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DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY

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 JURNAL TABULARASA PPS UNIMED
Vol.12 No.2, Agustus 2015

DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY

Wenny Pintalitna, Herbert Sipahutar, Fauziyah Harahap

Department of Biology Education, Post Grduate, State University of Medan, Medan
Jl.Willem Iskandar Pasar V - Kotak Pos No.1589 Medan 20221
wenny.tarigan@gmail.com, fauziyahharahap@gmail.com

Abstract
Interactive learning environment can substantially improve student learning and
retention of key biology concepts. In this case report, we describe our approach for the
design of interactive digital learning module to teach digestive system concepts in Grade
11 learners at SMAN 2 Balige with 180 subjects are selected according to total sampling
method. The research method is the development with Dick and Carey model. Subject of
learning module assessment consists of two Biology matter experts, two learning module
experts, one electronic media expert, three students for individual trials, ten students and
teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group
testing, and 60 students of SMAN 2 Balige as large group testing. Quality data of product
developed were collected using questionnaires. The results of developmental research
showed that: (1) Module assessment by matter, learning modules and media experts were
very decent criteria (88.30%, 93.98%, 88.25%); 2) Large group testing of interactive,
electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355%
belong to very decent criteria; (3) Medium group testing respectively were 84.59%,
80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were
75.71%, 73.20%, 71.19% belong to decent criteria.

Keywords: Digestive System, Interactive Learning Module

Abstrak
Lingkungan belajar interaktif secara substansial dapat meningkatkan belajar
siswa dan retensi konsep biologi kunci. Dalam laporan kasus ini, kami menggambarkan
pendekatan kami terhadap desain modul pembelajaran digital interaktif untuk
mengajarkan konsep sistem pencernaan di kelas 11 peserta didik di SMAN 2 Balige
dengan 180 subjek yang dipilih sesuai dengan metode total sampling. Metode penelitian
ini adalah pengembangan dengan model Dick dan Carey. Subjek belajar penilaian
modul terdiri dari dua ahli materi Biologi, dua ahli modul pembelajaran, seorang ahli
media elektronik, tiga siswa untuk uji coba perorangan, sepuluh siswa dan guru sebagai
pengujian kelompok kecil, tiga puluh siswa dari SMAN 1 Berastagi untuk pengujian
kelompok menengah, dan 60 siswa SMAN 2 Balige pengujian kelompok lebih besar.
Data kualitas produk yang dikembangkan dikumpulkan menggunakan kuesioner. Hasil
penelitian menunjukkan bahwa perkembangan: (1) Penilaian modul oleh materi, modul
pembelajaran, dan ahli media dengan kriteria yang sangat layak (88,30%, 93,98%,
88,25%); 2) pengujian kelompok besar interaktif, modul elektronik dan pembelajaran
teks, masing-masing adalah 92,53%, 86,064%, 81,355% memiliki kriteria sangat layak;
(3) pengujian kelompok medium masing-masing adalah 84,59%, 80,18%, 76,56%
memiliki kriteria yang layak; (6) pengujian kelompok kecil masing-masing adalah
75,71%, 73,20%, 71,19% memiliki kriteria yang layak.

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Kata kunci: Sistem pencernaan, modul pembelajaran interaktif

