Feasibility of Clinical Dietetics E-Module to Improve Learning Achievement of Vocational Students

Nadya Rahmatunisa; Herminarto Sofyan; Rihab Wit Daryono; Muhammad Nurtanto

doi:10.23887/jet.v6i1.41542

Authors

Nadya Rahmatunisa Yogyakarta State University
Herminarto Sofyan Yogyakarta State University
Rihab Wit Daryono Institut Agama Islam Negeri Ponorogo http://orcid.org/0000-0001-9202-1084
Muhammad Nurtanto Faculty of Teaching dan Training Education, Universitas Sultan Ageng Tirtayasa, Banten, Indonesia http://orcid.org/0000-0002-6357-7152

DOI:

https://doi.org/10.23887/jet.v6i1.41542

Keywords:

E-Module, Learning Achievement, Clinical Dietetics

Abstract

The unavailability of interactive media, namely e-module, has an impact on students so that they tend to be passive and less interested in learning in clinical dietetics subjects, resulting in student learning outcomes that are not by competency standards. This study aims to develop and prove the feasibility of e-modules in nutrition science and explore the importance of developing e-modules to improve learning achievement. This study is a Research and Development (R&D) using a 4-D model with a quantitative approach. The subjects of this study were students of class X majoring in culinary, which amounted to 124 respondents. The data collection technique used interviews and questionnaires that were used to validate and prove the results of the e-module feasibility. The results of material expert validation show that the e-module is very feasible to use with a percentage of 91.250%, media experts contribute to media eligibility 91.875%, while student assessments get 86.618% eligibility. So that the clinical dietetics e-module is feasible to be used as learning. Parametric statistics with comparative analysis of two samples using the T-test, Dunnet-C, and Tukey's test were conducted to determine differences in the variables of gender, age, and class. Comparative analysis proves that there is no significant difference between class X students in assessing the development of nutrition science e-modules. The existence of a clinical dietetics e-module can make it easier for students to learn and carry out learning independently so that student learning outcomes are according to competence.

Author Biographies

Nadya Rahmatunisa, Yogyakarta State University

Department of Technology and Vocational Education, Yogyakarta State University, Indonesia

Herminarto Sofyan, Yogyakarta State University

Department of Technology and Vocational Education, Yogyakarta State University, Yogyakarta, Indonesia

References

Albahuoth, H. (2020). Effectiveness of flipped classroom in developing 11th graders’ grammatical competences in Arabic. Interactive Learning Environments, 28(6), 1–17. https://doi.org/10.1080/10494820.2020.1821714.

Alnahdi, G. H. (2020). Factors influencing the decision to major in special education in Saudi Arabia. South African Journal of Education, 40(2), 1–9. https://doi.org/10.15700/saje.v40n2a1742.

Al-Qaysi, N., Mohamad-Nordin, N., & Al-Emran, M. (2020). What leads to social learning? Students’ attitudes towards using social media applications in Omani higher education. Education and Information Technologies, 25(3), 2157–2174. https://doi.org/10.1007/s10639-019-10074-6.

Amador, J. M., Estapa, A., Kosko, K., & Weston, T. (2021). Prospective teachers’ noticing and mathematical decisions to respond: Using technology to approximate practice. International Journal of Mathematical Education in Science and Technology, 52(1), 3–22. https://doi.org/10.1080/0020739X.2019.1656828.

Arta, G. J., Ratminingsih, N. M., & Hery Santosa, M. (2019). The Effectiveness Of Blended Learning Strategy On Students’ Writing Competency Of The Tenth Grade Students. JPI (Jurnal Pendidikan Indonesia), 8(1), 29–39. https://doi.org/10.23887/jpi-undiksha.v8i1.13501.

Ayadat, T., Ahmed, D., Chowdhury, S., & Asiz, A. (2020). Measurable performance indicators of student learning outcomes: A case study. Global Journal of Engineering Education, 22(1), 40–50. http://www.wiete.com.au/journals/GJEE/Publish/vol22no1/06-Ayadat-T.pdf.

Bani, M., & Masruddin, M. (2021). Development of Android-based harmonic oscillation pocket book for senior high school students. Journal of Technology and Science Education, 11(1), 93. https://doi.org/10.3926/jotse.1051.

Beicht, U., & Walden, G. (2019). Transition to company-based vocational training in Germany by young people from a migrant background – the influence of region of origin and generation status. International Journal for Research in Vocational Education and Training, 6(1), 20–45. https://doi.org/10.13152/IJRVET.6.1.2.

Berga, K.-A., Vadnais, E., Nelson, J., Johnston, S., Buro, K., Hu, R., & Olaiya, B. (2021). Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today, 96, 1–6. https://doi.org/10.1016/j.nedt.2020.104622.

