The validity of D-MENBOLA: Digitalization of football learning media based on articulate storyline 3

  • Ketut Chandra Adinata Kusuma Chandra Department of Sport Coaching Education, Faculty of Sport and Health, Universitas Pendidikan Ganesha, Singaraja, Indonesia https://orcid.org/0000-0003-0907-5773
  • I Wayan Artanayasa Department of Sport Coaching Education, Faculty of Sport and Health, Universitas Pendidikan Ganesha, Singaraja, Indonesia
  • Adrianus I Wayan Ilia Yuda Sukmana Department of Sport Coaching Education, Faculty of Sport and Health, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Keywords: Validity, D-MENBOLA, learning media, articulate storyline 3, football

Abstract

The COVID-19 pandemic has an impact on the learning process in all educational units, including higher educational units. This situation requires educators to be more creative and innovative in using learning media to transform knowledge and skills to their students. This study aims to describe the validity of interactive learning media based on articulate storyline 3 in the theory and practice of football coaching. This research included development research by adopting the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The data collection instrument used a questionnaire that referred to the LORI (Learning Object Review Instrument) standard. The LORI standard consists of nine aspects of assessment, namely content quality, direction of learning objectives, feedback and adaptation, motivation, display design, interaction use, accessibility, development capabilities, and standard fulfillment. The data analysis technique used is descriptive quantitative and qualitative. The results showed that the level of feasibility/validity of the learning media named D-MENBOLA or digitalization of football learning media based on articulate storyline 3 iss declared very feasible/very valid. Based on these result, D-MENBOLA can then be used in the theory and practice of football coaching as one of the innovative learning media.

Downloads

Download data is not yet available.

References

Adam, B. &. (2014). Penggunaan media audio visual dengan media gambar terhadap hasil belajar shooting bola basket (Studi pada Siswa Kelas VIII SMP Negeri 1 Jatiroto Kabupaten Lumajang). Jurnal Ilmiah Pendidikan Jasmani Olahraga dan Kesehatan, 2(3), 612–616.

Agustiningsih. (2015). Video Sebagai Alternatif Media Pembelajaran Dalam Rangka Mendukung Keberhasilan Penerapan Kurikulum 2013 di Sekolah Dasar. Jurnal PEDAGOGIA, 4(1), 50–58. https://doi.org/10.21070/pedagogia.v4i1.72

Akhmad, I., Valianto, B., & Bowo, D. (2021). Interactive Media as Optimization of Understanding Basic Football Techniques in Pandemic Period. Proceedings of the 4th International Conference on Sports Sciences and Health (ICSSH 2020), 36(Icssh 2020), 66–69. https://doi.org/10.2991/ahsr.k.210707.017

Al Munawar, A., & Hendrawan, D. (2020). Developing multimedia-based interactive learning media on football learning courses. Physical Education, Health and Recreation, 4(2), 43–48. https://doi.org/10.24114/pjkr.v4i2.15489

Aldera, A. S., & Mohsen, M. A. (2013). Annotations in captioned animation: Effects on vocabulary learning and listening skills. Computers and Education, 68, 60–75. https://doi.org/10.1016/j.compedu.2013.04.018

Ali, W. (2020). Online and Remote Learning in Higher Education Institutes: A Necessity in light of COVID-19 Pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16

Armi, H., & Dewi, I. P. (2020). Analysis of feasibility level of interactive learning media on workshop work subjects and technical drawing. Jurnal Teknologi Informasi dan Pendidikan, 13(2), 81–88. https://doi.org/https://doi.org/10.24036/tip.v13i2

Baker, A. (2016). Active Learning with Interactive Videos: Creating Student-Guided Learning Materials. Journal of Library and Information Services in Distance Learning, 10(3–4), 79–87. https://doi.org/10.1080/1533290X.2016.1206776

Bima, A. C. A., Thaib, F., & Suyoto, S. (2021). Development of learning media for basic techniques and strategies in playing multimedia-based football. IOP Conference Series: Materials Science and Engineering, 1098(3), 032042. https://doi.org/10.1088/1757-899x/1098/3/032042

Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.

Çakiroğlu, Ü., Güler, M., Atabay, M., & Güler, M. (2020). Connections Between Learning Styles and Perceived Cognitive Load in Multimedia Learning: An Experimental Study. Journal of Educational Technology Systems, 48(4), 553–573. https://doi.org/10.1177/0047239519844509

Chen, Y. Y., Chang, Y. S., Lee, J. Y., & Lin, M. H. (2021). Effects of a Video Featuring Connected Speech Instruction on EFL Undergraduates in Taiwan. SAGE Open, 11(2), 1-10. https://doi.org/10.1177/21582440211019746

Cheung, L. (2016). Using the ADDIE Model of Instructional Design to Teach Chest Radiograph Interpretation. Journal of Biomedical Education, 2016, 1–6. https://doi.org/10.1155/2016/9502572

Chiasson, A. (2016). Mastering Articulate Storyline. Birmingham: Packt Publishing.

