Volume 5, Issue 9, September – 2020 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

Development of Web-Based Differential Equation

Learning Media
Novi Prayekti
Deptement of Mathematics Education
Universitas PGRI Banyuwangi
Banyuwangi, Indonesia

Abstract:- This research have done to describe how the Sources of teaching materials other than books that can
development and results of the development of media be used are teaching materials that are in accordance with
defenders distance Differential Equations web based are the development of science and technology [12]. The
valid, practical and effective way to improve the learning development of science and technology has brought changes
outcomes of prospective teacher students. This research to learning materials. Dick and Carey in [10], state that there
was conducted using a development research method are two types of learning material, namely written teaching
and involved 80 prospective teacher students of the material and mediated teaching material or also called
Mathematics Education Study Program at the printed teaching material and non-printed teaching
Universitas PGRI Banyuwangi who was currently taking material. Non-printed teaching material is a teaching
Differential Equation courses. material developed to enrich students' understanding of the
subject matter in addition to filling in deficiencies that arise
Based on the results of the test, evaluation and due to problems of reading culture, limited time and to
revision phases carried out, it was found that the answer the diversity of learning styles of students.
resulting prototype was declared valid by the validator
with valid criteria with small and practical revisions , Computers according to Arsyad [3] as a form of
based on the results of the evaluation, it was found that learning media can accommodate students who are slow to
students could access and do all the tasks in learning receive lessons, because they can provide a more effective
media, and based on the results of the media climate in a more individual way, never forget, never get
effectiveness test, it was found that the student's bored, are very patient in carrying out instructions such as
response to the media developed was very good and desire program used. In addition, computers can stimulate
based on the test results it was found that 85% of students to do exercises, do laboratory activities or
respondents experienced an increase in learning simulations because of the availability of animated
outcomes. Thus the resulting learning media can be graphics, colors and music that can add realism [7]. Abstract
declared valid, practical and effective in improving or imaginative things that are difficult for students to think
student learning outcomes. about can be presented through computer simulations [6],
[8]. This of course will further simplify the way students
Keywords:- Web-Based Learning; Instructional Media; think in understanding mathematics [11].
Differential Equations Courses; R&D; Prospective Teacher
Student. Differential equation course was one of the compulsory
courses for prospective teacher students at Universitas PGRI
I. INTRODUCTION Banyuwangi. In addition, based on the results of the author's
informal interviews with several Universitas PGRI
Effective learning can help students to improve their Banyuwangi students who have taken Differential equations
abilities according to the basic competencies that must be courses, information was obtained that this course is a
achieved. To improve effective learning methods, it is difficult subject, because it only consists of symbols that are
necessary to pay attention to the internal, external not easy to understand. Based on the results of the interview,
conditions, and the learning strategies and approaches the authors suspect the reasons why Differential equations
used [9]. Effective learning will be carried out if educators courses are said to be difficult, including: learning materials
can choose the right learning strategies and models so that that are too abstract, learning methods that are often used in
maximum results are achieved [1], [4]. Besides that, an lectures, so that they are less interactive and
important stage in learning activities that must be considered unattractive. To solve this learning problem the researcher
by educators is the selection or determination of appropriate tries to highlight the aspects of the use of web-based learning
teaching materials in order to help students achieve the media, with the hope that the material is not too
desired competencies. abstract and learning becomes more interesting and students
can repeat the material that has been given at home and with
unlimited time so that understanding and learning outcomes
students can increase.