A. Introduction
Technology is outpacing us. In the 20th century, technology has become a staple
in our everyday lives and has catalyzed innovations in healthcare and biomedical
research. This progression has enriched our lives and has brought about the need for
imaging informatics databases. Today’s students are so surrounded by technology
(computers, chat, email, and the web) that it is natural for them to expect coursework to
incorporate similar standards. How can we, as teachers, incorporate technology into our
teaching so that we can train our students for tomorrow? In turn, how can incorporating
technology into our teaching benefit teachers?
Traditionally, print textbooks have been the standard reference and learning tool
for students. In general, such textbooks are thorough (they cover a large number of topics
in detail), well-organized, and incorporate the basics of the life sciences. However,
textbooks are static, are not easily customized to different students and classes, and fail to
adequately highlight the intersections between different disciplines. Textbooks also
cannot provide students with information on the newest scientific breakthroughs since
revisions are a major effort and they are costly to students.
Informatics can address the need that textbooks cannot provide. Informatics can be used
to provide students with up-to-date information that can be disseminated freely through
the Internet. Educational media, in contrast, can be powerful to train students and is
considered the next generation of learning materials. Designed to complement traditional
educational methods and information datasets, educational media can supplement core
material with animations, interactivity, and visual design. Unlike traditional textbooks,
educational media is dynamic, easily customizable, and can be designed with an
interdisciplinary approach.
It can also be used to teach content in a way traditional teaching materials
cannot—for example, animations of mechanisms and processes can help students
visualize how biological systems work together. Once taught, interactive media can be
used to ensure that students have learned key concepts and understand the basics. In
addition, students are more likely to adopt these materials since they are influenced by a
world of computers, media, and the Internet.
For teachers, multimedia education can help explain difficult concepts more
clearly than a textbook or Power- Point lecture. When students are able to manipulate
experimental factors to see cause-and-effect relationships, they move beyond rote
memorization and passive learning to truly understand the material. Educational media
can also be designed to correct common misconceptions by targeting difficult or
frequently misunderstood concepts.
True educational media should incorporate dynamic animations, interactivity, and
visual design to stimulate, challenge, and test students. The design of a good instructional
interface requires an integrated design approach that incorporates best practices from in
education, human computer interaction, and instructional technology.The abstract
concept such as process of digestive system achieved by delivering interactive
multimedia over the Internet to teach big picture and difficult concepts in physiologic
systems (cardiovascular, gastrointestinal, respiratory, renal, vision, cranial nerves, and
other mini modules).
Good interactive digital learning module integrates an appropriate media
technique (imaging dataset, technical illustration, animation, interactivity) with best

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Vol.12 No.2, Agustus 2015

practices in learning. When designed correctly, a multimedia module can visually

stimulate a student and transform learning into an active, engaging process. A good
design will allow students to (1) visualize difficult and naturally dynamic concepts, (2)
promote active learning, problem-solving, and critical thinking with interactive
simulations and virtual environments, (3) interact with the content.
The key purpose of this manuscript is to describe the approach of designing and
implementation of digital learning modules in eleventh grade students. We have
previously demonstrated that our learning module design approach is associated with an
improvement in students grades.

B. Methodology
Type of this research was research and developmental (R & D method) with
adapted Dick and Carey Model. Questionnaire sheet for media expert was used to
obtain the data about the quality of learning module which consists of six aspects namely
program, visual communication, presenting aspects of learning and teaching system.
Questionnaire sheet for material experts were used to obtain data about the quality of
module content developed. The development stages conducted include preparation stage,
developmental stage and validation stage.

(1) Preparation Stage

In preparation stage, observation was conducted by researcher with school
principal, teachers and students of SMAN 2 Balige. During observation, researcher
asked the informations about teaching and problems during learning process at class.
Researcher interested to implement the interactive digital learning module that has
developed as feasible instructional material in teaching and learning process in order to
increase students learning achievement in biology lesson.
Step I. Need Analysis
1.1. Data collection of student’s learning achievement and learning autonomy
Based on the preliminary observation result that had done in SMAN 2 Balige, the
score of term assessment on human digestive system topic was low. It could be seen from
data score for their daily test at even semester 2013/2014 showed that 57% of students
didn’t reach the minimum criteria of completeness (KKM = 76) of final test in digestive
system topic. It was caused by learning method and media used by teacher were not
attractive. Human digestive system topic was enough difficult for students. Digestive
system topic has three important principles, namely a causal mechanism, the relationship
between structure and function. Causal mechanisms are one of principles on human
digestive system that lead to difficulties in understanding this material because it is
closely related to physiological mechanisms.
1.2. Data collection of electronic textbooks and student difficulties
The potency found from the observation in SMAN 2 Balige was adequate
infrastructure such as the availability of LCD projectors in each class as well as a
computer lab for supporting learning. The interview with biology teachers known that
teachers used electronic textbook e.g. Buku Sekolah Elektronik (BSE) as a reference in
making slide presentations, and sometimes they displayed it as a learning media at class.
Based on this information, the implementation of interactive digital learning modules
during learning process gave solid outcomes and provide teachers to create interactive