Berić-Stojšić, B., Patel, N., Blake, J., & Johnson, D. (2020). Flipped Classroom Teaching and Learning Pedagogy in the Program Planning, Implementation, and Evaluation Graduate Course: Students’ Experiences. Pedagogy in Health Promotion, 6(3), 222–228. https://doi.org/10.1177/2373379919839073.

Boonk, L. M., Gijselaers, H. J. M., Ritzen, H., & Brand-Gruwel, S. (2020). Student-perceived parental involvement as a predictor for academic motivation in vocational education and training (VET). Journal of Vocational Education & Training, 1–23. https://doi.org/10.1080/13636820.2020.1745260.

Çetin, Z., Özözen Danacı, M., & Kuzu, A. (2020). The effect of psychological violence on preschool teachers’ perceptions of their performance. South African Journal of Education, 40(1), 1–11. https://doi.org/10.15700/saje.v40n1a1738.

Chiang, C. L., & Lee, H. (2016). The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students. International Journal of Information and Education Technology, 6(9), 709–712. https://doi.org/10.7763/IJIET.2016.V6.779.

Çınar, M., Ekici, M., & Demir, Ö. (2021). A snapshot of the readiness for e-learning among in-service teachers prior to the pandemic-related transition to e-learning in Turkey. Teaching and Teacher Education, 107, 1–10. https://doi.org/10.1016/j.tate.2021.103478.

Coetzer, A., Susomrith, P., & Ampofo, E. T. (2020). Opportunities to participate in formal and informal vocational learning activities and work-related outcomes in small professional services businesses. Journal of Vocational Education & Training, 72(1), 88–114. https://doi.org/10.1080/13636820.2019.1584637.

Daryono, R. W., Hariyanto, V. L., & Usman, H. (2020). Factor analysis: Competency framework for measuring student achievements of architectural engineering education in Indonesia. REID (Research and Evaluation in Education), 6(2), 98–108. https://doi.org/10.21831/reid.v6i2.32743.

Daryono, R. W., & Rochmadi, S. (2020). Development of learning module to improve competency achievement in the department of civil engineering education in Indonesia. Psychology, Evaluation, and Technology in Educational Research, 3(1). https://doi.org/10.33292/petier.v3i1.54.

Daryono, R. W., Rochmadi, S., & Hidayat, N. (2021). Development and validation of video-based learning media to increase competency achievement in civil engineering education. Journal of Physics: Conference Series, 1833(1–10), 012022. https://doi.org/10.1088/1742-6596/1833/1/012022.

Daryono, R. W., Yolando, A. P., Jaedun, A., & Hidayat, N. (2020). Competency of vocational schools required by construction industry in consultants’ supervisor. Journal of Physics: Conference Series, 1456, 012057. https://doi.org/10.1088/1742-6596/1456/1/012057.

Fakhrunnisaa, N., & Munadi, S. (2019). Relevance of Multimedia Expertise Competency in Vocational Schools toward the needs of Business/Industrial World. Journal of Educational Science and Technology (EST), 5(1), 58–66. https://doi.org/10.26858/est.v5i1.6923.

Forum Económico Mundial. (2019). The Global Talent Competitiveness Index 2020: Global talent in the age of artifcial intelligence. World Economic Forum. http: //www3.weforum.org/docs/WEF_The GlobalCompetitivenessReport2019.pdf.

Gok, T. (2021). The Development of the STEM (Science, Technology, Engineering, and Mathematics) Attitude and Motivation Survey Towards Secondary School Students. International Journal of Cognitive Research in Science Engineering and Education, 9(1), 105–119. https://doi.org/10.23947/2334-8496-2021-9-1-105-119.

Grønlien, H. K., Christoffersen, T. E., Ringstad, Ø., Andreassen, M., & Lugo, R. G. (2021). A blended learning teaching strategy strengthens the nursing students’ performance and self-reported learning outcome achievement in an anatomy, physiology and biochemistry course – A quasi-experimental study. Nurse Education in Practice, 52, 1–6. https://doi.org/10.1016/j.nepr.2021.103046.

Habiyaremye, A. (2020). Knowledge exchange and innovation co-creation in living labs projects in South Africa. Innovation and Development, 10(2), 207–222. https://doi.org/10.1080/2157930X.2019.1580940.

Han, S., Yalvac, B., Capraro, M. M., & Capraro, R. M. (2015). In-service Teachers’ Implementation andUnderstanding of STEMProject Based Learning. EURASIA Journal of Mathematics, Science and Technology Education, 11(1), 63–76. https://doi.org/10.12973/eurasia.2015.1306a.

Huang, H., & Hwang, G.-J. (2019). Facilitating Inpatients’ Family Members to Learn: A Learning EngagementPromoting Model to Develop Interactive E-Book Systems for Patient Education. Educational Technology & Society, 22(3), 74–87. https://www.jstor.org/stable/26896711.

