Interpreting the Needs of Students and Lecturers for Guidebooks on Multimedia Learning Evaluation
Abstract
This study aimed to understand the needs of students and lecturers for guidebooks on multimedia learning evaluation. This study was conducted because it had been found that some students and lecturers had difficulty in evaluating learning multimedia, and had insufficient understanding of the evaluation process, the relevance of the instruments, and the assessment indicators. This needs analysis study was conducted as the initial stage of development research. The content of the guidebook included general descriptions, evaluation plans, development of assessment instruments, product validation, and analysis of learning multimedia assessment data. The data were collected by conducting a literature review and online surveys with 35 respondents in the field of educational technology from around Yogyakarta, Central Java and surrounding areas. The data were analyzed descriptively and quantitatively. The findings indicated that 77.1% strongly needed guidebooks and as many as 40% experienced difficulties in carrying out learning multimedia evaluation as developers and/or evaluators. 80% of the respondents wanted both a printed and electronic guidebook, 14.3% only wanted an electronic book, and the rest only wanted a printed book. The results of this needs analysis can be used in the development of meaningful learning products.
Keywords: needs analysis, guidebook, multimedia evaluation, learning multimedia
References
[1] Reddi UV, Mishra S. Educational multimedia a handbook for teacher-developers, version 1.1. Commonwealth Educational Media Centre for Asia; 2003.
[2] Toteva D, Grigorova E. Multimedia products as basis of new teaching organisation (within foreign language teaching). Technology Education Management Informatics Journal. 2014;3(2):175-180.
[3] Husein S, Kerayanti L, Gunawan G. Pengaruh penggunaan multimedia interaktif terhadap penguasaan konsep dan keterampilan berpikir kritis siswa pada materi suhu dan kalor. Jurnal Pendidikan Fisika dan Teknologi. 2015;1(3):221-225.
[4] Ivers KS, Barron AE. Multimedia projects in education: Designing, producing, and assessing. 2nd ed. Teacher Ideas Press; 2002.
[5] Rahmadonna S. Multimedia pembelajaran untuk melatih kecerdasan majemuk pada anak usia dini. Majalah Ilmiah Pembelajaran. 2009;2(6):193-203.
[6] Saputri DY, Rukayah, Indriayu M. Need assessment of interactive multimedia based on game in elementary school: A challenge into learning in 21st century. International Journal of Educational Research Review. 2018;3(3):1-8.
[7] Akhtar Z, Siddique K, Rattani A, Lutfi SL, Falk TH. Why is multimedia quality of experience assessment a challenging problem? IEEE Access. 2019;7:117897-117915.
[8] Choi C, Jeong H. Quality evaluation for multimedia contents of e-learning systems using the ANP approach on high speed network. Multimed Tools and Applications. 2019;78:28853–28875.
[9] Kirschner P, Park B, Malone S, Jarodzka H. Learning, design, and technology. Spector M, Lockee B, Childress M, editors. Springer, Cham; 2016. Towards a cognitive theory of multimedia assessment.
[10] Mayer RE. Multimedia learning: Prinsip-prinsip dan aplikasi. Penyunting: Baroto Tavip Indrojarwo: Pustaka Pelajar; 2009.
[11] Lee WW, Owens DL. Multimedia-based instructional design. Pfeiffer & Company; 2004.
[12] Susanti R, Setyosari P, Abidin Z. Persepsi mahasiswa teknologi pendidikan universitas Negeri malang tentang pentingnya keterampilan dasar mengajar terhadap kompetensi lulusan teknologi pendidikan. Jurnal Kajian Teknologi Pendidikan. 2018;1(4):263-272.
[13] Vaughan T. Multimedia making it work. 18th ed. Mcgraw-Hill; 2011.
[14] Johnson RB, Bendolph A. Evaluation in instructional design: A comparison of the major evaluation models. 4th ed. Reiser RA, editors. Pearson; 2018. Trends and issues in instructional design and technology. p. 87-96.
[15] Alessi SM, Trollip SR. Multimedia for learning, methods and development. 3rd ed. Allyn & Bacon; 2001.
[16] Borg W, Gall M. Educational research: An introduction. 4th ed. Longman; 1996.
[17] Januszewski A, Molenda M. Educational technology: A definition with commentary. Lawrence Erlbaum Associates; 2008.
[18] Spector JM, Merrill MD, Elen J, Bishop MJ. Handbook of research on educational communications and technology. 4th ed. Springer; 2014.
[19] Ifenthaler D, Eseryel D, Ge X. Assessment in game-based learning. Springer; 2012.
[20] Arufendra K, Hasmalena H, Syafdaningsih S. Pengembangan buku panduan bermain dan alat permainan berbasis scientific approach anak. Jurnal Pendidikan Guru Pendidikan Anak Usia Dini Fakultas Keguruan dan Ilmu Pendidikan Universitas Sriwijaya. 2019;6(2):171-179.
[21] Budiningsih A. Karakteristik siswa sebagai pijakan dalam penelitian dan metode pembelajaran. Cakrawala Pendidikan Jurnal Ilmiah Pendidikan. 2011;1:160-173.
[22] Dewayani S. Panduan pemilihan buku nonteks pelajaran/pusat kurikulum dan per-bukuan. Pusat Kurikulum dan Perbukuan; 2018.
[23] Holisah NA, Samadhy U. Developing guidebook of writing instructional texts by using drawing cards for fourth grade students. Jurnal Kreatif September. 2017;8(1):199-2016.
[24] Thiagarajan S, Semmel DS, Semmel MI. Instructional development for training teachers of exceptional children: A sourcebook. Leadership Training Institute/Special Education: University of Minnesota; 1974.
[25] Nahavandi A. Organizational behavior. Thousand Oaks, California: SAGE Publications Ltd.; 2015.
[26] Robbins S, Judge T. Perilaku organisasi edisi 16. Salemba Empat; 2012.
[27] Marquardt MJ. Building the learning organization: Mastering the 5 elements for corporate learning. Davies-Black Publishing; 2002.
[28] Dick W, Carey L, Carey JO. The systematic design of instruction. 8th ed. Pearson; 2015