wissang8
1
Institute of Islamic Religion (IAI) Ibrahimy Genteng Banyuwangi, Indonesia
2
Universitas Muhammadiyah Ponorogo
3
UIN Antasari Banjarmasin
4
Universitas Trilogi
5
IAIN Metro Lampung
6
Sekolah Tinggi Ilmu Tarbiyah NU Al Hikmah Mojokerto
7
STIPAS Tahasak Danum Pambelum Palangkaraya
8
Institut Keguruan dan Teknologi Larantuka
Abstract
The purpose of this development is to produce a package of learning information and
communication technology subjects consisting of 1) teaching materials, 2) teacher's guide,
and 3) student guides. The development model used is the Dick, Carey, & Carey model,
which is modified based on development requirements. This model leads to efforts to solve
learning problems and be programmed through systematic procedures or steps. The results
showed that this learning package was able to improve student learning outcomes compared
to previous conditions. It can be seen from the results of testing the effectiveness of
learning using the t-test of the results of the pre-test and post-test given to students showing
the value of tcount = 64,510 > t-table = 2,064 so that it can be said that this information and
communication technology learning package is valid.
Keywords: Development, learning, dick Carey & Carey, Information, and Communication
Technology.
I. INTRODUCTION
Learning is an effort to learn students (Degeng, 1988). Learning activities are an effort to
develop student potential through a series of activities carried out continuously and
continuously to achieve goals. Many factors can affect learning achievement, including the
appearance of teaching materials. The appearance of an exciting book or module can
generate interest in learning (Prawiradilaga, 2007). Furthermore, Prawadilaga stated that
teaching material in learning design is the only tangible form of an essential component of
learning design. To provide adequate teaching materials as an effort to optimize the learning
process of ICT subjects, one way that can be taken is to improve the learning design by
preparing ICT learning packages that are attractive, effective, and efficient. The selection of
ISSN 1869-0459 (print)/ISSN 1869-2885 (online)
© 2020 International Research Association for Talent Development and Excellence
http://www.iratde.com
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Vol.12, No.1, 2020, 2830 - 2865
the Dick, Carey, and Carey (2001) models in the preparation of ICT teaching materials for
class VIII semester II has based on the thought that this model is very suitable and following
the characteristics of ICT subjects, namely by using system theory created and used to
design learning packages in the realm psychomotor skills, intellectual skills, and verbal
information. The purpose of this development is to produce learning packages in the form of
teaching materials, teacher guides, and student guides, which are expected to optimize the
learning process and facilitate student learning in ICT subjects.
II. Methodology
Development style
The development model used is the Dick, Carey & Carey model that has been modified
based on development requirements. This model has ten procedural steps, only for this
development to be adapted to nine steps.
Development Procedure
Graph 1. Dick, Carey and Carey Development Model
1. Identify the need to determine general learning objectives

2. Conduct Learning Analysis
3. Identify student characteristics
4. Formulate specific learning goals
5. Develop assessment instruments
6. Develop learning strategies
7. Develop and choose learning materials
8. Design and carry out formative evaluations
9. Revising learning products
Product Trial
1. Trial Design

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The steps of testing the product of this development research are:
a. Review by subject matter experts.

b. Review by learning design experts.
c. Review by learning media experts.
d. Individual Trial.
e. Small-Group Trial.
f. Field Test.
2. Trial Subjects
a. Preview stage of the experts
The test subjects at this stage were conducted by one ICT content subject, one learning
design expert, and one learning media expert.
b. Individual trial phase
The trial subjects were three students of Puspa Bangsa MTs. The three students consisted of
one high achiever, one moderate achiever, and one low achiever accompanied by a teacher
and researcher.
c. Small-Group Trial Phase
The trial subjects were six MTs Puspa Bangsa students. The six students consisted of two
high achievers, two medium achievers, and two low achievers accompanied by teachers and
researchers.
d. Field trial phase
The first step is to provide a pre-test to find out the initial abilities of students and end with a
post-test to find out the ability of students after they receive material with a planned strategy.
3. Data Type
Qualitative data were obtained from a subject matter expert reviews, instructional design
experts, instructional media experts, individual trial results, small group trial results, field
trial review results, and subject teacher review results through questionnaires and interviews
and observation sheets. Quantitative data obtained through tests in the form of preliminary
results and post-test from field trials. The results of qualitative data are quantified using the
Lickert scale (five scales) for the data analysis process.
4. Data Collection Instruments

