Article

Implementation of ICT-Based learning Models

as e-learning support: Practicality and Effectiveness

Dumiyati

Economic Education, PGRI Ronggolawe University, Indonesia

Agus Wardhono

English Language Education, PGRI Ronggolawe University, Indonesia,

E Nurfalah

Mathematics Education, PGRI Ronggolawe University, Indonesia

Abstract. The learning model developed in this study is an ICT-based learning model that supports E-Learning. The research objective in the second year was to conduct a trial of the application of a model tool to assess the effectiveness of ICT-based learning models that had been developed in the first year. Trials were conducted in the Economic Education Study Program and English Education Study Program at Unirow University in Tuban, East Java. The data collection techniques consist of observation, questionnaires and tests. The data analysis techniques made use of descriptive statistics to test the practicality and effectiveness. The results of the data analysis show that the average implementation of the learning model can be categorized as high. The effectiveness of applying ICT-based learning models has been examined from  5 angles, namely the ability of students in teaching materials; independence of choosing learning resources, and initiative to consult; Student learning activities score high in terms of information retrieval, communication, discussion, summarizing and conducting evaluation tests; there is a positive response to the application of ICT-based learning models, audiobook media and excercise involving i-Spring quizzes, and the ability of lecturers to manage learning can be categorized as high.

1.   Introduction

     This research is motivated by several constraints faced by students in English for Specific Purpose (ESP) lectures, including: difficulties in reviewing lecture materials, limited study time in class, limited communication and discussion forums conducted face-to-face, lack of student learning independence, as well as limited learning multimedia (Dumiyati; Wardhono; Nurfalah, 2017). Therefore, it is necessary to develop ICT-based learning models. Based on these conditions, this study aims to develop models and tools for ICT-based learning and to test the practicality and effectiveness of their application.

Following up on the results of the initial research conducted in the first year, the design of ICT-based ESP learning models has been developed for English education study programs and Economic education study programs University of Ronggolawe Tuban in East Java, Indonesia. The conceptual model design is one that relates to the theories that underlie the ICT model development process whose implementation is carried out with a blended learning approach, that is to say a combination of online and face-to-face learning (Wang, 2008). The ICT-based Learning Model Components developed include syntax, social systems, reaction management principles, support systems, instructional and accompanying effects (Rosenberg, 2001) . The stages of development research carried out refer to Plomp and pay attention to the components of the model proposed by Joyce, Weil & Shower (2004)

The syntax of ICT-based lectures consists of 8 phases. The term phase refers to Arends (1997) which is defined as learning steps including: (1) the introductory phase, (2) the presentation phase of the concept, (3) the information retrieval phase, (4) the communication phase, (5) the discussion phase, ( 6) the summary phase, (7) the evaluation phase, and (8) the closing phase. These phases are carried out using a combination between online and face-to-face lectures. The concept presentation phase is conducted online in the shape of packing electronic learning material in the form of audiobooks, e-book. The information search phase is carried out by browsing sites related to relevant material. Meanwhile, the online communication is conducted via email, Telegram chat groups, and WhatsApp.

Learning tools that have been developed include: e-books, learning plans, audio books, and i-spring evaluations. This prototype was subsequently tested, evaluated and revised. In the next stage of development, it is necessary to conduct a trial to determine the practicality and effectiveness of the model.

Based on the description above, research problems can be formulated in year 2 which will be discussed in this academic paper as follows.

1.1. What is the level of practicality of implementing ICT-based learning models?

1.2. What is the effectiveness of ICT-based learning models? Is it derived from (1) students' mastery of teaching materials, (2) improvement of students' learning independence character, (3) student learning activities, or (4) student responses to ICT-based learning models?

2.   Literature Review

2.1. e-Learning

E-learning can be defined as any form of use of information and computer technology to create learning experiences (FitzPatrick, 2012; Ellis, Ginns & Piggott, 2009). This definition emphasizes how learning experiences are formulated, organized, and created through E-learning tools. The e-learning system is not limited by time and space, so this learning process can be carried out synchronously and asynchronously. According to (Andrade, 2015) there are three functions of e-learning to learning activities in the classroom, one of which is as a complement to conventional learning. Apart from functioning as a complement, e-learning also functions as a supplement and substitution. It is said to function as a complement if the electronic learning material is programmed to complement the learning material received by students in the lecture forum (Boulton, 2008).

