OLEH:
ANGGREINI (14175003)
PENDIDIKAN FISIKA
PROGRAM PASCA SARJANA
UNIVERSITAS NEGERI PADANG
2015
KATA PENGANTAR
Puji syukur kehadirat Allah SWT yang senantiasa melimpahkan rahmat dan
karunia-Nya, sehingga penulis dapat menyelesaikan makalah tentang Perbandingan
Perencanaan, Pelaksanaan, dan Penilaian Pembelajaran Berbasis ICT yang dibimbing
oleh Ibu Prof. Dr. Festiyed, M.S.
Makalah yang ditulis penulis ini berbicara mengenai matriks perbandingan
perencanaan, pelaksanaan, dan penilaian pembelajaran berbasis ICT yang dianalisis
dari jurnal nasional (Pengembangan Modul Interaktif Berbasis ICT Materi Pokok
Gelombang dengan Pendekatan Saintifik) dan jurnal internasional (Design and
development of Webquest for Physics Module by employing Isman Instructional
Design Model). Penulis menulis makalah ini dengan mengambil dari berbagai sumber
baik dari buku maupun dari internet dan membuat gagasan dari beberapa sumber yang
ada tersebut.
Penulis berterima kasih kepada beberapa pihak yang telah membantu penulis
dalam penyelesaian makalah ini. Hingga tersusunlah makalah yang sampai dihadapan
pembaca pada saat ini.
Penulis juga menyadari bahwa makalah yang penulis tulis ini masih terdapat
banyak kekurangan. Oleh karena itu sangat diharapkan bagi pembaca untuk
menyampaikan saran atau kritik yang membangun demi tercapainya makalah yang jauh
lebih baik.
PENULIS
DAFTAR ISI
HALAMAN JUDUL
KATA PENGANTAR ....................................................................................................... i
DAFTAR ISI .................................................................................................................... ii
MATRIKS PERBANDINGAN PERENCANAAN, PELAKSANAAN, DAN
PENILAIAN PEMBELAJARAN BERBASIS ICT ......................................................... 1
ii
Jurnal Nasional :
Pengembangan Modul Interaktif Berbasis ICT Materi Pokok Gelombang dengan Pendekatan Saintifik
Perencanaan
Pelaksanaan
Penilaian
Program
yang
pengembangan
1. Evaluasi
digunakan
produk
ini,
dalam
a. Analisis Kebutuhan (Wawancara dan Macromedia Flash 8. Program tersebut dan uji ahli desain oleh dosen ahli, serta uji
observasi langsung terhadap siswa dan memiliki
kemampuan
guru). Hasil wawancara dan observasi unsur teks, animasi, gambar, dan video, siswa yang mewakili populasi target.
menunjukkan bahwa sangat diperlukan sehingga keseluruhan bahan yang disajikan a. Uji
sebuah
alternatif
keterbatasan
sarana
untuk
ahli
mengevaluasi
materi
bertujuan
kelengkapan
untuk
materi,
praktikum
modul
interaktif
hasil
dalam penggunaan media TIK sebagai pengembangan pada tahap ini disebut
alternatif keterbatasan sarana praktikum produk prototipe
ahli
desain
bertujuan
untuk
visual
guru dan siswa di SMA Negeri 1 Kebun langkah selanjutnya menyusun instrumen
format
Naskah
akhir
diproduksi
setelah
Tujuan didasarkan pada hasil analisis dilakukannya evaluasi dan revisi prototipe.
atau
tampilan.
pembelajaran
siswa
pengguna
Uji
modul
desain
modul
oleh
dosen
dilakukan
kebutuhan yang diperoleh melalui angket. Naskah awal pun dilakukan revisi sehingga c. Uji satu lawan satu bertujuan untuk
Dari hasil tersebut dirumuskan dua buah naskah awal pengembangan menjadi naskah
tujuan, yaitu;
dan
a. Membuat modul interaktif berbasis ICT akhir yang dibuat berupa modul interaktif
materi
pokok
gelombang
kemanfaatan
dalam
pemakaian
sarana
praktikum
sesuai
pendekatan saintifik
b. Mengungkapkan
keefektifan
modul
kemenarikan
interaktif
dan Flash
memberikan
yang
pembelajaran
materi
ini
dalam modul interaktif ini adalah materi setiap sub bahasannya. Modul interaktif ini catatan/saran perbaikan. Dari uji ahli materi
pokok gelombang yang didasarkan pada terdiri
atas
beberapa
tampilan
a. Pembuka:
merupakan
yang dilakukan
beberapa
memunculkan
tampilan
KD
revisi,
4.1,
yaitu;
memperbaiki
4. Mengembangkan Treatment
Treatment yang dikembangkan berupa
halaman:
Tampilan
pembuka,
pada
polarisasi
cahaya,
animasi loading yang diatur dengan siswa untuk mengamati dan mencoba, dan
timing
kegiatan belajar mengajar guru dan siswa penggantian warna latar dan warna teks,
yang
di sebuah kelas.