The instruments used in data collection are documentation, questionnaires, interviews, and
tests.
5. Technical Analysis of Data
a. Qualitative descriptive
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Used to process data from subject matter expert reviews, instructional media experts,
instructional design experts, and field trials, in the form of input, responses, criticism and
improvement suggestions contained in the questionnaire and the results of the interview.
b. Descriptive statistical analysis
This analysis technique is used to process data obtained through a questionnaire in the form
of a percentage of each subject's answers with the formula:
xi
p= × 100 %
x
(Walpole, 1992)
𝑥Information:
p = percentage of assessment
= number of answers from validate
= Highest number of answers
Next, to calculate the percentage of the whole subject/component used the following
formula:
𝑝
P= × 100 %
n
(Walpole, 1992)
Information:
P = percentage of overall subjects / components
∑p = total percentage of all components
∑n = many components
The results of the pre-test and post-test field tests were calculated by t-test with a
significance level of 0.05. T-test calculations were performed with the help of statistical
software, Microsoft Office Excel 2007
The t-test formula is:

𝑀𝑑
𝑡 =
𝑥2 𝑑
𝑁 𝑁 −1
(Walpole, 1992)
Information:
t : t-test
Md: the mean of the difference between pre-test and post-test (post-test - pre-test)
∑ x2d: the sum of the squares of the deviations
N : subject on the sample

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III. Result and Discussion
Data analysis was obtained from the results of the response/assessment instruments of
subject matter experts, media experts, design experts, individual trial results, small group
trials, and field trials.
A. Expert Subject Test

1. Data Presentation and Data Analysis
a. Teaching materials
Table 1. Data of Expert Assessment Results on Content on Teaching Materials
Number of Score Frequency Percentage

question items
19 5 7 36,84%
4 12 50,53%
Total 87,37%
Input expert suggestions and comments on the subject matter are as follows:
1) Teaching material is competent enough

2) There was a typing error; please be more careful
The percentage calculation results obtained at 87.37%. After being converted, it shows that
the teaching material is in excellent qualification, so in general, it does not need to be
revised.
b. Teacher's Guide
Table 2. Data on Expert Assessment Results in Subjects to Teacher's Guide
Number of S Fre Perce

question items c que ntage
o ncy
r
e
9 5 2 22,22
%
4 7 62,22
%
Total 84,44
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Input, suggestions, and comments from content experts to the teacher's guide are as follows:
1) The teacher's guide is good enough.

2) Analysis of learning using operational words
The percentage calculation results obtained by 84.44%. After being converted, it shows that
the teacher's guide is in suitable qualification, so in general, it does not need to be revised.
c. Student Guide
Table 3. Data on the results of expert content assessments on student guides

question items
9 5 1 11,11%
4 8 71,11%
Total 82,22%
Inputs, suggestions, and comments from subject matter experts to the student guide as
follows:
1) The student guide is good enough.

2) Analysis of learning using operational words
The percentage calculation results obtained by 82.22%. After being converted shows that the
student guide is in suitable qualification, so in general, it does not need to be revised.
2. Product Development Revision

Table 4. Revision of teaching materials upon expert input of subject matter
No Revised item Revision
The cover color is too

1 revised
dark
Author's font name is too

2 revised
large
Page 6 The word

3 Revised
"program" is replaced by a
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"program."
b. Teacher's Guide
Table 5. .Revised teacher guide to expert input of subject matter
Revised
No Feedback Revision
item
Revised using
Learning need to be sharpened more
1
Analysis (more focused). operational
words
c. Student Guide
Table 6. Revised student guide to expert content input
Revised
item
need to be Revised
sharpened (more
Learning using more
1 focused).
Analysis operational
words
B. Learning Media Expert Test

Table 7. The results of the evaluation of learning media experts on teaching materials

question items
14 5 2 14,28%
4 12 68,57%
Total 82,85%
Inputs, suggestions, and comments from instructional media experts regarding teaching
materials as follows:
1) The quality of the printing equipment (printer) must be improved because there
are many print problems.
the teaching material is in excellent qualification, so in general, it does not need to be
revised.
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b. Teacher's Guide
Table 8. The results of the learning media expert assessment of the teacher's guide
Number of Score Frequ Percentage

question ency
items
8 5 1 12,5%
4 7 70%
Total 82,5%
Learning media expert input, suggestions, and comments regarding the teacher's guide are as
follows:
1) Need a better printing device (printer) because in printings at this time, there is still
noise (print interference).
the teacher's guide is in suitable qualification, so in general, it does not need to be revised.
c. Student Guide
Table 9. Results of instructional media expert assessment of student guides
Number of Score Fre Perce