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learning atmosphere at class. Based on the result of interview, teachers faced some
difficulties to make slide presentations that can visualize abstract materials. According to
the teachers, the pictures on the electronic textbook were less able to visualize the
concepts written in the text, such as the process of food digestion in the stomach only
displayed by image and text so do not be surprised if students difficult to understand the
material. Creative digital learning resources such as electronic textbook can achieve the
goal of teaching.
1.3. Analysis of teacher characteristics
Analysis of teacher characteristics was done by using questionnaire about
instructional material implementation during teaching and learning process for twenty
teachers in SMAN 2 Balige. Based on the percentage of the poll results coud be
concluded that majority of teachers had a basic knowledge about the computer (item 1, 3
and 8). All teachers stated that the facilities in the school has fulfilled for implementation
digital interactive learning module (Item 9,11). The result of the percentage questionnaire
of instructional material implementation presented in Table 1.

Table 1. Percentage of interactive media implementation

Item Positive Answer
Aspect Criteria
Number of Teacher (%)
1 Does teacher have its own e-mail address? 90 High
2 How long does teacher use e-mail? 80 High
3 How many friends of teacher in the same
80 High
studies program that have e-mail address?
4 Does teacher have a PC Computer? 95 High
5 Does teacher able to use and access
85 High
internet/e-mail?
6 Does teacher have an internet-based
10 Low
learning media?
7 Has teacher ever views interactive digital
100 High
textbooks?
8 Does teacher use learning media as tools
100 High
in delivery material at class?
9 Are there computers in the school or
facilities that can support the use of 100 High
interactive digital textbooks?
10 Does teacher want to try and use
interactive digital textbooks in the 100 High
learning process?
11 Will interactive textbook improve the
learning achievement and able to access 100 High
the lesson easily?

1.4. Determining the final goals

The purpose of this research method was to produce interactive digital learning
module for biology lesson. It was created to increase the students’ achievement and
understanding in the biology lesson especially human digestive system topic.

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1.5. Analysis of student’s skill in using computers

Based on the poll results from 29 students was obtained majority of students in
class XI IA 2 stated that they could turn on and off computer correctly and able to
operate Ms.Word, Ms.Excel and Ms.Power point (Item 2,3,4). There was 26 (89.6%)
students have ever followed the learning media online and access the information from
the internet (Item 5,6). The result of analysis can be seen in this following Table 2.

Table 2. Percentage of student’s skill in using computer

Positive
Item Criter
Aspect Answer of
Number ia
Student (%)
1 Students have a computer in home. 89.6 High
2 Students can use computer for learning. 100 High
3 Students can turn on and off computer without
100 High
helping from someone.
4 Students can operate some computer programs
like as Microsoft Word, Microsoft Excel and 89.6 High
Ms.Power Point.
5 Students can access the information from
100 High
internet sources.
6 Students have ever follow quiz online in the internet. 86.2 High
7 Students can operate the program through CD-
82.75 High
ROM.
All areas of the school have had connected to internet, thus students could access the
information via internet in the class. Based on the data above students were capable for
operating the learning software.
Step II. Curriculum Analysis
Curricullum analysis is the process of identifying and analysis of competence should
be mastered by students. Education Unit Level Curriculum (EULC) stated that human
digestive system topic was given in order to achieve the following capabilities namely (1)
students are able to explain the structure and function of human digestive system, (2)
students are able to explain the journey of food in human digestive system, (3) students are
able to identify disorder and diseases on human digestive system, (4) students are able
to explain interralation among structure, function, process and disorder that occur in
digestive system.
Step III. Learning Analysis
The step three was analysis the basic competence and learning indicators should be
achieved by students refers to the standard competency determined by school management.
Step IV. Arrangement of Instruments for Module Validation
There were four kinds of instruments used in this research. Instruments were suppose
to be used to validate the learning modules were questionnairea. They were questionnaire for
media experts, content experts, biology teachers and students. The questionnaires were
modified based on the guideline of Panduan Pengembangan Bahan Ajar dan Pusat Perbukuan
Departemen Pendidikan Nasional 2003. Next, the questionnaires were validated by expert as
the validator (Dr.Zulkifli Simatupang,M.Pd).