Meanwhile, to implement e-learning, there are at least three components that make up e-learning, namely: a. E-learning infrastructure, which can be in the form of personal computers (PCs), computer networks, the Internet and multimedia equipment. This includes teleconference equipment when using synchronous learning services via teleconference. b. E-learning systems and applications, namely software systems that virtualize conventional teaching and learning processes which include classroom management, material or content creation, discussion forums, assessment systems, examination systems and all features related to teaching and learning process management. This software system is often referred to as a Learning Management System (LMS). c. E-learning content, namely content and teaching materials in the e-learning system (Learning Management System). Content and teaching materials can be in the form of multimedia-based content (interactive multimedia content) or text-based content (text-based content such as regular textbooks). E-learning content is usually stored in the LMS so that it can be accessed by students anytime and anywhere.

 Application of e-learning in an integrated manner, which contains various learning materials equipped with multimedia equipment, evaluation and various other educational facilities. Nedelko (2008) states that there are three types of e-learning application formats, namely: 1) Web Supported e-learning, namely learning is still conducted face-to-face and supported by the use of a website containing learning tools. 2) Blended or mixed mode e-learning, that is, part of the learning process is carried out face-to-face and partly online. 3) Fully online e-learning, that is, the entire learning process is carried out online including face-to-face encounters or sessions between educators and students and is also carried out online, namely by using a teleconference.
 
2.2. Independence learning
 Learning independence is the ability to learn independently or for students to have learning autonomy, which is simply defined as the ability to take over learning (Chanphirun, Vutha, Onn and Phearak, 2012). Independent learning is an important skill that will be achieved through higher education, for example by equipping students to be ready to face job competition in the global mobile world. The philosophy of self-study has emerged as one of the main features of the teaching and learning process at universities since the end of the 20th century. All university students are expected to have a fairly high level of independent learning and autonomy. Usuki (2000), and Littlewood (1999 as cited in Sakai, Takagi & Chu, 2010) believe that independent learners are individuals who are confident about being responsible for their own learning by setting goals, determining ways to learn and assessing their progress.
 

2.3. E-learning to improve independence learning 
 Many studies have shown that effective use of e-learning can help increase student engagement and attendance in motivation. The increase in learning activities caused by the use of technology in learning was also stated by Henrique Salustiano Silva, et al. (2017), as the use of technology in learning can increase interactivity and autonomy in understanding the material being studied. The results of research by Halidi et al. (2015) confirmed that the ICT-based learning media used in learning had a very real effect on student motivation to participate in the teaching and learning process. The e-learning paradigm is orientated towards achieving goals in order to prepare students to become human beings who can learn independently. Furthermore Shabnan Bidarian, et al. (2011), ICT-based learning does have the following impact: always being involved with learning, applying learning at the personal or group level, helping with a better understanding of complexity, active self-regulation (Self-start, Self-viewer and Self-judgment), independence and independent learning, Justice, self-regulation, self-evaluation, critical & innovative thinking, wide distribution and easy access to information, reflection, more personality growth and practice with more independence, and acceptance of personal responsibility.
 One of the alternatives that can be used to increase independence in the learning process is by implementing e-learning. The characteristics of e-learning allow students to no longer depend on lecturers but be able to learn from various sources, so it is hoped that student learning independence will increase. In addition, e-learning can also be used as a source of interactive and interesting teaching materials, so that student interest is expected to increase. Research conducted by Hao Shi (2010) cited by Nugraheni (2017) and Samir (2014) regarding the application of e-learning shows that an e-learning module can allow students to take control of their own learning activities besides making it easier for students who have learning difficulties.

3.   Methods

This type of research includes development research and uses development research designs according to Plomp (1997). In the first year, the initial assessment phase, the design phase, the realization /construct stage, and the testing and evaluation stage are carried out. In the second year, the implementation phase was carried out, in the shape of a model test. The research respondents numbered 70 students from all English education study programs and Economic education study programs who were taking English for Specific Purposes (ESP) in semester 4 at the private Ronggolawe University (PGRI Universitas Ronggolawe) Tuban in East Java, Indonesia. The trial was conducted to determine the practicality and effectiveness of the model.