akan
dimunculkan
pada
modul
tertentu
dan
merupakan
dengan
revisi
diantaranya
(cover) yang berisi animasi 2 orang siswa animasi, dan video serta membuang slide
sedang membawa perlengkapan belajar yang dirasa tidak fungsional. Dari uji satu
mereka berupa buku dan tas menandakan lawan satu tidak dilakukan revisi karena
kesiapan siswa untuk belajar dan gambar tidak ada saran perbaikan dan hasil uji dari
seorang guru memegang sebuah penunjuk ketiga jenis uji memiliki criteria sangat baik.
papan
naskah
dan
pembuatan
tulis
kesiapan
pembelajaran
bertuliskan
juga
guru
yang
untuk
dan
sebuah
Scientific
papan
Approach 3. Uji Coba Produk
lapangan
yang
bertujuan
kemudahan,
untuk
kemenarikan,
Interaktif XII IPA Gelombang dan teks kemanfaatan dan keefektifan media sebagai
fenomena
yang
dapat
mendukung
peneliti
untuk
kesempatan
kepada
yang disampaikan
menyampaikan
kritik,
semua
komponen
saran,
pertanyaan seputar modul interaktif yang prototipe II sebagai sumber belajar. Uji coba
telah dibuat
penyusun c. Pilihan
menu:
memudahkan coba
ini
digunakan
untuk
menguji
adalah
mengemas
semua
komponen
alternatif
di
keterbatasan
SMAN
sarana
1 Kebun Tebu
divisualisasikan
oleh
secara
sistematis
sehingga
dapat
berinteraksi
dengan
Jurnal Internasional :
Design and development of Webquest for Physics Module by employing Isman Instructional Design Model
Perencanaan
Pelaksanaan
Penilaian
Selama Proses Pembelajaran Fisika a. Membuat modul Fisika tentang Hukum a. Panel pakar terdiri dari lima orang, dua
Terutama
pada
Materi
Hukum
Isman
Isman
tersebut
Pendidikan
Fisika,
dan
kepala
2. Merumuskan Tujuan
Berdasarkan hasil analisis kebutuhan
WebQuest
universitas lokal.
b. Para ahli menyarankan bahwa modul
model Isman
b. Menguji efektivan modul WebQuest ahli untuk mendesain ulang situs WebQuest
berdasarkan model Isman pada siswa sebelum diterapkan
sekolah menengah
Pengujian
secara
terbatas
dengan
3. Umpan Balik
3. Mengidentifikasi Metode Pengajaran, a. Proses umpan balik melibatkan instruksi Fisika dan empat orang siswa
Bahan
Evaluasi,
dan
Media
Pembelajaran
a. Merancang modul Fisika tentang Hukum b. Jika selama pengujian terbatas, guru
Gas berdasarkan model Isman
b. Merancang
media
pembelajaran
sesuai
rencana
atau
tidak
mencoba
untuk
mereka
merevisi
dan
informasi,
yang terdapat pada modul WebQuest, b. Terdapat 50 item soal pilihan ganda
kesimpulan
proses,
evaluasi,
dan
Selangor Malaysia
sesuai dengan
Isman
a. Melakukan
proses
pembelajaran
siswa)
menggunakan
modul
67
PENDAHULUAN
Di Indonesia telah diberlakukan
mata pelajaran Muatan Lokal (Mulok)
di bidang teknologi, yaitu Teknologi
Informasi dan Komunikasi yang dikenal dengan sebutan TIK/Tinkom.