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Volume 5, Issue 9, September – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
II. RESEARCH METHODS of instructional media. In realizing the learning plan, the
activity of designing the material displayed on the teaching
A. Research Procedure material is carried out. Each prototyping should focus on
This research is intended to develop learning media as three main characteristics (content, support and interface).
a research product. To develop a product, the type of Content must consist of chapters, sections, paragraphs, and
research used is research and development design (Research others. Structure (structure) should be reasonable and flows
and Development) which is often referred to as development and constructed of chapters and sections above. Interface
research [2]. This is in accordance with the opinion of (display) contains visual aspects such as images, graphics,
Sugiono [13], which states that research that produces certain colors and others and must be interactive. The material
products and tests the effectiveness of these products designs displayed include learning materials, sample
includes development research. The Instructional media in questions, and evaluation questions (quizzes) and links that
this study using the steps in solving the problems of can connect with other learning media.
education as a frame of reference. Plomp [9] divide steps
those actions hierarchically to 5 phase, namely: ( 1) 4) Test, Evaluation, Revision Phase
preliminary investigation phase, ( 2) design phase , ( 3) In this phase there are two activities carried out, namely
réalisation / construction phase , ( 4) test, evaluation, revision validation and testing in real situations in the field.
phase and ( 5) implementation Phase.
(a) Validation.
Based on Plomp's steps [9], the development of The activities covered in this validation process
learning media is carried out in 4 phases, namely: (1) Initial include;
investigation, (2) Design, (3) Realization / Construction / • Asking experts and practitioners about the feasibility of
Production, (4) Test, Evaluation, and Revision. The prototypes that have been made. This assessment uses the
implementation phase, in terms of implementing solutions validation sheet given to the validator together with the
developed in problem situations, was not carried out in this device to be assessed. The validity test conducted is the
study. This is based on the reason that this research is a content validity test and the construct validity test. The
development research whose orientation is to produce validity test is carried out by the validator who is the
products according to predetermined criteria. To achieve material and media expert who will examine the content,
these criteria can be done by testing, evaluation and revision. support, and interface of each prototype. Suggestions -
In addition, this study does not aim to make generalizations, advice obtained from the validator is used to revise and
so that the implementation step is considered irrelevant. The stated that the media produced a valid and practical.
activities of each of these phases can be described as follows. • Analyze the results of the validator's assessment to
determine further action.
1) Analysis Phase.
It has been explained earlier that the initial assessment (b) Testing
phase is a careful observation of the ongoing learning This trial was conducted to empirically assess the
conditions. Activities carried out in this phase include; (1) effectiveness of this learning media. This trial needs to be
investigation of prerequisite knowledge, (2) material analysis supported by devices that are in accordance with the
of intact units, (3) analysis of the conceptual scope of the characteristics of the media and instruments for recording the
material and its level of difficulty, (4) investigation of results of the experiment. Because of that, tools and
supporting sources, and (5) selecting good material to instruments were also developed. The trial steps are as
convey, in terms of difficulty level and can be geometric . follows;
• Field trials and recording of trial results using student
2) Design Phase response questionnaires and test results,
The design / design phase contains activities for • Analysis of the test results,
making web-based learning media based on the results of the • Make decisions based on trial results.
initial investigation that the developer has done. The
activities covered in the design of the device include; B. Research Instrument
(a) Designing the material organization into complete units, The instrument developed in the study aims to assess
based on the quantity, material characteristics and time learning, instructional media and their devices. For this
allocation, reason, instruments were developed which include; (1)
(b) Mapping relevant learning materials and activities, learning validation sheets and learning media, (2) student
(c) Designing lecture plans (RPS) and web-based learning response questionnaires, and (3) teaching material mastery
tools according to the scope of the material tests. The aspects assessed, the data recorded, the
instruments used and the respondents are summarized in the
3) Realization / Construction / Production Phase table below.
Plans a design that has been made and having regard to
the ongoing implementation then realized to be the prototype

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Volume 5, Issue 9, September – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
Rated aspect Recorded data Instrument respondents
Validity and The validity of learning tools and research Validation sheet Experts/ Practitioners
practicality instruments
Effectiveness Mastery of teaching materials Test Research subject
Student response Response questionnaire Research subject
Table 1:- Tables of assessed aspects, recorded data and instruments used and respondents