Joshi, A., Desai, P., & Tewari, P. (2020). Learning Analytics framework for measuring students’ performance and teachers’ involvement through problem based learning in engineering education. Procedia Computer Science, 172, 954–959. https://doi.org/10.1016/j.procs.2020.05.138.

Kaiser, L.-M., Großmann, N., & Wilde, M. (2020). The relationship between students’ motivation and their perceived amount of basic psychological need. International Journal of Science Education, 1–18. https://doi.org/10.1080/09500693.2020.1836690.

Ketelhut, D. J. (2019). Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science. J Sci Educ Technol, 1(1), 15. https://doi.org/10.1007/s10956-019-09798-4.

Khtere, A., & Yousef, A. (2021). The Professionalism of Online Teaching in Arab Universities: Validation of Faculty Readiness. Educational Technology & Society, 24(3), 12. https://www.j-ets.net/collection/published-issues/24_3.

Klibthong, S., & Agbenyega, J. S. (2020). Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. International Journal of Early Years Education, 1, 1–16. https://doi.org/10.1080/09669760.2020.1823205.

Kugurakova, V. V., Golovanova, I. I., Shaidullina, A. R., Khairullina, E. R., & Orekhovskaya, N. A. (2021). Digital Solutions in Educators’ Training: Concept for Implementing a Virtual Reality Simulator. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), 1–10. https://doi.org/10.29333/ejmste/11174.

Kusuma, W. M., Sudira, P., Hasibuan, M. A., & Daryono, R. W. (2021). The Perceptions of Vocational School Students of Video Animation-Based Learning Media to Operate Lathes in Distance Learning. Journal of Education Technology, 5(2), 200. https://doi.org/10.23887/jet.v5i2.33139.

Lapitan, L. DS., Tiangco, C. E., Sumalinog, D. A. G., Sabarillo, N. S., & Diaz, J. M. (2021). An effective blended online teaching and learning strategy during the COVID-19 pandemic. Education for Chemical Engineers, 35, 116–131. https://doi.org/10.1016/j.ece.2021.01.012.

Luthfi, M. B., Rochmadi, S., Daryono, R. W., & Saputra, R. P. S. (2021). The Development of Interactive Media Based on Video Animation in the Use of a Total Station for Measurement Stake out the Building. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 4(1), 597–605. https://doi.org/10.33258/birle.v4i1.1767.

Marek, M. W., Chew, C. S., & Wu, W. V. (2021). Teacher Experiences in Converting Classes to Distance Learning in the COVID-19 Pandemic: International Journal of Distance Education Technologies, 19(1), 89–109. https://doi.org/10.4018/IJDET.20210101.oa3.

Mateus, J.-C., & Hernández-Breña, W. (2019). Design, Validation, and Application of a Questionnaire on Media Education for Teachers in Training. Journal of New Approaches in Educational Research, 8(1), 34–41. https://doi.org/10.7821/naer.2019.1.329.

Mikhaylovsky, M. N., Karavanova, L. Zh., Medved, E. I., Deberdeeva, N. А., Buzinova, L. M., & Zaychenko, A. A. (2021). The Model of STEM Education as an Innovative Technology in the System of Higher Professional Education of the Russian Federation. Eurasia Journal of Mathematics, Science and Technology Education, 17(9), em2007. https://doi.org/10.29333/ejmste/11173.

Nurtanto, M., Arifin, Z., Sofyan, H., Warju, W., & Nurhaji, S. (2020). Development of Model for Professional Competency Assessment (PCA) in Vocational Education: Study of the Engine Tune-Up Injection System Assessment Scheme. Journal of Technical Education and Training, 12(2), 34–45. https://doi.org/10.30880/jtet.2020.12.02.004.

Okamoto, R., Gouda, K., Koide, K., Tokimasa, M., Kageyama, M., Iwamoto, S., Shiomi, M., Kusano, E., Tanaka, M., Kiya, M., Tada, A., & Koetaka, H. (2020). Effectiveness of simulation learning program for mastering public health nursing skills to enhance strength of community: A quasi-experimental design. Nurse Education Today, 90, 1–7. https://doi.org/10.1016/j.nedt.2020.104432.

Opoku, M., Cuskelly, M., Rayner, C., & Pedersen, S. (2020). The Impact of Teacher Attributes on Intentions to Practice Inclusive Education in Secondary Schools in Ghana. International Journal of Disability, Development and Education, 20(1), 1–17. https://doi.org/10.1080/1034912X.2020.1731434.

Pratomo, H., Priyambodo, E., & Wiyarsi, A. (2020). Vocational High School Students Chemical Literacy on Context-Based Learning: A Case of Petroleum Topic. Turkish Journal of Science Education, 17(1), 147–161. https://doi.org/10.36681/tused.2020.18.