Mata pelajaran TIK/Tinkom mulai
dipelajari siswa ketika duduk di
bangku SMP. Sampai siswa duduk di
bangku SMA pun siswa masih mempelajari TIK/Tinkom. Setiap sekolah
diberikan perangkat komputer sebagai
sarana pokok mata pelajaran TIK/
Tinkom. Sebagai bentuk perkembangan pengetahuan, perangkat komputer
yang ada di sekolah sekarang tidak
hanya dapat digunakan pada saat jam
pelajaran TIK/Tinkom saja, tetapi juga
dapat digunakan sebagai media
pembelajaran untuk mata pelajaran
yang lain khususnya mata pelajaran
Fisika. Salah satu contoh pemanfaatan
teknologi dalam pembelajaran Fisika
adalah pembelajaran interaktif menggunakan program Macromedia Flash.
Dengan menggunakan Macromedia
Flash, pelaku pendidikan akan lebih
mudah menyampaikan isi pesan
pembelajaran. Materi Fisika disampaikan dalam bentuk video flash yang
menyajikan fenomena Fisika secara
visual dan interaktif baik yang dapat
dilihat secara langsung dengan kasap
mata ataupun yang tidak dapat dilihat
secara langsung dengan kasap mata.
Dengan menggunakan modul interaktif yang menggambarkan fenomena
dalam kehidupan sehari-hari, belajar
Fisika akan lebih menarik dan lebih
efektif.
Multimedia interaktif adalah
kombinasi dari dua atau lebih media
(audio, teks, grafik, gambar, animasi
dan video) yang oleh penggunanya
dimanipulasi untuk mengendalikan perintah dan atau perilaku alami dari
suatu presentasi (Majid, 2007). Se-
68
METODE PENELITIAN
Metode penelitian ini menggunakan pendekatan penelitian dan
pengembangan atau R & D (Research
and Development). Pengembangan
yang dilakukan adalah pembuatan
media pembelajaran berupa modul
interaktif berbasis ICT materi pokok
69
HASIL PENGEMBANGAN
Hasil penelitian pengembangan
yang telah dilakukan di SMAN 1
Kebun Tebu adalah modul interaktif
berbasis ICT materi pokok gelombang
dengan pendekatan saintifik. Adapun
secara rinci hasil dari setiap tahapan
prosedur pengembangan yang dilakukan sebagai berikut:
1. Potensi dan masalah
Analisis kebutuhan dilakukan untuk
mengumpulkan informasi dengan
membandingkan kondisi sebenarnya
dengan kondisi yang ideal yang
seharusnya terjadi sejauh mana diperlukannya modul interaktif yang
dikembangkan di SMA Negeri 1
Kebun Tebu Kabupaten Lampung
Barat. Analisis kebutuhan dilakukan
dengan cara wawancara dan observasi
secara langsung terhadap guru dan
siswa.
Hasil yang diperoleh dari kegiatan
wawancara dan observasi menunjukkan bahwa sangat diperlukan sebuah
70
71
Aspek Penilaian
Materi yang disajikan di
dalam modul interaktif
Penyajian gambar dan
simulasi
Kesesuaian materi dengan
KI dan KD
Referensi
Saran Perbaikan
Materi yang disajikan kurang lengkap
terutama gelombang bunyi.
Simulasi gelombang bunyi kurang tepat.
KD 4.1 belum terlihat pada modul interaktif.
Harus ditambah, terutama untuk materi
gelombang bunyi dan polarisasi cahaya.
72
Aspek
Penilaian
Panduan
Komposisi
warna
Simulasi
fenomena
Saran Perbaikan
Seharusnya berisi tata cara penggunaan produk bukan
rangkuman.
Pilihan warna sebaiknya kontras dengan latar.
Tampilkan setelah teks.
Tabel 3. Respon dan Penilaian Siswa dalam Uji Satu-Satu Terhadap Prototipe I
No.
1.
2.
3.
Jenis Uji
Kemenarikan
Kemudahan
Kemanfaatan
Rerata Skor
3,33
3,33
3,92
8. Revisi
Prototipe I diperbaiki sesuai dengan catatan/saran perbaikan. Dari uji
ahli materi dilakukan beberapa revisi,
yaitu; memunculkan KD 4.1, memperbaiki simulasi gelombang bunyi,
pembagian
soal
dibuat
lebih
proporsional, memperbaiki simulasi
pada polarisasi cahaya, memunculkan
tampilan yang mendorong siswa untuk
mengamati dan mencoba, dan menambah referensi. Dari uji ahli desain
dilakukan beberapa revisi diantaranya
penggantian warna latar dan warna
teks, mengganti simulasi yang kurang
Pernyataan Kualitatif
Menarik
Mudah
Sangat Bermanfaat
Kelas
1.
