MODISS as a Differentiated Learning Support to Improve Student Learning Outcomes
Article Sidebar
Main Article Content
Abstract
This study aims to develop MODISS (Interactive Digital Module for Integrated Social-Emotional Learning) as a supporting media for differentiated learning strategies to enhance student learning outcomes. MODISS is an offline interactive media featuring videos, animations, interactive buttons, and interactive assessments. The offline operation of MODISS is designed to accommodate schools located in areas with limited signal access and minimize data usage for students. This innovation employs the ADDIE model of research and development, which consists of five stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The analysis and development of MODISS were conducted at SMPN 3 Pesawaran and SMPN Satap 5 Pesawaran. MODISS was designed using MS Office PowerPoint, Canva, ISpring, and Website 2 APK Builder v.5.1.0.1, and subsequently validated by practitioners. Prior to development, MODISS underwent readability and usability testing, yielding excellent results. It also underwent field trials to assess its practicality, which demonstrated a very practical outcome. Based on the assessment analysis, significant improvements in student learning outcomes were observed after the use of MODISS.
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Clark, J., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3(3), 149–210.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2012). 2013 CASEL guide: Effective social and emotional learning programs— Preschool and elementary school edition. Chicago: Author
Diansah, I., & Asyhari, A. (2020). Effectiveness of physics electronic modules based on Self Directed Learning Model (SDL) towards the understanding of dynamic fluid concept. Journal of Physics: Conference Series, 1572(1), 1–9. https://doi.org/10.1088/1742-6596/1572/1/012024
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Dzara, K., Chen, D. T., Haidet, P., Murray, H., Tackett, S., & Chisolm, M. S. (2020). The Effective Use of Videos in Medical Education. Academic Medicine : Journal of the Association of American Medical Colleges, 95(6), 970. https://doi.org/10.1097/ACM.0000000000003056
Elias, M. J. et al. (2015). Handbook of Social Emotional Learning: Research and Practice. Guilford Publications.
Irwandani, I., Latifah, S., Asyhari, A., Muzannur, M., & Widayanti, W. (2017). Modul Digital Interaktif Berbasis Articulate Studio’13: Pengembangan pada Materi Gerak Melingkar Kelas X. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 6(2), 221–231. https://doi.org/10.24042/jipfalbiruni.v6i2.1862
Kemendikbudristek. (2022). Panduan Pembelajaran dan Asesmen. Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press.
Nachiappan, S. (2013). Peranan Teori Dual Coding dan Proses Kognisi dalam Pedagogi Hermeneutik. Jurnal Pendidikan Bitara, 6. 1-15.
Rahmat, R. F., Mursyida, L., Rizal, F., Krismadinata, K., & Yunus, Y. (2019). Pengembangan Media Pembelajaran Berbasis Mobile Learning pada Mata Pelajaran Simulasi Digital. Jurnal Inovasi Teknologi Pendidikan, 6(2), 116–126. https://doi.org/10.21831/jitp.v6i2.27414
Sorden, S. D. (2010). The Cognitive Theory of Multimedia Learning. Review of Research in Education, 34(1), 1–31. https://doi.org/10.3102/0091732X09358129
Suwartiningsih, S. (2021). Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPA Pokok Bahasan Tanah dan Keberlangsungan Kehidupan di Kelas IXb Semester Genap SMPN 4 Monta Tahun Pelajaran 2020/2021. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 1(2), 80–94. https://doi.org/10.53299/jppi.v1i2.39
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
UNESCO. (2023). Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? United Nations Educational, Scientific and Cultural Organization.
Vosniadou, S. (Ed.). (2019). International Handbook of Research on Conceptual Change (2nd ed.). Routledge.
Wabdillah, W. (2016). Implementasi Metode Problem Based Learning pada Mata Pelajaran Simulasi Digital di SMK Darussalam Makassar. Jurnal Inspiration, 6(1), 58–64. https://jurnal.akba.ac.id/index.php/inspiration/article/view/92.
Zhao, Y., Watterston, J., & Li, S. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3–12. https://doi.org/10.1007/s10833-021-09417-3.