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Step V. Material Collection

Development of digital learning module on the digestive system topic required
material resources as a guide in developing it. The sources were BSE Biology SMA Class XI
IA, biology books class XI IA, syllabus, software (Adobe Creative Suite), research journals,
animated pictures, recording video, music. Further, these materials were selected then used
as an outline description of the content.

Step VI. Stage of Construction

Researcher created the digital learning module by using Flip Book Maker software
with some following steps that can be seen in Figure 1.
Step VII. Developing the Blueprint of Digital Module
In this stage, researcher arranged the blue print of interactive digital module as
learning instructional for human digestive system topic based on the learning objectives and
indicator that have determined by school management, flowchart of interactive digital
module accessing, preparation of learning material script and then making the story board for
designing interactive digital module screen.

Arranging the learning Arranging the learning Create digital module by

devices and instruments devices and instruments for using Flip Book Maker and
for developing digital developing interactive ass- supporting softwares.
module. essment.

1 2 3
Assessment of learning Create assessment inter-
devices and instruments by
validators, teachers, students.
active by using Wonder-
share Quiz Creator and
supporting softwares.
4

Figure 1. Stages of interactive digital module development

Step VIII. Validation Stage

In validation process, questionnaire of interactive digital module assessment required
to validate and assess the learning media and its eligibility by respondents who had been
predetermined. The respondents were not only persons who have special expertise in
developing electronic media but also teachers and students who involved in the process of
teaching and learning activities. In validating interactive digital module, researcher
conducted several stages, namely (a) the validation from experts; (b) the first revision of
interactive digital module; (c) the individual trials; (d) second revision of interactive digital
module; (e) testing a small group; (f) third revision of interactive digital module; (g)
field trials (empirical validation); (h) the fifth revision of interactive digital module; (i)
summative evaluation and dissemination. If the result of interactive digital module validation
was feasible, it will ready to be implemented in the real learning. Conversely, if validation
results were not feasible, it must be repaired as necessary based on the suggestion from
validator. The process of validation can be seen detailed in the Figure 2. The steps in learning
modules validation as follows:

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a) Validation of material expert on human digestive system

The validator was the lecturer from biology department State University of Medan
(Dra. Cicik Suryani, M.Si, Dra. Martina Restuati, M.Si).
b) Validation of digital media expert
The validator was the lecturer of Computer Application subject (Dr. Rachmat
Mulyana, M.Si). It was intended to give considerations, assessment and feedback on digital
module have developed which include some aspects namely program, communication visual,
presentation technique. The author used the questionnaire to collect data as a written
assessment according to considerations of effectiveness and efficiency. The results and
suggestions given in this validation was used to perform a second revision.
c) Validation of learning module expert
The validator was the lecturer of learning media subject in Postgraduate of State
University of Medan (Prof. Dr. Mohammad Badiran, M.Pd, Dr. Retno Dwi Suyanti, M.Si). It
was intended to give consideration, assessment and feedback on learning module have
developed which include the truth of the learning material and its relevance to learning
instructional, the relevance of test with learning objectives, the reliability of the test. The
author used the questionnaire to collect data as a written assessment according to
considerations of effectiveness and efficiency. The results and suggestions given in this
validation was used to perform a second revision.
d) Revision I
It would be done if there was evaluation from material expert and design expert.
Evaluation was the critics or suggestions from the experts to the interactive digital module
developed. The author did classification, categorization, and analyze the learning module in
order to make better revision. The result of these revisions then tested individually.
e) Individual validation
This validation was done by three teachers and three students in SMAN 1 Berastagi.
The evaluation based on questionnaire sheets that filled in by three students and three
teachers. Learners were selected who had the ability of low, medium and high ability. As the
purpose of this evaluation was to reduce the errors. Teachers who have selected were biology
teachers in SMAN 1 Berastagi.
f) Revision II
It was done because there was evaluation and need revision from individual
validation. Evaluation was the critics or suggestions from three teachers and three students in
SMAN 1 Berastagi toward the interactive digital module developed.
g) Small group validation
This evaluation was done by ten teachers and ten students with purposes for
identifying some deficiencies in relation to the teaching materials and instructional activities
after revised by individual evaluation. This evaluation data was taken based on questionnaire
sheets that filled by subjects as presented in Table 3.
h) Revision III
It was done if there was evaluation and need revision from small group validation.
Evaluation was the critics or suggestions from ten teachers and ten students in SMAN 2
Balige to the interactive digital module developed
i) Medium group validation
In this step, 30 students were the subjects for validating interactive digital module.
Researcher chose SMAN 1 Berastagi as the place for validating learning module because the
same knowledge perspective, good learning infrastructure and also one of good national
school. Students asked to learn in the computer laboratory then directed to open the
interactive digital module compact disc.