question que ntage
items ncy
9 5 1 11,11
%
4 8 71,11
%
Total 82,22
%
Learning media expert input, suggestions, and comments regarding student guides are as
follows:
1) Pay attention to the edges of the paper.
student guide is in suitable qualification, so in general, it does not need to be revised.
Table 10. Revision of instructional materials upon instructional media expert input
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N Revised
Feedback Revision
o item
Quality The quality of

of printing Already printed
1 printing equipment with other printing
equipme needs to be devices (printers).
nt improved
b. Teacher's Guide
Table 11. Revised teacher guidelines for instructional media expert input
No Revised item Feedback Revision
Already printed
Printing Noise (print
1 with another
equipment noise)
printer
c. Student Guide
Table 12. Revised student guide for expert learning media input
No Revised Item Feedback Revision
Layouts need to
The size of The revision has been
make room on
1 the paper made by changing the
the edge of the
border page boundary settings
page.
C. Learning Design Expert Test

Table 13. Results of the assessment of learning design experts on teaching materials
Number of Score Freque Percenta

question items ncy ge
16 4 2 10%
3 14 52,5%

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Total 62,5%
Learning design expert input, suggestions, and comments are as follows:

1) The color of the cover design is not bright enough
2) Lots of typos
the teaching material is insufficient qualification, so it must be revised.
b. Teacher's Guide
Table 14. The results of the learning design expert's assessment of the teacher's guide

question que ntage
items ncy
9 5 1 11,11
%
4 1 8,89%
3 7 46,67
%
Total 66,67
%
Learning design expert input, suggestions, and comments are as follows:

1) The quality of the binding needs to be improved.
2) Posts too to the top edge.
the teacher's guide is in poor qualification, so it must be revised.
c. Student Guide
Table 20. The results of the learning design expert's assessment of the student's guide

question que ntage
items ncy
9 4 1 8,89%
3 8 53,33
%
Total 62,22
%

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Learning design expert input, suggestions, and comments regarding student guides are as
follows:
1) The quality of the binding needs to be improved.
student guide is insufficient qualification, so it must be revised.
Tabel 21. Revised teaching materials upon input of learning design experts
N Revised
Feedback Revision
o Item
The color of
It has been revised by
the cover
1 Cover adding cover color
design is not
brightness
bright enough
b. Teacher's Guide
Table 22. Revised teacher guide to expert design learning input
Revised
Item
The quality of the

1 bindery binding needs to be revised
improved
Display settings need to

2 Display Revised
be improved
c. Student Guide
Table 23. Revised student guide for instructional design expert input
NO Revised Item Feedback Revision
The quality of the

1 Bindery binding needs to be Revised
improved
D. Individual Trial
1. Data Presentation and Analysis
Table 24. Individual test results on teaching materials

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N Rated aspect Score f P amount(

o (%) %)
1 The size of teaching 5 2 66,6 93,34

. materials can attract your 7
attention.
4 1 26,6
7
2 The cover design of 5 3 100 100

. teaching materials can
catch your attention.
3 Directions on teaching 5 1 33,3 86,66

. materials can help you 3
understand how to use
teaching materials. 4 2 53,3
3
4 The content framework in 4 3 80 80

. teaching materials can
help you understand the
overall contents of the
teaching materials.
5 The inclusion of the 5 2 66,6 86,67

. learning objectives in 7
each chapter helps you
know the skills you will 3 1 20
master at the end of the
material.
6 You can understand the 5 2 66,6 86,67

. description of the contents 7
of the material in this
teaching material 3 1 20
7 You are interested in 5 2 66,6 93,34

. learning the contents of 7
teaching materials.
4 1 26,6
7
8 The selection of 5 2 66,6 93,34

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. illustrations/examples/pict 7
ures in teaching materials
can help you understand 4 1 26,6
the material. 7
9 Writing in teaching 5 2 66,6 93,34

. materials helps you 7
understand the material.
4 1 26,6
7
1 The choice of colors in 5 2 66,6 93,34

0 teaching materials can 7
. attract your attention.
4 1 26,6
7
1 Summary of teaching 4 2 53,3 73,33

1 materials makes it easy 3
. for you to understand the
material in general. 3 1 20
1 The practice questions in 5 2 66,6 93,34

2 this teaching material are 7
. easy to understand.
4 1 26,6
7
1 The practice questions in 5 1 33,3 86,66