XI
IPA
KK
M
Nilai
Terendah
Nilai
Tertinggi
Presentase
Kelulusan
Ket.
73
46,67
93,33
79,31 %
Efektif
Rerata Skor
3,21
3,23
3,31
Klasifikasi
Menarik
Mudah
Sangat Bermanfaat
74
75
PEMBAHASAN
Pada pembahasan ini disajikan
uraian tentang produk pengembangan
yang telah direvisi, yaitu produk yang
telah dikembangkan sebagai alternatif
keterbatasan sarana praktikum pada
materi gelombang dan kemenarikan
serta keefektifan produk yang dikembangkan sebagai suatu sumber
belajar di SMAN 1 Kebun Tebu
Kabupaten Lampung Barat.
1. Kesesuaian modul interaktif
dengan tujuan pengembangan
Tujuan utama penelitian pengembangan ini adalah membuat
modul interaktif berbasis ICT materi
pokok gelombang yang sesuai dengan
pendekatan saintifik secara ideal dan
menyenangkan dengan adanya materi,
animasi interaktif, video, contoh soal,
dan uji kompetensi dengan harapan
dapat memecahkan masalah ke-
76
77
78
DAFTAR PUSTAKA
BPSDMPK. 2013. Panduan
Kurikulum 2013. Jakarta:
Kemendikbud.
Hamalik, Oemar. 2002. Perencanaan
Anggaran Berdasarkan
Pendekatan Sistem. Jakarta:
Bumi Aksara.
Majid, Abdul. 2007. Perencanaan
Pembelajaran
Mengembangkan SK Guru.
Bandung: PT. Remaja
Rosdakarya.
ScienceDirect
Procedia - Social and Behavioral Sciences 103 (2013) 273 280
Abstract
The study was aimed at designing and developing a web-based teaching courseware, Webquest, for
secondary school Physics module by employing the Isman Instructional Design Model and to test the
effectiveness of the module. The paper draws attention to the design principles of the Isman
Instructional Design Model. The prototype module was tested among a teacher and 4 students. The
findings from interviews with the teacher and students show a positive response in attracting the
students interests toward the topic. The module was then implemented with 30 participants. In the
evaluation phase, students achievement score instrument was used to collect data for this study. The
pre-posttest design conducted suggested that the module is effective.The findings from this study
suggest that the Isman Instructional Design Model which pays attention to instruction from the
learners perspective than from content perspective is suitable in designing and developing Webquest
for Physics module in the secondary educational setting in Malaysia. The findings of this study are
expected to provide insights into promoting teaching and learning of Physics based on Webquest.
2013The
TheAuthors.
Authors.Published
Published
Elsevier
2013
by by
Elsevier
Ltd.Ltd.
Selection
andpeer-review
peer-review
under
responsibility
of The
Association
of Science,
Education
and Technology-TASET,
Selection and
under
responsibility
of The
Association
of Science,
Education
and Technology-TASET,
Sakarya Sakarya
Universitesi,
Turkey.
Universitesi, Turkey.
Corresponding author.
E-mail address: drnorlidah@um.edu.my
274
Norlidah Alias et al. / Procedia - Social and Behavioral Sciences 103 (2013) 273 280
* Introduction
Technology is used in education for two main reasons: as a tool for increasing the effectiveness of instruction
and to integrate technology into the curriculum (Glbahar, Madran, & Kalelioglu, 2010). A webquest is a
research activity that requires the learner to collect information about a subject using the web (Sharma &
Barrett, 2007, p. 24). Webquests are a very common way of using Web resources to research a variety of topics,
and if appropriately used can trigger the situations necessary to develop both written and oral communication
(Laborda, 2009). Recent studies have indicated that Webquest has a very high potential as a tool in teaching and
learning (Alshumaimeri & Almasri, 2012; Laborda, 2009; Segers & Verhoeven, 2009), enhancing students
potential (Allan & Street, 2007; Zacharia, Xenofontos, & Manoli) and creating a positive learning environment
(Allan & Street, 2007; Chang, Chen, & Hsu, 2011; Kleemens, Segers, Droop, & Wentink, 2011).
