International Journal of Interactive Mobile Technologies (iJIM) – eISSN: 1865-7923 – vol. 15, No. 09, 2021 Paper—Learning Design on Social Studies Through Digital Book in Senior High School Learning Design on Social Studies Through Digital Book in Senior High School https://doi.org/10.3991/ijim.v15i09.18435 B Budiaman(), K Komarudin, Nuruddin Nuruddin, Cecep Kustandi Universitas Negeri Jakarta, Jakarta, Indonesia budiaman@unj.ac.id Abstract—Pedagogic competence is a skill that teachers must have in mas- tering learning methods in delivering subject matter. This study aims to improve the pedagogical competence of social studies teachers through android-based dig- ital books. We encourage teachers and students to use digital books as easy-to- use learning materials. The digital book provides audio, images, and videos to increase students interest in social studies learning. The feasibility test results show that the digital book social studies are declared fit for use following the technology acceptance model. The evaluation results showed an increase in stu- dent social studies learning outcomes for the good category from 12.5% pretest to 47.5% at posttest. The assessment of media experts and learning materials shows that digital books are very suitable for the social studies learning process in senior high school. Keywords—Learning design, social studies, digital book 1 Introduction Learning describes a dynamic process because learning behaviour is manifested in that process and not silent or passive[1]. Therefore, the dynamic process in lessons needs to be integrated with technology as a learning media. The development of tech- nology provides teachers opportunities to develop their pedagogical competencies in increasing student understanding[2], [3]. The ever-evolving education system requires teaching staff to have more adequate abilities and skills. Therefore, the learning media used must also continue to innovate. According to Kucirkova and Flewitt [4], one of the learning media used in the learning process is digital books. That is because digital books can increase the ability and confidence of students to enjoy and access inde- pendently. Research of Kirby and Anwar [5] explained the benefits of e-books for read- ers: audio, video, and simulation features that will facilitate a deeper understanding of the subject matter. On the other hand, a digital book in the learning process is carried out to build cul- tural knowledge and awareness for students diversity in social studies [6]. Education is adapted to the times that exist, and social studies teachers have an important role in education[7]. The teacher is a profession that cannot be replaced by technology, but 154 http://www.i-jim.org https://doi.org/10.3991/ijim.v15i09.18435 mailto:budiaman@unj.org Paper—Learning Design on Social Studies Through Digital Book in Senior High School teachers must be able to deal with changes in technology[8]. Teachers must be able to change themselves and become agents of this change because education is the turmoil of national change, and teachers must be ready to endure the challenges that must be faced, one of which is the challenges of the 21st century in terms of learning [9]. Digital learning is one of the challenges that must be anticipated and faced in education. Teach- ers need to have a far more progressive vision than their students to mastery technol- ogy[10]. According to Ehret, Hollett, dan Jocius [11], digital books can improve students reading literacy culture. Therefore, referring to the subject-based learning management system, the teacher should match the scientific background and the subject being fos- tered. So, they can explore technology-based learning media[12]. In organizing learn- ing, teachers use technology to provide learning materials and administer using infor- mation technology[13]. In addition, teachers must also familiarize children with inter- acting with using technology. That is an effort to improve the quality of education in social studies. Improving the quality of learning can be achieved if the learning process has achieved the desired goals. One of the goals is to increase students understanding of learning material[14]. Besides that, student learning outcomes are also a benchmark in learning outcomes. In the social studies learning process, there is a continuous interaction between learn- ing components and learning resources. The learning resource provides students with information in various media forms regarding learning materials in images, videos, and software formats[15]. According to Barzano, et al.[16] social studies are one of the responsive course that can be done through digital tools. Moreover, social studies can enhance learning in all scientific and academic contexts [17], [18]. Based on Jackson and Nesterova [19], research shows that one alternative social studies learning can be done through digital media. Therefore, social studies teacher needs to design and create an education with tehcnology[20]. The development of touchscreen-based tablet com- puters increasingly adds to the interactive moving images presented in digital books. It was made interactively presenting text decorated with static images and decorated with various displays of moving images that can be manipulated[21]. Based on Haghanikar and Hooper research[22], it was explained that teacher education preservice could de- velop digital books in the United States. On the other hand, digital books are precious for the learning process in universities[23]. Kadry and Ghazal [26] show that the teacher is annoyed with students using smartphones. Therefore, to encourage students in the social studies learning process and improve teacher pedagogical competence in manag- ing student learning, researchers developed a digital book-based learning design. 