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j) Revision IV
It was done if there was evaluation from large group validation. Evaluation was
the critics or suggestions from the 30 students in SMAN 1 Berastagi to the interactive
digital module developed as presented in Table 3.10.
k) Large Field Testing
The interactive digital learning module that has revised based on the input
suggestion, later on used in the research sample, SMAN 2 Balige. The fundamental
differences among the three modules were only in the process of understanding the the
subject matter in different ways. First, interactive digital learning module, the questions
in the learning module was designed interactively by using particular software,
developed by video and could be accessed everywhere. The interactive module in
compact disc had a password that could not be accessed by another class experiment
Second, electronic learning module looked like a text learnng module but this module
could be read by using computer. There was not video and quiz interactive in electronic
learning module. Third, text learning module could not be read by using computer.
Students studied at class and listened the information delivered by teacher. There was not
video and quiz interactive developed in text learning module.
Eventhough the main content of module was taken from biology textbook, the
validation needed to make sure the content was suitable with students’ learning
development. Instruments used to validate all learning modules wer questionnaires. The
questionnaire was developed adapted from the guideline of Panduan Pengembangan
Bahan Ajar dan Pusat Perbukuan Departemen Pendidikan Nasional 2003. Next, the
questionnaire was modified according to the research needs. There were four types of
questionnaires and they were compiled by media and content expert, biology teachers
and students.

C. Results and Discusion

This evaluation data was taken based on the questionnaire sheets that filled by
students as presented in tables below.
Table 3. Score of Small Group Validation
Learning Modules
No. Indicators Assessed Text (%) Electronic Interactive
(%) (%)
1 Display of Instructional Materials 76.88 70.62 69.37
2 Concept Mastery 74.17 73.33 70.83
3 Learning Activity 75 72.92 69.58
4 Acquisition Learning Resources 75 72.50 75
5 Program 77.5 76.67 0
Mean 75.71 73.208 71.195

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Table 4. Score of Medium Group Validation

Learning Modules
No. Indicators Assessed Text Electronic Interactive
(%) (%) (%)
Display of Instructional
1 82.29 79.79 77.5
Materials
2 Concept Mastery 87.5 80.28 76.11
3 Learning Activity 83.61 80.83 75.97
4 Acquisition Learning Resources 85.42 80.83 76.67
5 Program 84.17 79.17 0
Mean 84.598 80.18 76.562

Table 5. Score of Large Group Validation

Learning Modules
No. Indicators Assessed Text Electronic Interactive
(%) (%) (%)
Display of Instructional
1 92.29 86.15 81.04
Materials
2 Concept Mastery 91.94 86.25 83.47
3 Learning Activity 92.22 86.04 81.53
4 Acquisition Learning Resources 95.21 86.88 79.38
5 Program 91 85 0
Mean 92.532 86.064 81.355

The interactive digital learning module, electronic and text module have
developed can be seen in Figure 4.

Figure 3. Video in Interactive Learning Module Figure 4. Interactive Learning Module

Interactive learning module that has made also provided with quiz as exercises
and evaluations. In this quiz, students were given the feed back to their work after answer
the question. Feed back on the quiz was "√" if the answer of question was right and the

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"x" if answer of question was false. The feedback sign can be seen in this following
Figure 5.

Figure 5. Feedback to Student’s Work

The feed back score after answering the questions in the quiz made students
known how far their understanding about digestive system topic. So that, students would
be encouraged to try to understand the material presented in the class. Data obtained from
questionnaires, there was 92.29 % of positive answer which said interested to learn
biology material by using interactive learning module whereas 84.91% of students that
was interested to learn by using electronic module. It meant that, students learning
activity in interactive class were greater than electronic and text module classes.