The subjects of this research are prospective teacher 4. Results of investigations of supporting sources
students and are in the second year which consists of three
classes, namely classes A, B, and C. Trials will be carried out Learning support sources include:
on 15 students in each class with low, medium and low 1. Darmawijoyo, (2011). Ordinary Differential Equations
ability levels high. an Introduction. Jakarta: Erlangga, [5] and,
2. William E. Boyce, Richard C. DiPrima (2001).
III. RESULT AND DISCUSSION Elementary Differential Equations and boundary Value
Problems. John Wiley & sons, Inc. New York[14].
A. Result
Based on the research procedures outlined in the A.2. Design Phase
previous chapter, which is divided into four stages, namely, The results of this design phase are the Lecture Plan
1) initial investigation, 2) design, 3) realization, 4) Test, (SAP) and the web-based Learning Media Design. The
Evaluation, and Revision. The research results were design of learning steps in SAP contains the design (1)
obtained as follows; Presentation of Information, (2) student activities that will
be displayed on the web as a learning medium for
A.1. Initial Investigation Phase Realization Phase differential equations, (3) determining the web hosting used
Initial investigation into the development of this tool in web-based learning media (www.dosen.unibabwi .ac.id).
includes four things, namely; (1) investigation of
prerequisite knowledge, (2) material analysis of complete A.3. Realization Phase
units, (3) analysis of the conceptual scope of the material The designs that have been compiled in the next
and its level of difficulty and (4) Investigation of supporting design phase are realized in order to obtain the initial
sources. The results of the initial investigation carried out on prototype of the web design. The learning tools produced at
these four matters are as follows: this realization stage include:
1) Instructional design of the differential
1. Results of prerequisite knowledge investigations. equation course includes instructional analysis, and learning
In the previous semester, prospective teacher students reference units.
who were research subjects had attended prerequisite 2) Lecture contract
courses including calculus I, Calculus II and Linear algebra. 3) Lecture handouts in the form of PowerPoint slides,
Therefore, in order for adaptation to occur between known 4) Test Sheet,
knowledge and knowledge to be studied, the presentation of 5) Student response questionnaire.
the differential equation material to be discuss, starts with
the concept of equations, derivatives and anti-derivatives of All of learning device that produced in uploaded on
a function as well as examples of using knowledge about the website so that students can access learning tools
differential equations in everyday life. produced easily.

2. The results of the analysis of material units A. 4. Test, Evaluation and Revision Phase
The material used in this research is ordinary The results of this phase can be divided into two, the
differential equations and their applications and after results of validation and field trial. Validation results are
attending this lecture students are expected to be able to: used to judge the validity of instructional media and media
1. Understanding Differential Equations practicality made prior to the implementation of the field
2. Solving Differential Equation problems trial, whether made of instructional media still needs
3. Solving system problems of Differential Equations revision or not. While results Field trials are used to assess
3. Results of the Analysis of the Conceptual Coverage of the effectiveness of the media produced. The results of field
the Material trials become the basis for making decisions, whether the
prototype learning media produced is final or still needs
The results of the material coverage analysis are as revision and retrying.
follows;
a. The differential equation in question includes the first 1. Learning Media Validation Results
and second order differential equations, The results of the validation of web-based learning
b. Differential equation problems used in the material are media are presented in the table 2 below.
everyday problems that can be solved using the concept
of differential equations.