2 Literature Review 2.1 Benefits of digital books The digital book is a form presentation of book learning media in the virtual form[24]. According to Park, Chang, and Park [25], adopting digital technology through digital books encourages student motivation. Therefore, teachers use digital iJIM ‒ Vol. 15, No. 09, 2021 155 Paper—Learning Design on Social Studies Through Digital Book in Senior High School books to make the learning atmosphere interesting and conducive [26]. Hull and Chap- arro [27] explained that a digital book allows users to read the flipbook, an interactive three-dimensional book with pages that 'flip' or turn on the screen. Students can also complete assignments faster using the format of the collection schedule than the website format[28]. Based on Kucirkova, Littleton, and Cremin [6], some of the advantages that make digital books more attractive to teachers than conventional textbooks are because they are easy to obtain. Teachers and students only need to download on the online learning website schools [29]. Also, the content conforms to the curriculum, does not recognize expiration, and the language is easy to understand. The characteristics of the social studies subject are different from other monolithic disciplines[30]. Therefore, to embrace multicultural ideas more actively, it is necessary to develop learning media through digital books [31],[32]. Referring to Kong et al.[33] preservice teachers needed learning development as a systematic way to identify and evaluate a set of learning materials and strategies to achieve specific goals. With attrac- tive learning media, students are expected to be able to accept learning easily and effi- ciently. Using digital books will make it easier for preservice teachers to deliver mate- rial and students who receive learning[34] because it looks very attractive and is com- pletely packed. On the other side, Strouse, Newlan, and Mourlam [35] explained that print media is more educational than digital books for student learning. However, stu- dents often choose to read digital books instead of printed books. Besides that, Duche and Bourgeois [36] show the advantages of digital books, making it easier for students to interact with books and increase their understanding of culture. 2.2 Model technology acceptance on digital books in social studies Social studies are the relationship between humans and society with all their social life aspects [37]. Social studies education emphasizes the growth of civic values, state ideological morals and religion, the content and method of thinking of social scientists, and reflection inquiry[30]. Therefore, the social studies learning process requires media to introduce children to their environment, society, human relationships, and human- environment relations[31]. Digital media is an alternative in influencing the learning process and outcomes[38]. Digital books are a form of the metamorphosis of conven- tional books. Like living species, the media evolve towards a higher survival in an ever- changing environment[10]. So, we use the technology acceptance model theory to an- alyze the attitudes of using information technology in senior high school students in the social studies learning process. The Technology Acceptance Model (T.A.M.) has be- come a basic model in understanding individual decisions to use technology[39]. Ac- cording to Folkinshteyn and Lennon [40], T.A.M. asserts that perceived usefulness (P.U.) and perceived ease of use (P.E.O.U.) are the two main things that ultimately lead to the actual use of information technology. 156 http://www.i-jim.org Paper—Learning Design on Social Studies Through Digital Book in Senior High School 3 Methodology To develop digital book products, we use a mixed-method[41]. This research uses the A.D.D.I.E. (Analysis, Design, Development, Implementation, Evaluation) model to develop a social learning design through a digital book[42]. New learning methods need to be carried out at the analysis stage to determine its feasibility. In the design stage, researchers design learning activities starting from learning objectives, designing learn- ing scenarios, learning tools, learning materials and learning outcome evaluation tools. The tool used to support product development at the design stage is the Articulate Story- line software[43]. The materials used for the digital book content are supported using Adobe Photoshop, CorelDRAW, Video Maker, images from www.freepik.com, and back sound. In the development stage, the conceptual framework is realized into a prod- uct that is ready to be implemented, namely the Digital Book for high school students. The material used in the digital book is a religion-based multicultural education model. At the development stage, the product is validated by material experts and media ex- perts. After being developed, researchers implemented a digital book product for high school students and teachers. The method that has been developed is implemented in real situations, namely in grade 2 of senior high school in the subject of social studies. During implementation, the design model that has been developed is applied to the ac- tual conditions. The material is delivered according to the new models being developed. After the application of the method, an initial evaluation is carried out to provide feed- back on the application of the next model. This study was conducted in collaboration with two high schools in Jakarta, Indone- sia. The population in this study was 1525 students. This study used a purposive sam- pling technique so that the selected sample was adjusted to the following criteria: (1) high school students of class 2 majoring in social studies; (2) have a smartphone; and (3) has a laptop/tab. Of the 1,525 students, only 200 students meet these criteria. This research was conducted from June 2019 to September 2020. 