The Learning Design and Student‟s Response to Physics Online Learning In Rural School of Indonesia
Dwi Sulisworo1, Dian A. Kusumaningtyas2, Trikinasih Handayani3, Eko Nursulistiyo4
1D. Sulisworo, Professor in Educational Technology. He is now with Physics Education Department, Graduate Program, Ahmad Dahlan University, Indonesia.
2D.A. Kusumaningtyas, Physics Education Department, Undergraduate Program, Ahmad Dahlan University, Indonesia.
3E. Nursulistiyo, Physics Education Department, Undergraduate Program, Ahmad Dahlan University, Indonesia.
4T. Handayani, Biology Education Department, Undergraduate Program, Ahmad Dahlan University, Indonesia.
Manuscript received on October 12, 2019. | Revised Manuscript received on 22 October, 2019. | Manuscript published on November 10, 2019. | PP: 4999-5001 | Volume-9 Issue-1, November 2019. | Retrieval Number: A4470119119/2019©BEIESP | DOI: 10.35940/ijitee.A4470.119119
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: The implementation of e-learning on science learning in Indonesia is a critical issue, especially in the context of implementing a curriculum oriented towards the competency of students in today’s digital era. The problem faced by educators is in the social presence; in how to manage effective interaction between teachers-students and students-students. This study aims to innovate e-learning which is Edmodo as a learning management system (LMS) that is suitable for science learning requirements (Light and Optics) in junior high school students. The research method used was a mix of qualitative and quantitative methods. The process of developing learning design was arranged through focus group discussion approach (which involves LMS experts, learning evaluation experts, learning strategists, physicists, and teachers) iteratively to obtain learning designs embedded in the Edmodo. The sound learning design was then tested in a small group consisting of eighth-grade students. Responses were measured using a USE questionnaire containing four aspects, i.e., usefulness, ease of use, ease of learning, and satisfaction aspects. The results of the trial in the small group will indicate that LMS and learning activities carried out meet student learning needs. These results provide optimism that mobile learning with appropriate strategies can meet the learning needs of science, including in schools that have never used this technology before.
Keywords: Learning, Learning Design, Learning Innovation, Learning Management System, Learning Strategy, Mobile Learning, Social Presence.
Scope of the Article: Learning Forest Genomics and Informatics