3 teaching materials help 3
. increase your
understanding of the 4 2 53,3
material. 3
1 The language used in 4 3 80 80

4 teaching materials is easy
. to understand.
1 These teaching materials 5 2 66,6 93,34

5 generally make it easier 7
. for you to understand the
material in the subjects of 4 1 26,6
Information and 7
Communication
Technology
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1 Teaching materials can 5 1 33,3 86,66

6 motivate you to take part 3
. in learning.
4 2 53,3
3
Average percentage 88,75
The mean percentage obtained was 88.75%. After being converted, it is known that teaching
materials are in excellent qualifications. Based on the existing scores and considering input,
comments, and suggestions, both in writing and orally, to revise teaching materials,
especially on the summary components and cover color, can be judged appropriate for use in
small group trials.
b. Student Guide
Table 25. Data on the results of individual trials against student guides
N Rated aspect score F P amount

o (%)
(
%
)
1 The size of the guide 5

. can catch your attention. 3
4 2 ,
3
73,33
3
2
3 1
0
2 The cover design of the 3

. student guide can catch 3
your attention. 5 1 ,
3
3 86,66
5
4 2 3
,

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3
3
3 Student guides make it 5

. easy for you to learn 3
teaching material. 4 2 ,
3
73,33
3
2
3 1
0
4 The inclusion of the 3

. subject's identity helps 3
you know the material to 5 1 ,
be learned. 3
3
86,66
5
3
4 2 ,
3
3
5 Suitability of time 1
. allocation arrangements 5 3 0 100
with the material. 0
6 The inclusion of 2
. learning strategies helps 6
you know the teaching 4 1 ,
and learning process. 6
66,66
6
4
3 2
0
7 Inclusion of learning
. objectives can help you
1
know the skills expected
5 3 0 100
after learning the
0
contents of this teaching
material

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8 The questions in your 5

. student guide are easy 3
for you to understand. 4 2 ,
3
73,33
3
2
3 1
0
9 Clarity of exposure in 3
. the student guide 3
5 1 ,
3
3
86,66
5
3
4 2 ,
3
3
1 Color selection in the 5

0 student guide can catch 3
. your attention. 4 2 ,
3
73,33
3
2
3 1
0
1 The language used in 1

1 your student guide is 4 3 0 100
. easy to understand. 0
Percentage average 83,63
The mean percentage obtained was 83.63%. After conversion, it was known that the
student's guide was in good qualifications.
2. Product Revision
Table 26. Revision of student guides based on individual trials

Feedback, suggestions, Revision
No and comments
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A summary is too short Add a sentence to

1. the summary
The color design of the Increase brightness
2. cover is not bright enough on the cover
Table 27. Revision of student guides based on individual trials

No and comments
The color design of the Increase brightness
1. cover is not bright enough on the cover
E. Small-Group Trials
Table 28. Table Data from Small-Group Trial Results on Materials
N Rated aspect Score F P Amount(

o %)
(
%
)
1 The size of 5 4 6 93,34

. teaching 6
materials can ,
attract your 6
attention. 7
4 2 2
6
,
6
7
2 The cover design 5 3 5

. of teaching 0
materials can 90
catch your 4 3 4
attention. 0
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3 Directions on 5 4 6 93,34
. teaching 6
materials can ,
help you 6
understand how 7
to use teaching
materials. 4 2 2
6
,
6
7
4 The content 5 4 6
. framework in 6
teaching ,
materials can 6
help you 7
understand the 93,34
overall contents 4 2 2
of the teaching 6
materials. ,
6
7
5 The inclusion of
. the learning
objectives in
each chapter 1
helps you know 5 6 0 100
the skills you 0
will master at the
end of the
material.
6 You can 5 5 8
. understand the 3
description of the ,
contents of the 3
93,33
material in this 3
teaching material
3 1 1
0

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7 You are 5 4 6
. interested in 6
learning the ,
contents of 6
teaching 7
materials. 93,34
4 2 2
6
,
6
7
8 The selection of 5 5 8
. illustrations/exa 3
mples/pictures in ,
teaching 3
materials can 3
help you 96,66
understand the 4 1 1
material. 3
,
3
3
9 Writing in 5 4 6
. teaching 6
materials helps ,
you understand 6
the material. 7
93,34
4 2 2
6
,
6
7
1 The choice of 5 3 5
0 colors in 0
. teaching
4 3 4 90
materials can
attract your 0
attention.