3.1 Data collection In collecting data and instruments, researchers use several ways to analyze the ef- fectiveness of learning design in social studies through a digital book, as follows: 1. Interviews were conducted to identify which learning media are often used and which will be developed. The analysis process is carried out by answering the fol- lowing questions: (1) whether the new model can solve the learning problems faced, (2) whether the new model has the support of facilities to be applied; (3) whether the lecturer or teacher can apply the new learning model. Interviews were conducted with ten students who were selected from 200 samples. Interviews were conducted as research supporting data. 2. The data collection technique was used by distributing a questionnaire to assess the digital-book quality by media and material expert judgment. The questionnaire assessment uses a 4-1 Likert scale [44] to assess its quality, good, enough, and less. Table 1 shows the digital instrument grid for. iJIM ‒ Vol. 15, No. 09, 2021 157 Paper—Learning Design on Social Studies Through Digital Book in Senior High School Table 1. Indicator of Media and Material Expert Judgment No Aspect Indicator 1 Media Technical Quality Usability Textual and Visual Media Elements Interactivity 2 Pedagogy Learning Standard content User Interests At the implementation stage, the researcher used a distributing a questionnaire to assess the digital-book quality by students using the Technology Acceptance Model (T.A.M.) instrument as follows[40]: Table 2. Instrumen of T.A.M. for Student No Aspect Indicator 1 Perceived usefulness • Improves learning performance • Increases productivity in learning • Enhances effectiveness • The system is useful 2 Perceived ease of use • Clear and understandable • It does not require much mental effort • Easy to use • Easy to get the system 3 Attitude toward using • An interest in using a digital book 4 Behavioural intention • A person desire to perform a certain behaviour. 5 Actual technology usage • Individual perception of his or her ability to use technology in task fulfilment 3.2 Data analysis The following formula obtains the total score in tables 1 and 2: 𝑇ℎ𝑒 𝐴𝑣𝑒𝑟𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠 Table 3. Score Indicator No Score Categories 1 4,21 – 5,00 Highly Feasible 2 3,41 – 4,20 Feasible 3 2,61 – 3,40 Moderately Feasible 4 1,81 – 2,60 Less Feasible 5 0 – 1,80 Unfeasible In the evaluation process, researchers used posttest and pretest on 200 students to see the effectiveness of using digital books in social studies. The learning outcome test 158 http://www.i-jim.org Paper—Learning Design on Social Studies Through Digital Book in Senior High School is the accumulation of assignment scores carried out when using worksheets, and the final test aims to measure students achievement after studying the material of the reli- gion-based multicultural education model. The results of the calculation of the mean obtained will show the conclusions of student learning outcomes which are categorized as follows: Table 4. Categories of Student Learning Outcomes Score Categories 80 – 100 Excellent 66 – 79 Good 56 – 65 Fair 40 – 55 Poor 0 – 39 Very Poor 4 Results and Discussion 4.1 Learning design of digital books Providing information to students about the relationships between a lesson material that will be provided with past teaching materials or describing its future use for stu- dents. On the other hand, students’ interest in learning, especially in social studies, can be fostered by utilizing information and communication technology in guided learning. Based on the results of interviews conducted with ten students in senior high school students, it shows that: 1. A new learning model using technology can overcome learning. Although some- times, I find it difficult to use it (RP-1, 2019). In my opinion, the learning models currently used are not very effective. Because students are only directed to read books and then work on problems on student worksheets. (RP-2, 2020). I think the use of new learning models can make it easier for students to understand the ma- terial well. (RP-3, 2020). 2. The new learning model introduced by the researcher made me interested in trying it. Most importantly, the media is easy for us to use via smartphones (RP-4, 2020). With the new learning model, good internet support is needed; otherwise, the learning media will not function properly. (RP-5, 2020). The interview data results (1) and (2) show that students are open to new learning models. They also feel that the learning model using smartphone-based technology can make it easier to understand the material. Based on the interview results, the researcher identified the students’ needs in learning social studies. Then, the researcher designed a digital book through Articulate Storyline software. iJIM ‒ Vol. 15, No. 09, 2021 159 Paper—Learning Design on Social Studies Through Digital Book in Senior High School Fig. 1. Digital Book Cover Fig. 2. Digital Book Video Based on Fig. 1 digital book designed by researchers using images and audio to at- tract students’ interest in learning. In Fig. 2, students not only focus on writing but also on impressions on social studies material, but the digital book also provides video as a learning medium. The social studies digital book also provides information related to multicultural material and its implementation in several schools. Students are directed 160 http://www.i-jim.org Paper—Learning Design on Social Studies Through Digital Book in Senior High School to analyze videos that have been provided in the digital book. The digital book can also be accessed via a smartphone. So that students can use it anywhere and anytime. 