Development of digital modules to optimize Basic Japanese online learning
Abstract
Many Japanese language learning modules have been prepared or developed independently by each department or study program. To get a new Japanese learning experience, students need learning media that present interesting and up-to-date, which can be accessed online anytime, anywhere. Interactive online modules are one of the media that can make this happen. Students can download and access the online module as an ebook via their PCs, laptops, or devices. The online module materials have links directly connected to explanation videos related to basic Japanese. In each chapter of the material, there are also interactive quizzes that can test students' insights. The method used in this research is Reeves' DBR (Design-Based Research) model, which consists of four phases. Phase 1 is in the form of identifying material, media, and module needs through interviews. Phase 2 is creating and preparing online modules following the syllabus for the basic Japanese course material. Furthermore, in phase 3, the module was tested twice on students who chose the basic Japanese courses. In phase 4, the trial data will be analyzed, and then it will be explained whether the online module that has been developed can be used in learning Basic Japanese. The results of the questionnaire in the trial showed that all aspects of the assessment received good responses and were included in the high category so that the module could be used in online elementary-level Japanese learning. Even so, it still needs several revisions and refinements related to evaluation questions and the content of the module's material before it can be implemented in learning in the following years.
Abstrak
Banyak modul pembelajaran bahasa Jepang yang telah disusun maupun dikembangkan mandiri oleh tiap jurusan atau program studi. Untuk mendapatkan pengalaman belajar bahasa Jepang baru, pemelajar memerlukan media pembelajaran yang menyajikan materi-materi menarik dan up to date, yang dapat diakses secara daring kapan saja, di mana saja. Modul digital interaktif adalah salah satu media yang dapat mewujudkan hal tersebut. Modul digital berupa ebook dapat diunduh dan diakses pemelajar melalui PC, laptop, maupun gawai masing-masing. Materi-materi dalam modul digital memiliki tautan-tautan yang terkoneksi langsung ke video-video penjelasan terkait bahasa Jepang dasar, dan di tiap chapter materi terdapat pula kuis-kuis interaktif yang dapat menguji wawasan pemelajar. Metode yang digunakan dalam penelitian ini adalah DBR (Design Based Research) model Reeves yang terdiri dari empat tahap. Tahap 1 berupa identifikasi kebutuhan materi, media, dan modul melalui wawancara. Tahap 2 adalah pembuatan dan penyusunan modul digital sesuai dengan silabus materi mata kuliah-mata kuliah bahasa Jepang dasar. Selanjutnya pada tahap 3, modul diujicobakan sebanyak dua kali pada mahasiswa yang mengontrak mata kuliah-mata kuliah bahasa Jepang level dasar. Pada tahap 4, data uji coba akan dianalisis dan kemudian akan dipaparkan apakah modul digital yang telah dikembangkan dapat digunakan dalam pembelajaran bahasa Jepang dasar. Hasil angket pada uji coba menunjukkan bahwa semua aspek penilaian mendapat respon baik dan termasuk kategori tinggi, sehingga modul dapat digunakan dalam pembelajaran daring Bahasa Jepang tingkat dasar. Meski begitu, masih perlu beberapa revisi dan penyempurnaan kembali terkait soal-soal evaluasi dan isi materi pada modul sebelum dapat benar-benar diimplementsikan dalam pembelajaran di tahun-tahun berikutnya.
Kata Kunci: Bahasa Jepang; modul digital; pembelajaran daring
Keywords
Full Text:
Download PDF (English)References
Al-Ansi, A. M., Garad, A., & Al-Ansi, A. (2021). ICT-based learning during COVID-19 outbreak: Advantages, opportunities, and challenges. Gagasan Pendidikan Indonesia, 2(1), 10-26.
Alkaromah, A. H., Fauziati, E., & Asib, A. (2020). Students’ perception on the Information and Communication Technology (ICT) tools in English language teaching. ELS Journal on Interdisciplinary Studies in Humanities, 3(1), 122-129.
Ayub, M. S. M., Talib, O., & Siew, N. M. (2018). The perceptions of users regarding multimedia principles in mobile-based Japanese language learning. TOJET: Turkish Online Journal of Educational Technology, 17(3), 113-124.
Bahmani, A., Hjelsvold, R., & Krogstie, B. R. (2019). ICT-based challenges of repurposing a single-campus course to multi-campus settings: A pragmatic case study. Conference on e-Business, e-Services and e-Society, 18, 641-653.
Basri, M., & Paramma, M. A. (2019). EFL students' perspective on the usefulness of ICT based learning in Indonesian higher education. ELT Worldwide, 6(2), 105-120.