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1 Summary of 4 4 5
1 teaching 3
. materials makes ,
it easy for you to 3
73,33
understand the 3
material in
general. 3 2 2
0
1 The practice 5 5 8
2 questions in this 3
. teaching material ,
are easy to 3
understand. 3
96,66
4 1 1
3
,
3
3
1 The practice 5 4 6
3 questions in 6
. teaching ,
materials help 6
increase your 7
understanding of 93,34
the material. 4 2 2
6
,
6
7
1 The language 5 4 6
4 used in teaching 6
. materials is easy ,
to understand. 6
7
93,34
4 2 2
6
,
6

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1 These teaching 5 5 8
5 materials 3
. generally make it ,
easier for you to 3
understand the 3
material in the 96,66
subjects of 4 1 1
Information and 3
Communication ,
Technology 3
3
1 Teaching 5 4 6
6 materials can 6
. motivate you to ,
take part in 6
learning. 7
93,34
4 2 2
6
,
6
7
Average
92,71
percentage
The average score obtained for the components of teaching materials is 5 (very good), 4
(good), and 3 (good enough). The mean percentage obtained was 92.71%. After being
converted, it is known that teaching materials in qualifications are excellent.
b. Student Guide
Table 29. Small-Group Trial Result Data on Student Guides
N Rated aspect Score F P Amount

o (%)
(
%
)
1 The size of the guide can 5

. catch your attention. 4 4 3 73,33
,
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3
3
2
3 2
0

5 3
your attention. 90
4
4 3
0
3 Student guides make it 6

. easy for you to learn 6
teaching material. 4 5 ,
6
76,67
7
1
3 1
0
4 The inclusion of the 8

. subject's identity helps 3
you know the material to 5 5 ,
be learned. 3
3
96,66
1
3
4 1 ,
3
3
5 Suitability of time 1
. allocation arrangements 5 6 0 100
with the material. 0
6 The inclusion of learning 6

. strategies helps you know 6
the teaching and learning 4 5 ,
process. 6
76,67
7
1
3 1
0
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7 Inclusion of learning
. objectives can help you 1
know the skills expected 5 6 0 100
after learning the contents 0
of this teaching material
8 The questions in your 2

. student guide are easy for 6
you to understand. 4 2 ,
6
66,67
7
4
3 4
0
9 Clarity of exposure in the 3

. student guide 3
5 2 ,
3
73,33
3
4
4 4
0
1 Color selection in the 2

0 student guide can catch 6
. your attention. 4 2 ,
6
66,67
7
4
3 4
0
1 The language used in 1

1 your student guide is easy 4 6 0 100
. to understand. 0
The mean percentage obtained was 83.64%. After being converted into a conversion table, it
is known that the student guide is in good qualifications. Based on the existing scores and
considering input, comments, and suggestions, both in writing and orally, to revise student
guides, it can be judged appropriate for use in field trials.

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2. Product Revision
Table 30. Revision of teaching materials based on small group trials.

No and comments
Learning materials are There are no
1. easy to understand revisions
The cover should be Color brightness
2. brighter added on the
cover
The picture is There are no
3. interesting revisions
Table 31. Revised student guide based on small group trials

No and comments
The cover should be Color brightness
1. brighter added on the
cover
The problem is why There are no
3. not as much as in LKS revisions
F. Field Trial
a. Student Guide
Table 32. Data on the results of field trials on student guides
N Rated Aspect Score F P Amou

o nt (%)
(
%
)
1 The size of the guide can 3

5 9
. catch your attention. 6
1 3
4 82,4
0 2
1
3 6
4

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,
4

5 9
your attention.
1 3
4
0 2
82,4
1
4
3 6
,
4
3 Student guides make it 1 5

5
. easy for you to learn 3 2
teaching material.
2
2
4 7 86,4
,
4
1
3 5
2
4 The inclusion of the 1 6

5
. subject's identity helps 6 4
you know the material to
be learned. 1
4 5
6 89,6
9
3 4 ,
6
5 Suitability of time 1 6
5
. allocation arrangements 6 4
with the material.
1
4 5
6 89,6
9
3 4 ,
6

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6 The inclusion of learning 1 5

5
. strategies helps you know 4 6
the teaching and learning
process. 2
5
4 8
, 88,8
6
7
3 3 ,
2
7 Inclusion of learning 1 6
5
. objectives can help you 5 0
know the skills expected
after learning the contents 1
of this teaching material 2
4 4
,
87,2
8
1
4
3 6
,
4
8 The questions in your 1 4