Webquest is a relatively new tool for teaching and learning. The model of Webquest was first developed by
Dodge (1997) which consists of six components: introduction, task, information, process, evaluation and
conclusion. WebQuest, which makes students access the web to complete a task or solve a problem, elicits
higher-order thinking rather than simple information searching and recall (Glbahar et al., 2010). Research done
by Allan and Street (2007) on the impact of a knowledge by pooling WebQuest in primary initial teacher training,
shows that WebQuest has the potential to promote high order learning within different disciplines in higher
education. It also creates a new enviroment in learning. Most of studies on Webquest used quasi-experiment as
the research design (Alshumaimeri & Almasri, 2012; Chang et al., 2011; Halat, 2011; Segers & Verhoeven,
2009; Hsiao, Tsai, Lin & Lin, 2012), while only a few on design and developmental research (Glbahar et al.,
2010; Norazah Nordin & Ngau Chai Hong, 2009).
Glbahar et al., 2010 developed a web-based interactive system, Web Macerasi, for teaching-learning and
evaluation purposes, and to find out the possible effects of the system. The study has two stages. In the first stage,
a WebQuest site was designed as an interactive system in which various Internet and web technologies were used
for infusing technology into the teaching and learning process. The Web Macerasi site was used for project work
by 92 prospective students who attended different courses in different years. For collecting thestudents
perceptions about the implementations of the system, a questionnaire of WebQuest effectiveness and a focus
group interview guide were developed. Next, the first phase of the study was concluded, and theWebQuest
system was updated based on the data gathered from students. In the second phase, 27 students from a different
course used the system, and their perceptions were collected through the questionnaire and analyzed. It was
found that the students favored the technology-supported media, were more willing to collaborate, found the
feedback very useful, and agreed on the positive contribution of planned works. Consequently, the WebMacerasi
site was found to be successful and to have been used effectively in terms of its aims.
The same scenario operates in Malaysia as only a few studies have focused on the design and development of
Webquest. Norazah Nordin and Ngau Chai Hong (2009) developed a WebQuest for ICT secondary school
subject. The main objective of the study was to develop teaching aids based on webquest and to evaluate
students perception towards it. Questionnaires were used to evaluate between face aspect and teaching and
learning content structure of the WebQuest developed. The results of the study shows that the overall
presentation of the WebQuest entitled Computer System is suitable and interesting for teaching and learning of
the subject. It can be implied that Webquest has potential as a tool in teaching and learning. However, not much
literature on Webquest has explored its potential in the design and development of Webquest for Physics module.
Hence, this study was aimed at designing and developing a Webquest for Physics module in secondary
educational setting by using Isman Instructional Model and to test the effectiveness of the WebQuest module.
Norlidah Alias et al. / Procedia - Social and Behavioral Sciences 103 (2013) 273 280
design and development of a Webqusest module by employing the Isman Instructional Design Model. The
second objective is to test the module effectiveness by pre/posttest design and interviewing 4 students.
This study seeks to answer the following research question:
Is a WebQuest Physics module developed by employing the Isman model
effective?
3. Significance of the Study
The results of the study can be used by educators to determine the effects of Isman model in the design and
development of a WebQuest module in the secondary educational setting in Malaysia.
4.Scope and Limitations
In this study, a sample size of 30 students at an urban secondary school in the state of Selangor was selected
as the population reflected the proportion of the multiracial communities in Malaysia.
5.Instruments
The instrument is two multiple choice tests used for pretest and posttest. This test was designed to analyze
students achievement on Charless Law and Boyles Law. There were 50 items in these two instruments.
The content of the instrument was validated by three Physics teachers while the language was validated by two
language teachers with more than 10 years working experience.
6. Theoretical Framework
6.1 Employing Isman Instructional Design Model in Developing of a Physics Module Based on Learning Style
and Appropriate Technology
The major goal of the Isman Instructional design Model is to show how to plan, develop, implement,
evaluate and organize full learning activities effectively to ensure competent performance by students (Isman,
2011). The theoretical foundation of the new model comes from behaviorism, cognitivism and constructivism
views. Firstly, Isman (2011) used realationship between stimulus and response, the reinforcement factor and
designing environmental condition in behaviorism theory to motivate more in this model. Secondly, motivation,
intellectual learning process, experiences and contents in Cognitivism theory are used in this model to motivate
students to learn more in this model. This model is interested in how to store information into long term memory,
hence instructional activities are designed in this model. The Isman model also uses constructivism which pays
attention to personal applications. Isman model was implemented on 100 graduate students at the faculty of
education at Eastern Mediterranean University in North Cyprus with the purpose to analyze the effects of the
model on academic achievement (2005). The findings of the research indicates that Isman model was
implemented successfully in instructional activities in the experimental group and affected academic achievement
and so, it may be said that this model could be implemented to design instruction. Norlidah Alias and Saedah
Siraj (2012) employed the Isman model effectively in the design and development of Physics module based on
learning style and appropriate technology in the Malaysian secondary educational setting. Hence, the
researchers aim to employ Isman model in the design and development of WebQuest Physics module and
to test the effectiveness of the module. The Isman Instructional Design Model is described in a five-step
systematic planning process. These are input, process, output, feedback and learning as shown in Figure 1.
