INTRACTIONAL DESIGN THEORY

 NAME : ZULKIPLI
 METRIC : M20221000199 (C7566729)
 DEPARTEMEN : Master Of Education Information Technology

KELEBIHAN DAN KEKURANGAN MODEL DESAIN ADDIE

A. The Weaknesses and Strengths of the ADDIE Design Model are as follows.

1. Advantages of ADDIE design

This model is simple and easy to learn and has a systematic structure. As we know,

the ADDIE model consists of 5 components that are interrelated and systematically

structured, which means that from the first stage to the fifth stage, the application

must be systematic, it cannot be ordered randomly or we can choose which one we

want to come first. . Because these five stages/steps are very simple when compared

to other design models. It is simple and systematically structured, so this design

model will be easy for educators to learn.

2.Disadvantages of the ADDIE design model

The drawback of this design model is that the analysis phase requires a long time. In

this analysis stage, the designer/educator is expected to be able to analyze the two

components of the students first by dividing the analysis into two, namely

performance analysis and needs analysis. These two components of the analysis will

later affect the length of the process of analyzing students before the learning stage is

carried out. These two components are important because they will affect the next

stage of designing learning.

B. Discussion

The ADDIE model is a learning system design model that shows the basic stages of a

learning system that are simple and easy to learn. This model consists of five main

phases or stages, namely:

1. Analysis / Analysis

2. Design / Design

3. Development / Development

4. Implementation / Implementation

5. Evaluation / Evaluation

1. Analysis

Analysis is the first step of the ADDIE learning system design model.

The analysis step goes through two stages, namely:

a. Performance Analysis

Performance Analysis is carried out to find out and clarify whether the performance

problems encountered require solutions in the form of implementing learning

programs or improving management.

Example:

a. Lack of knowledge and skills causes low individual performance in organizations

or companies, this requires a solution in the form of implementing learning programs.

b. Low achievement motivation, boredom, or boredom at work require management

quality improvement solutions. For example, providing incentives for work

performance, rotation and promotion, as well as providing adequate work facilities. b.

Needs Analysis Needs analysis is a necessary step to determine the abilities or

competencies that students need to learn to improve learning performance or

achievement.

This can be done if the learning program is considered as a solution to the learning

problem being faced.

When a learning program designer carries out the analysis phase, there are two key

questions that must be answered, namely:

a) What are the predetermined learning objectives needed by students?

b) Can the students achieve the learning objectives that have been determined?

If the results of the analysis of the data that has been collected lead to learning as a

solution to overcome the learning problems that are being faced, then the learning

program designer conducts a needs analysis by answering a few more questions.

The question is as follows:

a. What are the characteristics of students who will take part in the learning program?

(learner analysis )

b. What kind of knowledge and skills do students already have? (pre-requisite skills)

c. What abilities or competencies do students need to have? (task or goal analysis)

d. What are the indicators or criteria that can be used to determine that students have

achieved the predetermined competencies after learning? (evaluation and assessment)

e. What conditions are needed by students in order to demonstrate the competencies

they have learned? (settings or condition analysis)

2. Design

Design is the second step of the ADDIE learning system design model. This step is:
a. The essence of the analysis step is to study the problem and then find alternative

solutions that have been identified through the needs analysis step.

b. Important steps that need to be taken to determine the learning experience that

students need to have while participating in learning activities.

c. Steps that must be able to answer the question, can the learning program overcome

the gap in student abilities? The ability gap here is the difference in the abilities that

students have with the abilities that students should have.

Example of a capability gap statement:

a. Students are not able to achieve predetermined competency standards after

following the learning process.

b. Students are only able to achieve a competency level of 60% of the competency

standards outlined.

At the time of doing this step it is necessary to make key questions including the

following:

a. What special abilities and competencies should students have after completing the

learning program?

b. What indicators can be used to measure student success in participating in learning

programs.

c. What equipment or conditions are needed by students in order to be able to

demonstrate competence - knowledge, skills, and attitudes - after participating in the

learning program?

d. What kinds of teaching materials and activities can be used to support learning

programs?

2. Design
Design is the second step of the ADDIE learning system design model. This step is:

a. The essence of the analysis step is to study the problem and then find alternative

solutions that have been identified through the needs analysis step.

b. Important steps that need to be taken to determine the learning experience that

students need to have while participating in learning activities.

c. Steps that must be able to answer the question, can the learning program overcome

the gap in student abilities? The ability gap here is the difference in the abilities that

students have with the abilities that students should have.

Example of a capability gap statement:

a. Students are not able to achieve predetermined competency standards after

following the learning process.

b. Students are only able to achieve a competency level of 60% of the competency

standards outlined.

At the time of doing this step it is necessary to make key questions including the

following:

a. What special abilities and competencies should students have after completing the

learning program?

b. What indicators can be used to measure student success in participating in learning

programs.

c. What equipment or conditions are needed by students in order to be able to

demonstrate competence - knowledge, skills, and attitudes - after participating in the

learning program?

d. What kinds of teaching materials and activities can be used to support learning

programs?