5
. student guide are easy for 0 0
you to understand.
2
8
4 9
,
83,2
8
1
4
3 6
,
4
9 Clarity of exposure in the 1 4

5
. student guide 1 4
88,8
2
4 7 2
,
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2
2
3 7
,
4
Color selection in the 1 6

5
student guide can catch 5 0
1 your attention.
0 1
. 2
4 4
,
87,2
8
1
4
3 6
,
4
1 The language used in 1 4

5
1 your student guide is easy 1 4
. to understand.
1 3
4
0 2 85,6
9
3 4 ,
6
Scores obtained on 11 components of teaching materials from 25 (twenty-five) students are

a score of 5 (very good), a score of 4 (good), a score of 3 (good enough). The mean
percentage is obtained at 86.47%. After conversion, it is known that the student guide is in
excellent qualifications.
b. Teaching materials
Table 33. Questionnaire results data on student responses to teaching materials in field trials
N Rated Aspects S F P A
o c m
o ( o
r % u

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Vol.12, No.1, 2020, 2830 - 2865
e ) n
t
(
%
)
1 The size of teaching materials 1 4

5
. can attract your attention. 1 4
8
1 3
4 5
0 2
,
9 6
3 4 ,
6
2 The cover design of teaching 1 5

5
. materials can catch your 3 2
attention.
2 8
2 6
4 7
, ,
4 4
1
3 5
2
3 Directions on teaching materials 3

5 9
. can help you understand how to 6
use teaching materials.
1 3 8
4
0 2 2
,
1 4
4
3 6
,
4
4 The content framework in 1 6

5
. teaching materials can help you 6 4 8
understand the overall contents of 9
the teaching materials. 1
4 5 ,
6
6
3 4 9

2858
Vol.12, No.1, 2020, 2830 - 2865
,
6
5 The inclusion of the learning 1 6

5
. objectives in each chapter helps 5 0
you know the skills you will
master at the end of the material. 1
2 8
4 4
, 7
8 ,
2
1
4
3 6
,
4
6 You can understand the 1 5

5
. description of the contents of the 4 6
material in this teaching material
2
8
5
4 8 8
,
,
6
8
7
3 3 ,
2
7 You are interested in learning the 1 5

5
. contents of teaching materials. 3 2
1
9 8
4 6
, 5
2 ,
6
1
4
3 6
,
4
8 The selection of 1 5
5 8
. illustrations/examples/pictures in 4 6
8
teaching materials can help you
,
4 8 2
2859
Vol.12, No.1, 2020, 2830 - 2865
understand the material. 5 8

,
6
7
3 3 ,
2
9 Writing in teaching materials 1 5

5
. helps you understand the 4 6
material.
2
8
5
4 8 8
,
,
6
8
7
3 3 ,
2
1 The choice of colors in teaching 1 5

5
0 materials can attract your 3 2
. attention.
2 8
2 6
4 7
, ,
4 4
1
3 5
2
1 Summary of teaching materials 3

5 9
1 makes it easy for you to 6
. understand the material in
general. 1 3 8
4
0 2 2
,
1 4
4
3 6
,
4
1 The practice questions in this 5 1 6 8

2860
Vol.12, No.1, 2020, 2830 - 2865
2 teaching material are easy to 6 4 9

. understand. ,
1 6
4 5
6
9
3 4 ,
6
1 The practice questions in 1 6

5
3 teaching materials help increase 5 0
. your understanding of the
material. 1
2 8
4 4
, 7
8 ,
2
1
4
3 6
,
4
1 The language used in teaching 1 5

5
4 materials is easy to understand. 4 6
.
2
2
4 7 8
,
8
4
9
3 4 ,
6
1 These teaching materials 1 5

5
5 generally make it easier for you 3 2
. to understand the material in
Islamic Religious Education 2
8
subjects. 5
4 8 7
,
,
6
2
9
3 4 ,
6
2861
Vol.12, No.1, 2020, 2830 - 2865
1 Teaching materials can motivate 1 4