Rahayu, M. S. I., & Kuswanto, H. (2021). The effectiveness of the use of the Android-based Carom games comic integrated to discovery learning in improving critical thinking and mathematical representation abilities. Journal of Technology and Science Education, 11(2), 270. https://doi.org/10.3926/jotse.1151.

Razavipour, K., Habibollahi, P., & Vahdat, S. (2021). Preparing for the higher education admission test: Preparation practices and test takers’ achievement goal orientations. Assessment & Evaluation in Higher Education, 46(2), 312–325. https://doi.org/10.1080/02602938.2020.1773392.

Ruiz-Mallén, I., Heras, M., & Berrens, K. (2021). Responsible research and innovation in science education: Insights from evaluating the impact of using digital media and arts-based methods on RRI values. Research in Science & Technological Education, 39(3), 263–284. https://doi.org/10.1080/02635143.2020.1763289.

Saifurrahman, M., Sudira, P., & Daryono, R. W. (2021). The Determinant Factor of the Principal Leadership Solutions in Facing the 21st-Century Learning. Jurnal Pendidikan dan Pengajaran, 54(2), 14. http://dx.doi.org/10.23887/jpp.v54i2.34102

Shi, Y., Tong, M., & Long, T. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study. Computers & Education, 168(1), 1–15. https://doi.org/10.1016/j.compedu.2021.104193.

Sleeman, J., Lang, C., & Dakich, E. (2019). Social media, learning and connections for international students: The disconnect between what students use and the tools learning management systems offer. Australasian Journal of Educational Technology, 36(4), 44–56. https://doi.org/10.14742/ajet.4384.

Supriyadi, E., Indro H., Y., Priyanto, E., & Surwi, F. (2020). Students’ Evaluation on Teaching in Vocational and Technical Schools. International Journal of Instruction, 13(2), 621–636. https://doi.org/10.29333/iji.2020.13242a.

Tayibnapis, A. Z., Wuryaningsih, L. E., & Gora, R. (2018). Indonesia’s Efforts to Achieve Globally Competitive Human Resources. International Journal of Humanities and Social Science Invention (IJHSSI), 7(8), 1–6. https://www.ijhssi.org/papers/vol7(8)/Version-3/A0708030106.pdf.

Triyono, B. M., Mohib, N., Kassymova, G. K., Pratama, G. N. I. P., Adinda, D., & Arpentieva, M. R. (2020). The Profile Improvement of Vocational School Teachers’ Competencies. Vysshee Obrazovanie v Rossii = Higher Education in Russia, 29(2), 151–158. https://doi.org/10.31992/0869-3617-2020-29-2-151-158.

Vossen, T. E., Tigelaar, E. H., Henze, I., De Vries, M. J., & Van Driel, J. H. (2020). Student and teacher perceptions of the functions of research in the context of a design-oriented STEM module. International Journal of Technology and Design Education, 30(4), 657–686. https://doi.org/10.1007/s10798-019-09523-7.

Wheelahan, L. (2015). Not just skills: What a focus on knowledge means for vocational education. Journal of Curriculum Studies, 47(6), 750–762. https://doi.org/10.1080/00220272.2015.1089942.

Willems, J., Adachi, C., Bussey, F., Doherty, I., & Huijser, H. (2018). Debating the use of social media in higher education in Australasia: Where are we now? Australasian Journal of Educational Technology, 34(5). https://doi.org/10.14742/ajet.3843.

Wozny, N., Balser, C., & Ives, D. (2018). Evaluating the flipped classroom: A randomized controlled trial. The Journal of Economic Education, 49(2), 115–129. https://doi.org/10.1080/00220485.2018.1438860.

Yan, M.-R. (2018). Improving entrepreneurial knowledge and business innovations by simulation-based strategic decision support system. Knowledge Management Research & Practice, 16(2), 173–182. https://doi.org/10.1080/14778238.2018.1442994.

Yang, A., Chen, I., Flanagan, B., & Ogata, H. (2021). From Human Grading to Machine rading: Automatic Diagnosis of e-Book Text Marking Skills in Precision Education. Educational Technology & Society, 24(1), 12. https://drive.google.com/file/d/1UiRUWKpymM90IlMM80iOBlErpxrwwuDz/view.

Zhao, Y., Wang, N., Li, Y., Zhou, R., & Li, S. (2021). Do cultural differences affect users’ e‐learning adoption? A meta‐analysis. British Journal of Educational Technology, 52(1), 20–41. https://doi.org/10.1111/bjet.13002.

Zimba, Z. F., Khosa, P., & Pillay, R. (2021). Using blended learning in South African social work education to facilitate student engagement. Social Work Education, 40(2), 263–278. https://doi.org/10.1080/02615479.2020.1746261.