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Volume 5, Issue 9, September – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
aspect 𝑥1
̅̅̅ 𝑥2
̅̅̅ 𝑥3
̅̅̅ Score
Content eligibility 4 3.5 3 No. Rated aspect
Media presentation 3.3 3.7 3 1. Skills 3.7 3.7 3.3
Language and writing 4 4 3 2. Presentation of Concepts 3.0 3.7 3.3
Useless 3 4 3 3. Interaction and
Table 2:- Summary of expert validation results Communication 2.7 3.7 3.0
4. Benefits 3 4 3
Based on data validation results above, and criteria Table 4:- Result of observations media practicality.
validity of the set indicates that the media that have been
prepared meet the validity criteria for the overall Overall, the average feasibility of web-based learning
average aspect assessed was 3,42 and this value is included media that has been compiled is 3,4. So, according to
in the category valid with minor revisions . the criteria of practicality that have been set, it can
be concluded that the practicality of web-based Differential
While the comments of the validator's suggestions Equation learning media can be categorized as high.
about learning media can be seen in the following table 3.
b. The Effectiveness of Learning Media
Suggestion Response The effectiveness of this web-based Differential
(a) The words used in the Suggestions are accepted and Equation learning media is calculated using two aspects,
indicators are not editorial changes are made to namely; (1) mastery of teaching materials using tests and (2)
operational some of the indicators student responses. The results and analysis for each aspect
referred to are described below.
(b) There are still some Suggestions were accepted
questions that are made to and changes were made to (1) Mastery of teaching materials
measure indicators that are several items. The results of mastery of teaching materials are
not appropriate determined from the test scores carried out at the end of the
Table 3:- The validator's suggestions for learning media and trial. Data on mastery of teaching materials can be seen in
researchers' responses appendix 10. A summary of the mastery of teaching
materials for all respondents is presented in the table 5
2. Field Trial Results below.
The results of this trial are the results of an empirical
assessment of the practicality and effectiveness of the Test Results Mastery of
resulting learning media. The learning media that was tested Before after Teaching
was a web-based Differential Equation learning Materials
media. The subject that was tested was the Integral Class average 57.07 73.44 Increase by 16.37
topic Differential Equation course. Standard 7,18 6.56 Decreased 0.62
deviation
Field trials were conducted on Wednesday,
Table 5:- Recapitulation of mastery of teaching materials
September 26, 2018. This trial was conducted in the
computer lab room of the Universitas PGRI Test Results mastery of the material as seen in the
Banyuwangi. Respondents who attended were 45 students tab e l above shows that all students study subjects had an
and done in two sessions. The first session was attended by average 73,44 with a standard deviation of 6.56. This shows
22 students and the second session was attended by 23 that the results of the mastery of the material do not vary
students. The first session was held at 7.30 WIB and the relatively. And when compared with the test before the use
second session at 9.30 WIB. of web-based learning media there is an increase in mastery
of the material. So it can be concluded that the use of web-
This trial was observed by two observers who were in based learning media can improve student learning
charge of observing the activities and events that occurred outcomes for the better.
during the trial. And at the end of the session students were
asked to work on test questions and fill out the response (2) Student Response
questionnaire that had been provided. The results of the Student responses in this study can be identified
trials and the results of the analysis carried out were as
through the results of the questionnaire responses given to
follows. the student research subjects. The questionnaire
given contains ten statements. Each item is given four
a. Practical Learning Media. answer choices, namely 1, 2, 3, and 4. The meaning of each
The practicality of learning media includes 3 aspects, answer choice it has been described in the development
namely; the implementation of the learning sequence, the method in the previous chapter. This data was taken in the
ease with which students operate, and the students' last 10 minutes during the trial phase. To ensure the
completeness in doing the exercises in the prepared learning objectivity of the student data, it is permissible to not put
media. The practicality of the learning media from the trial their identity on the questionnaire sheet.
results is presented in the following table 4.

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Volume 5, Issue 9, September – 2020 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165
In addition to answering the questionnaire based on RECOMMENDATIONS
items such questions in the questionnaire, students are also
allowed to submit suggestions, comments or impression From the results of the distributed questionnaire,
with how to write suggestions and comments in the box the expected suggestions are to provide a computer that can
provided a complete response. Summary of student be used by students at any time if the laboratory is not used
responses to the instructional media made are presented in for lectures, and the appearance of the blog is changed to an
the following table 6. attractive color for students. Meanwhile, from the results of
the research, it is hoped that web-based learning can be
Response Aspect Item number Average carried out in courses other than statistical methods alone,
Ease of access 1,3,4 3.12 can be developed in other subjects.
Web Appearance 2,5,6 3.15
Benefit 7,8,9,10 3,2 REFERENCES
Table 6:- Recapitulation of student responses
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