Development of Learning Media Template and Its Instruction for

Citizenship Education

Tijan

, Andi Suhardiyanto

and Yan Amal Abdilah

Faculty of Social Science, Universitas Negeri Semarang, Semarang, Indonesia

Bestari Edutech, Jambi,Indonesia

Keywords: Citizenship Education, Learning Media, Instructional Technology.

Abstract: Citizenship education teachers are required to be able to develop their own learning media because the

government and learning media developer are more focused on Science, Technology, Engineering, and

Mathematics (STEM). Unfortunately, development of learning media is not easy and requires a long time.

This Research and Development aims to develop a template and its modification instructions. With this

template, teachers can more easily and quickly develop learning media that is in line with their needs and

characteristics of citizenship education. The ADDIE (Analysis, Design, Development, Implementation and

Evaluation) research model was used in this study. The Analysis phase has been carried out in previous

study. This research conducted at the Design to Evaluation phase. In Semarang city of Indonesia, 40

Citizenship education teachers and 2 experts in the field of instructional media filled out 1-5-scale

questionnaires related to the quality of this research product. Respectively, the teachers and experts gave

good score by average rating of 4.26 and 3.6 on the aspect of visual, 4.35 and 3.9 on the aspect of content,

4.55 and 4.4 on the aspect of navigation, and 4.2 and 4.0 on the aspect of ease of modification

1 INTRODUCTION

Citizenship Education as a value-based education

emphasizes the realization of good citizens, who

have holistic competence in knowledge, skills and

traits based on national character (Nurdin, 2015).

UNESCO identified three learner attributes in

relation to global citizenship education, which refer

to the traits and qualities that global citizenship

education aims to develop in learners. These are:

informed and critically literate; socially connected

and respectful of diversity; ethically responsible and

engaged. Global citizenship education requires

skilled educators who have a good understanding of

transformative and participatory teaching and

learning. The main role of the educator is to be a

guide and facilitator, encouraging learners to engage

in critical inquiry and supporting the development of

knowledge, skills, values and attitudes that promote

positive personal and social change. However, in

many contexts, educators have limited experience of

such approaches (UNESCO, 2015).

Therefore, it is recommended for teachers to

provide variety learning resources and media for

students. Unfortunately, finding learning media for

citizenship education is quite harder than that for

other subjects. For example, Ministry of Education

in Indonesia has an annual project of developing up

to 60 mobile learning applications, but only zero to

two of them are designed for citizenship education.

This shows the need of citizenship education

teachers to develop their own learning media which

in line with the characteristics of citizenship

education, especially that promote cooperative

learning.

1.1 Teacher for Learning Media

Development

In the previous research, most of citizenship

education teachers stated that theyhave facility and

ability to develop learning media, but are lacking of

time to do it (see Figure 1). This was the main

reason of developing media template. With this

media template, teachers of citizenship education do

not need to develop learning media from zero,

cutting the time of development. They just need to

input their learning material, encouragement to

cooperative learning, and assessment. They need no

worry about thousands lines of programming code

and compatibility of learning media with various

devices.

Tijan, ., Suhardiyanto, A. and Abdilah, Y.

Development of Learning Media Template and Its Instruction for Citizenship Education.

DOI: 10.5220/0010021303470350

In Proceedings of the 3rd International Conference on Social and Political Development (ICOSOP 3 2019) - Social Engineering Governance for the People, Technology and Infrastructure in

Revolution Industry 4.0, pages 347-350

ISBN: 978-989-758-472-5

347

Figure 1: The difficulties faced by teachers in developing

learning media.

1.2 Teacher Perception of Citizenship

Education Learning Media

The teachers believe that learning media should be

developed in accordance with students

characteristic. Many reasearch findings stated that

student characteristics account the most in academic

achievement compared to teachers and school

(Detterman, 2016). Furthermore, students’

intelligent or cognitive ability, such as cognitive

development and initial knowledge, account the

most of academic achievement attributable to other

characteristics (see Table 1).

Language used in learning media should be

easily understood by students, conform national

language standard, and usecommunicative language

style. Instructional messagethat use conversation

style “you” and “I” rather than relying solely on

third-person constructions willincreases the learner’s

feeling of social presence and than increase their

motivational commitment to active cognitive

processing (Mayer, 2009). Thus, improve their

learning achievement.

The teachers explained a list of menu should be

included in learning media, such as Media Identity,

Guide, Learning Material, Task, and Evaluation. The

content of learning material includes Introduction,

Apperception, Bridging to Main Material, Main

Material, Ice Breaker, and Closing Statement.

Besides, the teachers expected learning media to

promote active and cooperative learning, especially

peer discussion. Beyond that, teachers prefer cheap

and easy to use learning media.

1.3 Design of Citizenship Education

Learning Media

Based on findings mentioned, the learning media

template was developed using Construct 2.

Construct is an HTML5-based 2D editor. It is

intended primarily for non-programmers, enabling

fast development of learning mediain drag-and-drop

mode using visual editors and behavior-based logic

systems. Construct's unique block-based approach is

a simple and exciting way to start designing games.

There's no need to learn the syntax of complicated

programming languages. Each block is a list of

conditions on the left. When those conditions are

met, it performs the actions on the right. Learning

media developed by Construct can be publised in

any device, such as Mobile and Desktop devices.