Figure 6. Electronic Learning Module Figure 7. Text Learning Module

Djamarah (2003:130) stated that by knowing their learning results, students are
encouraged to study harder, especially if the learning result has progresses, students are
trying to maintain and increase the intensity of learning in order to obtain better results.
This is also supported by the opinions of Hannafin and Peck cited by Azhar Arsyad
(2003) who states that the feedback in the form of information to students about the
learning achievement that have been taken, either to study or information about the
success of the learning achievement that need to be repaired can motivate students to
study harder.

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There were some advantages found in the development of learning modules on

the digestive system matter. The excellence of this product can be identified as follows:
 Instructional materials were organized based on the curriculum 2013. Therefore, the
overall content of lessons tailored to the syllabus as the elaboration of the curriculum.
 The product of this learning modules relevant to the students needs as the source of
learning and help students overcome their learning difficulties. This information was
identified through needs analysis questionnaire.
 The issues presented in this learning module was relevant to the development of
globalization. It helped students understand and gave way to solve the real problems
that they faced.
 Instructional materials have been validated by experts based on their respective fields,
namely biology material experts, learning module experts and electronic media expert.
In this validation process, improvements have been made in accordance with the
inputs, advicse and critics given by the experts.
 After getting validation from the experts, the next step was a series of field testing to
test the fisibility of learning modules through small group testing, medium group
testing and large group testing. Each end of the testing gave analysis and
improvement. Digestive learning modules that have undergone to field testing was
really effective, efficient to be applied during teaching and learning process.
 Design of quiz online screen has been made can be seen in this following Figure 8.

Video

Figure 8. Screen design of quiz online

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Collecting data of student’s learning achievement

Collecting data of electronic textbooks and student
Step 1 difficulties
Need Analysis Determining the goal sets
Analysis of teacher characteristics
Analysis of student’s skills in using computer
Step 4 Step 5
Step 2 Step 3 Develop Instrument
Curriculum Analysis Learning Analysis Material Collection
for Validation

Step 7 Step 6
Stage of Construction
Develop the Blueprint of Module

1 2 3 4
Menu Introductory of Display of Table of
Module Display Module Cover Content Page

5
Learning Activity

A B C D
Objective, Indicators Learning Description Summary Exercise

E F G
Formative Test Pop Quiz Key Answer

6. Glossary

Step 8
Validation Stage

Material Expert Validation (2 persons) Yes

Module Expert Validation (2 persons) Revise
Media Expert Validation (1 persons)
?
N
oo Yes
Individual Validation : 1. Biology Revise
Teachers (3) ?
2. Students (3) N
oo Yes
Small Group Validation : 1. Biology Teachers Revise
(10) ?
2. Students (10)
N Yes
Large Group Validation : 30 students in SMAN 1 oo Revise
Berastagi ?
N
Field Testing : Six Classes XI IA in SMAN 2 Balige oo
Final Product: Text,
Figure 2. Procedure of modules development
Designing Interactive PDF, Digital
211 Modules
(Modification… of
(Wenny P.,Carey
Dick and 200-213)
Model,
2003: 32)
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Vol.12 No.2, Agustus 2015

D. Closing
Conclusion
In summary, interactive digital learning module can be designed, which are
effective at teaching complex material to biology lesson especially digestive topic. We
have validated in course delivery mechanisms with different of students and teachers but
same study background. a. Overally, the assessment of biology learning modules by
students are "Worthy" category as a learning module in the class, it is supported by
validation result of instructional learning media experts, material experts and electronic
media expert.This report demonstrates that our approach to developement of learning
modules is well suited for a variety of applications on content levels. It is our expectation
that this case will encourage current biology educators to explore the use of
electronic/hybrid learning technique.
Recomendation
Furture work in this area should use factor analysis to determine which aspects of
interactive digital learning module provide the most effective boost in academic
performance and memory retention. More research is needed to understand how learning
games can be used to increase learning of both foundation and advanced topics.

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