Danurwindo., Putera, G., & Sidik, B. (2017). Kurikulum Pembinaan Sepakbola Indonesia. Persatuan Sepakbola Seluruh Indonesia.

Darmawan, D. (2016). Mobile learning: Sebuah aplikasi teknologi pembelajaran. PT RajaGrafindo Persada.

Dewi, R. K., Wardani, S., Wijayati, N., & Sumarni, W. (2019). Demand of ICT-based chemistry learning media in the disruptive era. International Journal of Evaluation and Research in Education, 8(2), 265–270. https://doi.org/10.11591/ijere.v8i2.17107

Hadza, C., Sesrita, A., & Suherman, I. (2020). Development of Learning Media Based on Articulate Storyline. Indonesian Journal of Applied Research (IJAR), 1(2), 80–85. https://doi.org/10.30997/ijar.v1i2.54

Harnett, S. (2013). Learning Articulate Storyline. Birmingham: Packt Publishing.

Hoenig, H. M., Amis, K., Edmonds, C., Morgan, M. S., Landerman, L., & Caves, K. (2018). Testing fine motor coordination via telehealth: Effects of video characteristics on reliability and validity. Journal of Telemedicine and Telecare, 24(5), 365–372. https://doi.org/10.1177/1357633X17700032

Hsu, C. K. (2015). Learning motivation and adaptive video caption filtering for EFL learners using handheld devices. ReCALL, 27(1), 84–103. https://doi.org/10.1017/S0958344014000214

Hsu, T. C., Lee-Hsieh, J., Turton, M. A., & Cheng, S. F. (2014). Using the ADDIE model to develop online continuing education courses on caring for nurses in Taiwan. Journal of Continuing Education in Nursing, 45(3), 124–131. https://doi.org/10.3928/00220124-20140219-04

Iftode, D. (2020). Generation Z and Learning Styles. SSRN Electronic Journal, 7(21), 255–262. https://doi.org/10.2139/ssrn.3518722

Juniantari, M., & Santyadiputra, G. S. (2021). The Validity of Learning Media in the Course of Assessment and Learning Evaluation Based on Articulate Storyline 3. Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020), 536(Icsteir 2020), 351–356. https://doi.org/10.2991/assehr.k.210312.058

Kaur, D. P., Mantri, A., & Horan, B. (2020). Enhancing student motivation with use of augmented reality for interactive learning in engineering education. Procedia Computer Science, 172(2019), 881–885. https://doi.org/10.1016/j.procs.2020.05.127

Khan, M. S. H., Bibi, S., & Hasan, M. (2016). Australian Technical Teachers’ Experience of Technology Integration in Teaching. SAGE Open, 6(3). https://doi.org/10.1177/2158244016663609

Khezrlou, S., & Ellis, R. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104–116. https://doi.org/10.1016/j.system.2017.01.009

Leacock, T. L., & Nesbit, J. C. (2007). A Framework for Evaluating the Quality of Multimedia Learning Resources- Special Issue on “Quality Research for Learning, Education, and Training”. Journal of Educational Technology & Society-, 10(2), 15.

Moore, J. L., Dickson-Deane, C., & Gaylen, K. (2011). e-Learning, online learning, and distance learning environments: Are they the same? The Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001

Mourlam, D. J., Strouse, G. A., Newland, L. A., & Lin, H. (2019). Can they do it? A comparison of teacher candidates’ beliefs and preschoolers’ actual skills with digital technology and media. Computers & Education, 129, 82–91. https://doi.org/10.1016/j.compedu.2018.10.016

Onyema, E. M. (2020). Impact of Coronavirus Pandemic on Education. Journal of Education and Practice, 11(13), 108–121. https://doi.org/10.7176/jep/11-13-12

Pratama, R. A. (2019). Media Pembelajaran Berbasis Articulate Storyline 2 Pada Materi Menggambar Grafik Fungsi di SMP Patra Dharma 2 Balikpapan. Jurnal Dimensi, 7(1), 19–35. https://doi.org/10.33373/dms.v7i1.1631

Priyatni, E. T., & Martutik. (2020). The Development of a Critical–Creative Reading Assessment Based on Problem Solving. SAGE Open, 10(2), 1-9. https://doi.org/10.1177/2158244020923350

Rahimi, M., & Allahyari, A. (2019). Effects of Multimedia Learning Combined With Strategy-Based Instruction on Vocabulary Learning and Strategy Use. SAGE Open, 9(2). https://doi.org/10.1177/2158244019844081

Reinbold, S. (2013). Using the ADDIE Model in Designing Library Instruction. Medical Reference Services Quarterly, 32(3), 244–256. https://doi.org/10.1080/02763869.2013.806859

Rianto, R. (2020). Pembelajaran Interaktif Berbasis Articulate Storyline 3. Indonesian Language Education and Literature, 6(1), 84–92. https://doi.org/10.24235/ileal.v6i1.7225

Sadra, I. W. (2007). Pengembangan Model Pembelajaran Matematika Berwawasan Lingkungan dalam Pelatihan Guru Kelas I Sekolah Dasar. Universitas Negeri Surabaya.