Belanisa, F., Amir, F. R., & Sudjani, D. H. (2022). E-modul interaktif sebagai media pembelajaran bahasa Arab untuk meningkatkan motivasi siswa. Tatsqifiy: Jurnal Pendidikan Bahasa Arab, 3(1), 1-12.
Bergroth-Koskinen, U. & Seppala, R. (2012). Teacher-researchers exploring design-based research to develop learning designs in higher education language teaching. Apples: Journal of Applied Language Studies, 6(2), 95-112.
Brata, K. C., Brata, A. H., & Lukman, E. P. (2019). Hanasu: Interactive Japanese language m-learning application to support listening and speaking exercise. Proceedings of International Conference on Education and Multimedia Technology, 3, 311-315.
Bucur, N. F., & Popa, O. R. (2017). Digital competence in learning English as a foreign language: Opportunities and obstacles. International Conference on Virtual Learning ICVL, 12, 257-263.
Budiman, A. (2020). ICT and foreign language learning: An overview. Tarling: Journal of Language Education, 3(2), 245-267.
Daheri, M., Juliana, J., Deriwanto, D., & Amda, A.D. 2020. Efektifitas WhatsApp sebagai media belajar daring. Jurnal Basicedu, 4(4), 775-783.
Dewi, L. (2017). Rancangan program pembelajaran daring di perguruan tinggi: Studi kasus pada mata kuliah kurikulum pembelajaran di Universitas Pendidikan Indonesia. Edutech: Jurnal Educational Technology, 16 (2), 122-139.
Djafri, F. (2018). Analisis naratif pada proses pembelajaran Bahasa Jepang di perguruan tinggi dan pengaruhnya terhadap pilihan masa depan pembelajar setelah lulus. Jurnal Lingua Applicata, 1(2), 105-122.
Febrianty, F., & Ricardo, R. (2019). Information technology for Japanese learning. IOP Conference Series: Materials Science and Engineering, 662(2), 1-4.
Firmansyah, D. B., Rahmawati, R. S., & Tanzil, A. Q. (2018). Instructional media development for teaching Japanese language. Journal of Education Research and Evaluation, 2(2), 89-98.
Ge, S., Hai Leng, C., & Baharudin, S. M. (2022). The effect of multimedia and temporal contiguity principles on students’ attitude and retention in learning Japanese language. International Journal of Chinese Education, 11(2), 1-13.
Guillén-Gámez, F. D., Lugones, A., & Mayorga-Fernández, M. J. (2019). ICT use by pre-service foreign languages teachers according to gender, age, and motivation. Cogent Education, 6(1), 1-17.
Hadiyanti, A. H. D. (2021). Pengembangan modul pembelajaran IPA digital berbasis flipbook untuk pembelajaran daring di sekolah dasar. Jurnal Elementaria Edukasia, 4(2), 284-291.
Hafifah, G. N. (2020). Teachers perspectives of ICT integration in English language teaching: A review of literature. JEES: Journal of English Educators Society, 5(1), 9-15.
Haristiani, N., Dewanty, V. L., & Rifai, M. M. (2022). Autonomous learning through chatbot-based application utilization to enhance basic Japanese competence of vocational high school students. Journal of Technical Education and Training, 14(2), 143-155.
Hidayah, Y., Zannah, F., & Lestari, N. C. (2022). Perbandingan motivasi belajar bahasa Inggris antara siswa kelas X-IPA dan kelas X-IPS. Al-Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan, 16(1), 286-296.
Huang, D. H., Chueh, H. E., Huang, H. T., Ho, H. F., & Kao, C. Y. (2021). Method of information technology enhanced Japanese vocabulary learning and evaluation. IJET: International Journal of Emerging Technologies in Learning, 16(12), 233-245.
Huda F., Hikmah, S., & Rima, R. (2017). Developing comic material for teaching writing in narrative text at the eighth grade students of SMP Negeri 3 Kota Serang. The Journal of English Language Studies, 2(2), 178-191.
Kartika, D., Astuti, Y., Bakar, Y., & Mardius, A. (2017). Pengenalan bahasa dan budaya Jepang bagi guru dan siswa. JPPM: Jurnal Pengabdian dan Pemberdayaan Masyarakat, 1(2), 161-165.
Kohnke, L. (2018). Using comic strips to stimulate student creativity in language learning. Tesol Journal, 10(2), 1-5.
Kusrini, D., Dewanty, V. L., & Hidayat, N. N. (2020). The development of comics as a media to improve Japanese writing skill. Icollite: International Conference on Language, Literature, Culture, and Education, 4, 155-163.