5
6 you to take part in learning. 1 4
. 8
1 3
4 5
0 2
,
9 6
3 4 ,
6
Percentage average 8
6
,
8
5
Scores obtained on 16 components of teaching materials from 25 (twenty-five) students are

a score of 5 (very good), a score of 4 (good), a score of 3 (good enough). The mean
percentage is 86.85%. After conversion, it is known that teaching materials are in very good
qualifications.
Table 34. Data on the questionnaire results of teacher responses to teaching materials in field
trials
Number of S Frequency P
question items c
o (
r %
e )
16 5 11 6
8
,
7
5
4 5 2
5
Total 9
3
,
7
5
2862
Vol.12, No.1, 2020, 2830 - 2865
Scores obtained on the 16 components of teaching materials are a score of 5 (very good), a
score of 4 (good). The mean percentage is 93.75%. After conversion, it is known that
teaching materials are in very good qualifications.
2. Product Revision
Table 35. Revision of teaching materials based on the results of field trials by students
Feedback, suggestions, and Revision
No comments
The textbook is exciting and There are
1. easy to understand no
revisions
Table 36. Revision of student guides based on the results of field trials
Feedback, suggestions, and Revisi
No comments
The student manual is good There are
1. and interesting no
revisions
Table 37. Revised teacher guide based on the results of field trials
Feedback, suggestions, and Revisi
No comments
The book is nice and There are
1. interesting no revisions
Table 38. Data from field trial results on teaching materials
No Respondents Values
Pre- Posttest
test
1. AA 70 90
2. AH 60 75
3. AWS 80 80
4. BR 75 90
5. DMP 80 90
6. EN 50 70
2863
Vol.12, No.1, 2020, 2830 - 2865
7. FN 65 90
8. HAP 65 90
9. HL 55 85
10. ISR 70 85
11. M 80 90
12. MAR 60 80
13. NS 65 85
14. NAM 65 75
15. NS 75 85
16. PR 75 90
17. SI 80 95
18. SK 75 85
19. SI 65 85
20. SNA 65 80
21. SB 50 70
22. SW 70 90
23. S 70 95
24. WF 60 80
25. YS 45 65
Total 1670 2095
Minimum score 45 65
Maximum score 80 95
Average 66,8 83,8

2864
Vol.12, No.1, 2020, 2830 - 2865
Table 39. T-test results data on information and communication technology learning
packages
Average score t table

t hit
Pre- (α=0,05);
Posttest
test υ=24
66,800 83,800 64,510 2,064
Testing criteria t:
1. If -t tt ≤t , so H0 is accepted and Ha is rejected

table count table
2. If -t < -t or t > t table so H0 is rejected and Ha is accepted

count table count
with an assumption: H0 : the difference between pre-test and post-test is zero (no difference)
Ha : the difference between pre-test and post-test is not equal to zero (there is a difference)
Based on the data in the table above it is known that the value of tcount = 64,510> ttable = 2,064 so
that H0 is rejected and Ha is accepted. This shows that there are real differences between the
results of the pre-test and post-test so that it can be said that the learning package for
information and communication technology in class VIII at MTs Puspa Bangsa Banyuwangi
in 2011 is valid.
IV. The results of the theoretical discussion
The development of this information and communication technology learning package uses
the Dick, Carey, and Carey models in 2001, whose development process only reached the
ninth stage. The results of the data analysis concluded that with a significance level of 0.05
in the pre-test and post-test analysis above the value of tcount = 64,510 > ttable = 2.064 so that it
can be said that the information and communication technology learning package class VIII
at MTs Puspa Bangsa Banyuwangi in 2011 was effective
REFERENCES
1. Abidin, Zaenal. 2007. Analisi kebutuhan pembelajaran dan analisi pembelajaran dalam desain system
pembelajaran. (http://eprints.ums.ac.id/469/1/pak_zaenal_pembelajaran_edit.doc), diakses pada tanggal 22
Desember 2010.
2. Ausubel, D. P. 1968. Educational Psychology : A Cognitive View. New York : Holt, Rinehart & Winstone.
3. Danserau, D.F. 1978. The Development of Learning Srategy Curiculum. Dalam H.F.O'Neil, Jr. (Ed),
Learning Strategy New York: Academic press
4. Degeng, I.N.S. 1988. Pengorganisasian Pengajaran Berdasarkan Teori Eleborasi dan Pengaruhnya
Terhadap Perolehan Belajar Informasi Verbal dan Konsep. Disertasi tidak diterbitkan. Malang: PPS IKIP
Malang