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Norlidah Alias et al. / Procedia - Social and Behavioral Sciences 103 (2013) 273 280
277
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Norlidah Alias et al. / Procedia - Social and Behavioral Sciences 103 (2013) 273 280
Figure 3: Main Page of the task and process in the Webquest Website.
The third step in the Isman model is output. The output process involves testing and analyzing results. To
determine student learning, educational measurement and evaluation process should be implemented by teachers.
In this research we tested the prototype by implementing the modules with a teacher and 4 students.
The fourth step in the Isman model is feedback. The feedback process involves revising instruction based
upon the data collected during the implementation phase. If, during the phase, teacher finds that students are not
learning what the plan wanted them to learn, or they are not enjoying the learning process, teacher will try to
revise and improve some aspect of their instruction to enable the students to accomplish their goals. In this
research, we revised the instruction according to the teachers and students comments.
The final step in the Isman model is learning. The learning process involves full learning. In this process,
teachers want to ensure that their students have learned what the instructional plan wanted them to learn. This is
when the pre/posttest was conducted to test the module effectiveness. Employing of the Isman model to design
and develop a WebQuest Physics module is documented in work logs as illustrated in Table 1:
Table 1: Use of Isman model to design and develop a Physics pedagogical module
Steps
Step 1
Input
Work log
Identify needs
Identify contents
Identify goals-objectives
Identify teaching methods
Identify evaluation materials
Identify instructional media
Descriptions
Designing Physics module based on WebQuest
Designing the webpage
Designing six components of the WebQuest: introduction,
task, information, proses, evaluation and conclusion were
designed.
Stage 2
Process
Testing prototypes
Redesigning of Instruction
Teaching activities
Stage 3
Output
Testing
Analyze Results
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Norlidah Alias et al. / Procedia - Social and Behavioral Sciences 103 (2013) 273 280
Stage 4
Feedback
Stage 5
Learning
Revise Instruction
Learning
7. Results
The effectiveness of the WebQuestPhysics module by employing the Isman model was analyzed.
Findings from the module evaluation conducted among 30participants suggested that the module is
effective. A t-test was performed to determine if there were significant differences in achievement scores
between the groups. Table 2 shows the results of t-test comparison of pre/posttest achievement for the
WebQuestPhysics module.
The effectiveness of WebQuestmodule developed using Isman model
Findings from module evaluation conducted among 30 participants suggested that the module is
effective.
Table 2: t-Test comparison of pre/posttest achievement towards WebQuestPhysics module
Mean
SD
Pretest
(n = 30)
52.07
18.18
Posttest
(n = 30)
55.03
16.58
t-value
5.55
p
< .05
Effect size
0.69
Table 2 shows that there is a significant difference between pretest (mean = 52.07, SD =
18.18) and posttest (mean = 55.03, SD = 16.58) marks, t (29) = 5.55, p < .05. The mean scores
indicate posttest have significant higher achievement toward the WebQuest Physics module than
pretest.
8. Implication and Conclusions
This paper has described an effort to design and developed a WebQuest Physics module in the Malaysian
secondary educational setting by employing the Isman model. In addition, the effectiveness of the modules was
tested and it was found that the module was effective for learners. It indicates that the Isman instructional model
was implemented successfully in the design and development of the WebQuest Physics module in the Malaysian
secondary educational setting. The outcome of this study will hopefully enhance the process of teaching and
learning Physics in secondary educational setting by utilizing WebQuest.
Acknowledgement
Funding of this research work was generously supported by grants from University of Malaya,
Malaysia.
280
Norlidah Alias et al. / Procedia - Social and Behavioral Sciences 103 (2013) 273 280
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