Salsabila, Z. H., Bandiyah, S. U., & Budiman, A. (2020). An Innovation of Mawarith Learning Using Articulate Storyline Multimedia for Secondary School Students. Southeast Asia Millenial Conference Proceeding, 1–6.

Sato, T. (2016). Applicability of technology-enhanced visual glosses for explicit L2 vocabulary learning: The enhancement of metaphoric competence through the learning of English polysemous words. Ampersand, 3, 43–51. https://doi.org/10.1016/j.amper.2016.03.003

Sefriani, R., Wijaya, I., Menrisal, M., & Dewi, M. (2020). Testing Of The Validity of Interactive Learning Module on Creative and Entrepreneurs Learning Products. Journal of Educational Science and Technology (EST), 6(1), 73. https://doi.org/10.26858/est.v6i1.10277

Shi, Y., Yang, H., MacLeod, J., Zhang, J., & Yang, H. H. (2020). College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature. Journal of Educational Computing Research, 58(4), 791–817. https://doi.org/10.1177/0735633119881477

Siddique, A., Durrani, Q. S., & Naqvi, H. A. (2019). Developing Adaptive E-Learning Environment Using Cognitive and Noncognitive Parameters. Journal of Educational Computing Research, 57(4), 1-35. https://doi.org/10.1177/0735633118769433

Sindu, I. G. P., Santyadiputra, G. S., & Permana, A. A. J. (2020). The effectiveness of the application of Articulate Storyline 3 learning object on student cognitive on Basic Computer System courses. Jurnal Pendidikan Vokasi, 10(3), 290–299. https://doi.org/10.21831/jpv.v10i3.36094

Soares, A. E., & Lopes, M. P. (2020). Are your students safe to learn? The role of lecturer’s authentic leadership in the creation of psychologically safe environments and their impact on academic performance. Active Learning in Higher Education, 21(1), 65–78. https://doi.org/10.1177/1469787417742023

Sousa, M. J., & Rocha, A. (2019). Digital learning: Developing skills for digital transformation of organizations. Future Generation Computer System, 91, 327–334. https://doi.org/10.1016/j.future.2018.08.048

Toquero, C. M. (2020). Challenges and Opportunities for Higher Education amid the COVID-19 Pandemic: The Philippine Context. Pedagogical Research, 5(4), 1–5. https://doi.org/10.29333/pr/7947

Utari, R., Andayani, Y., Savalas, L. R. T., & Anwar, Y. A. S. (2020). Validity of Ethnoscience Based Chemistry Learning Media Emphasizing Character Values and Conservation Behavior. Jurnal Penelitian Pendidikan IPA, 7(1), 45–48. https://doi.org/10.29303/jppipa.v7i1.469

Wang, M., Wu, B., Kirschner, P. A., & Spector, J. M. (2018). Using cognitive mapping to foster deeper learning with complex problems in a computer-based environment. Computers in Human Behavior, 87, 450–458. https://doi.org/10.1016/j.chb.2018.01.024

Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The Scientific Status of Learning Styles Theories. Teaching of Psychology, 42(3), 266–271. https://doi.org/10.1177/0098628315589505

Wilson, S. B., Geneve, R. L., & Davies, F. T. (2018). An online study tool for reviewing plant propagation terms and concepts. HortTechnology, 28(6), 851–854. https://doi.org/10.21273/HORTTECH04184-18

Yin, J., Goh, T. T., Yang, B., & Xiaobin, Y. (2021). Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance. Journal of Educational Computing Research, 59(1), 154–177. https://doi.org/10.1177/0735633120952067

Published
2022-04-07
How to Cite
Chandra, K. C. A. K., Artanayasa, I. W., & Sukmana, A. I. W. I. Y. (2022). The validity of D-MENBOLA: Digitalization of football learning media based on articulate storyline 3. Journal Sport Area, 7(1), 23-32. https://doi.org/10.25299/sportarea.2022.vol7(1).7370
Section
RESEARCH ARTICLES
Abstract viewed = 66 times
PDF downloaded = 68 times SIMILARITY CHECK downloaded = 15 times