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5. Degeng, IN.S. 1997. Strategi Pembelajaran Mengorganisasi Isi dengan Model Elaborasi. Malang: IKIP
MALANG
6. Depdiknas. 2007. Naskah Akademik Kajian Kebijakan Kurikulum Mata Pelajaran TIK.
7. Dikdasmen, 2006. Pedoman Umum Penyusunan Bahan Ajar. (http:/jip.pdkjateng.go.id), diakses tanggal 13
September 2010.
8. Dick, Walter, Lou Carey, & James O. Carey. 2001. The Systematic Designs of Instruction (6th ed). USA.
Harper Collins Publisher
9. Harijanto, Mohammad. 2007. Pengembangan Bahan Ajar Untuk Peningkatan Kualitas Pembelajaran
Program Pendidikan Pembelajaran Sekolah Dasar. Dalam Jurnal Didaktika, Vol.2 No.1 Maret 2007:216-
226.
10. Heinich, R., Molenda, M., & Russell, J.D. 1993. Instructional Media. Fourth Edition. USA. Macmillan
Publishing Company.
11. Herman, Els. 2001. Bahan Ajar Yang Bertopik Dan Bertingkat Kesulitan Runtut. Konferensi Internasional
Pengajaran Bahasa Indonesia Untuk Penutur Asing (KIPBIPA) IV, 1-3 Oktober 2001, Denpasar, Bali.
12. Kuswandi, Dedi. 2001. Validasi Media: Analisis Kelayakan Media yang Akan Dikembangkan. Bahan
Kuliah tidak diterbitkan. Malang: Jurusan TEP FIP UM
13. Prawadilaga, Dewi Salma. 2007. Prinsip Desain Pembelajaran. Jakarta: Kencana Prenada Media Group
14. Reigeluth, Charles M. and Stein, F. S. 1983. The Elaboration Theory of Instruction, Instructional Design
Theories and Models : an Overview of Their Current Status. Edited by Charles M. Reigeluth. Hillsdale,
New Jersey : Lawrence Erlbaum Associates Publisher.
15. Reiser, Robert A. & John Dempsey. (eds) 2002. Trends and Issues in Instructional Design and Technology.
Upper Saddle River, NJ: Merrill-Prentice Hall.
16. Riduwan. &Sunarto. 2011. Pengantar Statistika Untuk Penelitian Pendidikan, Sosial, Ekonomi,
Komunikasi, dan Bisnis. Bandung: Alfabeta.
17. Seel, B.B & Richey. 1994., Teknologi Pembelajaran: Definisi dan Kawasannya, hasil terjemahan Dewi S.
Prawiradilaga, dkk.(1995) dari judul aslinya Instructional Technology : Definition and Domain of Field
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18. Setyosari, P. & Sihkabuden. 2005. Media Pembelajaran. Malang: Elang Mas.
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Development of Information and Communication Technology (ICT) Learning

Article in Talent Development and Excellence · July 2020

Riza Faishol Makherus Sholeh

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Development of Information and Communication Technology (ICT)

Graph 1. Dick, Carey and Carey Development Model

1. Identify the need to determine general learning objectives

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

The steps of testing the product of this development research are:

a. Review by subject matter experts.

b. Individual trial phase

c. Small-Group Trial Phase

d. Field trial phase

4. Data Collection Instruments

b. Descriptive statistical analysis

The t-test formula is:

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

III. Result and Discussion

A. Expert Subject Test

Number of Score Frequency Percentage

1) Teaching material is competent enough

Table 2. Data on Expert Assessment Results in Subjects to Teacher's Guide

Number of S Fre Perce

1) The teacher's guide is good enough.

Table 3. Data on the results of expert content assessments on student guides

Number of Score Frequency Percentage

1) The student guide is good enough.

2. Product Development Revision

Table 4. Revision of teaching materials upon expert input of subject matter

No Revised item Revision

The cover color is too

Author's font name is too

Page 6 The word

B. Learning Media Expert Test

Number of Score Frequency Percentage

Number of Score Frequ Percentage

Number of Score Fre Perce

Quality The quality of

No Revised item Feedback Revision

No Revised Item Feedback Revision

C. Learning Design Expert Test

Number of Score Freque Percenta

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

Learning design expert input, suggestions, and comments are as follows:

Number of Score Fre Perce

Learning design expert input, suggestions, and comments are as follows:

Number of Score Fre Perce

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

The quality of the

Display settings need to

NO Revised Item Feedback Revision

The quality of the

ISSN 1869-0459 (print)/ISSN 1869-2885 (online)

N Rated aspect Score f P amount(

1 The size of teaching 5 2 66,6 93,34

2 The cover design of 5 3 100 100

3 Directions on teaching 5 1 33,3 86,66

4 The content framework in 4 3 80 80

5 The inclusion of the 5 2 66,6 86,67

6 You can understand the 5 2 66,6 86,67