Kusrini, D., Dewanty, V. L., Putri, A., & Putri, R. A. (2021). Development of comic books as teaching media for Japanese language learners in Indonesian high schools. Icollite: International Conference on Language, Literature, Culture, and Education, 5, 199-204.
Lim, J. R. N., Rosenthal, S., Sim, Y. J. M., Lim, Z. Y., & Oh, K. R. (2021). Making online learning more satisfying: The effects of online-learning self-efficacy, social presence and content structure. Technology, Pedagogy and Education, 30(4), 543-556.
Mahini, F., Forushan, Z. J. A., & Haghani, F. (2012). The importance of teacher's role in technology-based education. Procedia-Social and Behavioral Sciences, 46, 1614-1618.
Mahadiraja, D., & Syamsuarnis, S. (2020). Pengembangan modul pembelajaran berbasis daring pada mata pelajaran instalasi penerangan listrik kelas XI teknik instalasi tenaga listrik tp 2019/2020 di SMK Negeri 1 Pariaman. JTEV: Jurnal Teknik Elektro dan Vokasional, 6(1), 77-82.
Mamolo, L. A. (2019). Development of Digital Interactive Math Comics (DIMaC) for senior high school students in general Mathematics. Cogent Education, 6(1), 1-13.
Mulatsih, B. (2020). Application of Google Classroom, Google Form and Quizizz in Chemical learning during the COVID-19 pandemic. Ideguru: Jurnal Karya Ilmiah Guru, 5(1), 16-26.
Mustofa, M. I., Chodzirin, M., & Sayekti, L. 2019. Formulasi model perkuliahan daring sebagai upaya menekan disparitas kualitas perguruan tinggi (studi terhadap website pditt.belajar.kemdikbud.go.id). Walisongo Journal of Information Technology, 1(2), 151-160.
Noverisa, E. J., Setiawati, N., & Prasetio, V. M. (2022). Pengembangan e-modul interaktif berbasis android dalam mata kuliah Bunpou I. Kagami: Jurnal Pendidikan dan Bahasa Jepang, 13(1), 64-78.
Postholm, M. B. (2014). Hvordan læreren som klasseleder kan fremme læring i prosjektarbeid. Fou i Praksis, 8(2), 89-103.
Rahayu, N. (2018). Pengenalan budaya Jepang melalui permainan manna sugoroku bagi pembelajar bahasa Jepang tingkat dasar. Jurnal Pendidikan, 9(1), 1-15.
Røpke, I. (2009). Theories of practice: New inspiration for ecological economic studies on consumption. Ecological Economics, 68(10), 2490-2497.
Sangeetha, S. (2016). Edmodo and Padlet as a collaborative online tool in enriching writing skills in language learning and teaching. Global English-oriented research journal, 1(4), 178-184.
Setyawan, W. H., & Nawangsari, T. (2021). Pengaruh e-module speaking berbasis website untuk meningkatkan keterampilan berbicara. Aksara: Jurnal Ilmu Pendidikan Nonformal, 7(2), 339-346.
Siregar, H. M., Solfitri, T., & Anggraini, R. D. (2022). Analisis kebutuhan modul kalkulus integral untuk meningkatkan kemampuan berpikir kreatif Matematis. Gauss: Jurnal Pendidikan Matematika, 5(1), 16-26.
Štemberger, T., & Cencic, M. (2016). Design based research: The way of developing and implementing. World Journal on Educational Technology: Current Issues, 8(3), 180-189.
Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35.
Tsai, T. P., Lin, J., & Lin, L. C. (2017). A flip blended learning approach for ePUB3 eBook-based course design and implementation. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 123-144.
Wicaksana, E. (2020). Efektifitas pembelajaran menggunakan Moodle terhadap motivasi dan minat bakat peserta didik di tengah pandemi COVID-19. Eduteach: Jurnal Edukasi dan Teknologi Pembelajaran, 1(2), 117-124.
Zagkotas, V., Fykaris, I., & Nikolaou, S. M. (2017). Illustrating educational knowledge and social interactions: Analyzing images in a Greek History Textbook. Review of Arts and Humanities, 6(1), 1-6.
DOI: https://doi.org/10.17509/jik.v20i2.54108
Refbacks
- There are currently no refbacks.
Copyright (c) 2023 Via Luviana Dewanty, Ghaida Farisya
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Inovasi Kurikulum
Published by Himpunan Pengembang Kurikulum Indonesia (HIPKIN)
in collaboration with Curriculum Development Study Program
Faculty of Education - Universitas Pendidikan Indonesia
Gedung FIP UPI Lt. 9 Jl. Dr. Setiabudhi Bandung 40154
Indexed By:
Google Scholar p. ISSN 1829-6750 | Google Scholar e. ISSN 2798-1363