The media template featured to present

information in the form of visual (picture and

animation), audio (music and sound), or audio-visual

(video). It is expected for teachers to include actual

and contextual contents like local news.Contextual

teaching helps to promote authentic learning and

increases students’ success by allowing them to

make connections betweenthe content they are

learning to the life contexts in which that content

could be used as they construct knowledge (Hudson

and Whisler, 2007).

Table 1: Basic characteristics of learning media needed by civic education teachers.

Adjustment to Civic Education

Characteristics

Adjustment to Students’ Characteristics Additional

Characters

Supporting active learning 100% Adjusted to students competencies 53.8% Cheap 61.5%

Helping achievment of

competencies

84.6% Adjusted to students interests 46.2% Easy to use 61.5%

Attracting students’ attention

and enthusiasm

76.9% Adjusted to students needs 84.6% Easy to get 61.5%

Contextual 84.6%

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Special menu for cooperative task would be the

main focus in the media template. Within

cooperative situations, individuals seek outcomes

that are beneficial to themselves and beneficial to all

other group members (Johnson and Johnson, 2016).

This showed the value of mutual cooperation,

gotong royong slogan of Indonesia.

2 METHOD

This reasearch and development used ADDIE

reseach model which consists of five phases, such as

Analysis, Design, Development, Implementation,

and Evaluation. ADDIE model is one of the most

common models used in the instructional design

field a guide to producing an effective design. This

model is an approach that helps instructional

designers, any content’s developer, or even teachers

to create an efficient, effective teaching design by

applying the processes of the ADDIE model on any

instructional product (Aldoobie, 2015).

The Analysis phase has been done in a previous

research. This research continued for the next four

phases. The Design and Development stages were

conducted 3 months to develop Citizenship

Education Media Template. During the

Implementation stage, the media template was given

to 40 teachers of Citizenship Education in

Semarang. They were asked to develop their own

media using the template. After that, the teachers

and 2 expert of Instructional Multimedia were asked

to fill out 1-5-scale questionnaires related to the

quality of this research product. These questionaires

were used as evaluation and guidance for product

revision.

3 RESULT AND DISCUSSION

Data collection was carried out by distributing

questionnaires to be filled by 40 citizenship

education teachers and two experts in instructional

media. The questionnaires consist of four aspects,

such as visual, content, navigation and

modification.Overall, the media template quality is

good with average score of 4.34 by teachers and

3.98 by experts.

Table 2: Media template and its instruction score by

teachers and experts.

Aspect Teachers Experts

Visual 4.26 3.60

Content 4.35 3.90

Navigation 4.55 4.40

Modification 4.20 4.00

Average Score 4.34 3,98

3.1 Visual Aspect

This aspect consists of design, layout, colour, and

legibility. The average grades of this aspect are 4.26

(teachers) and 3.6 (experts). This result states that

the template and instruction quality are good. One

expert gave a score of 2 for legibility and design of

instruction. Thus, revision was conducted for the

instruction.

3.2 Content Aspect

This aspect consists of media identity, guidance,

learning material, assignment, and interactive

evaluation. The average grades of this aspect are

4.35 (teachers) and 3.9 (experts). This result states

that the template and instruction quality are good.

One expert gave a score of 2 for media identity.

Thus, revision was conducted on that page.

3.3 Navigation Aspect

This aspect consists of navigation layout, style,

visibility and ease of use. The average grades of this

aspect are 4.55 (teachers) and 4.4 (experts). This

result states that the template and instruction quality

are very good. One expert suggested adding visual

navigation (next and previous button), previously

only swipe to go, fordesktop version. Using button is

way easier navigation for devices without touch

screen.

3.4 Modification Aspect

This aspect assess the ease of modificating media

template to be a ready used learning media. The

modification consists of programm code and visual

content such aslearning material and evaluation. The

average grades of this aspect are 4.2 (teachers) and 4

(experts). This result states that the template and

instruction quality are good.

Development of Learning Media Template and Its Instruction for Citizenship Education

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4 CONCLUSIONS

This Research and Development aims to helps

teachers developing learning media by developing a

template and its modification instructions using

ADDIE (Analysis, Design, Development,

Implementation and Evaluation) research model.The

result showed thatlearning media template

developed by the researcher is in accordance with

the teacher's needs. Regardless of its good quality,

some small revision need to be made. Media

template modification instructionrevision became

the main focus before product publication to

citizenship education teachers. In revised version,

researchers added minor changes to the

mediatemplate by adding next and previous buttons

and correcting writing errors (typo).

The media template content is complete and in

accordance with the characteristics of citizenship

education and teachers needs. And, media templates

are proven to be easy for teachers to modify. So as

to reduce the limitations of teachers related to time

and funds for the development of learning media.

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Detterman, D.K., 2016. Education and intelligence: Pity

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and learning for practitioners. International Multi-

Conference on Society, Cybernetics, and

Informatics.IIISCI.

Johnson, D.W., Johnson, R., 2016. Cooperative learning

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Mayer, R.E., 2009. Multimedia learning, Cambridge

University Press. Cambridge, 2

edition.

Nurdin, E.S., 2015. The policies on civic education in

developing national character in indonesia.

International Education Studies. CCSENET.

UNESCO, 2015. Global citizenship education: Topics and

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