4.2 Feasibility test on digital books The validation test was carried out by expert judgment with the following results: Table 5. The Validation of Media Expert Judgment Aspect Indicator Score Categories Media Technical Quality 4,20 Feasible Usability 4,21 Highly Feasible Textual and Visual Media Elements 3,50 Feasible Interactivity 4,00 Feasible The Average 3,97 Feasible Table 6. The Validation of Material Expert Judgment Aspect Indicator Score Categories Pedagogy Learning 4,20 Feasible Standard content 4,00 Feasible User Interests 4,21 Highly Feasible The Average 4,14 Feasible Based on tables 5 and 6, the results of the validation from the media and material experts show that digital social book studies are declared "feasible" to be used as learn- ing media. So that pedagogically the digital book can be a tool for educational interac- tion between educators and students in the learning process. In the digital book, we provide information about the material in written, image, audio and video. The teacher directs students to read their respective e-mails and download the digital book[4]. Then came the digital book model of religion-based high school multicultural education. This digital book aims to improve the ability of teachers to manage student learning. We also conducted a feasibility test using the Technology Acceptance Model (T.A.M.) as fol- lows: Table 7. Feasibility of Digital Book Indicator Score Categories Perceived usefulness 4,00 Feasible Perceived ease of use 4,30 Highly Feasible Attitude toward using 4,21 Feasible Behavioural intention 4,00 Feasible Actual technology usage 4,00 Feasible The Average 4,10 Feasible Table 7 shows that digital book social studies are declared "feasible". In T.A.M., it can be said that perceived benefits reflect beliefs or expectations about the results of the product being implemented. In other words, digital books are an important factor iJIM ‒ Vol. 15, No. 09, 2021 161 Paper—Learning Design on Social Studies Through Digital Book in Senior High School that influences the perception of the benefits of technology[26]. Although several pre- vious studies have carried out learning through e-books, this research shows the aware- ness of using digital books in social studies[5]. In addition, to be able to teach well, the teacher must master the theory and practice of logic well, such as understanding the character of students, being able to explain the subject matter well, being able to provide an evaluation of what has been taught, also developing the potential possessed by stu- dents. Explaining material not only through lectures but also using media can provide positive attitudes to students. 4.3 Evaluation of digital books After implementing the implementation, the researcher conducted a pretest and post- test and evaluated the digital books use. Table 8. Field Test Results Score Interval Categories Pretest Post-Test Frequency Percentage Frequency Percentage 80-100 Excellent 0 - 38 19% 66-79 Good 25 12.5% 95 47.5% 56-65 Fair 55 27.5% 30 15% 40-55 Poor 85 42.5% 30 15% 0-39 Very Poor 35 17.5% 7 3.5% Total 200 100% 200 100% The percentage of pretest and posttest results in table 8 shows a very significant difference. The data are shown in the percentage of inversely proportional results. The highest percentage is in the poor category (40-55), but it shows the highest percentage ratio in the good category (56-65) of 47.5% at the posttest. In the poor category, accompanied by a percentage in the very good category (80-100), an increase in the posttest was 19%. The study indicates that new media do not emerge spontaneously and independently; they emerge gradually from the older media metamorphosis[23]. Before the advent of digital books, the reference source used was textbooks which later developed into electronic books (e-books). However, this study provides a picture inversely related to Spence [45] that not all students like access to e-books. They also use print media to find scientific resources. In reality, students are more interested in using digital media, especially digital books, in the learning process[46]. Besides that, this digital book also provides experiences that can support students to read and evalu- ate material. The material conveyed is not only through writing but also video, pictures and audio. So that with behavioural intention, students feel positive about the learning reference sources used[36]. With digital books in the learning process, it can make it easier for teachers to convey material. For students, the digital book can make it easier to understand learning material and supports national education goals. However, digital books presence plays an important and strategic role in several science fields, including social studies[23]. 162 http://www.i-jim.org Paper—Learning Design on Social Studies Through Digital Book in Senior High School Digital books can also help increase student motivation and participation in class- room learning activities. Although social studies emphasize aspects of life systems in society, the learning process tends to be more theoretical. Therefore, teachers can apply various approaches, strategies, methods, and learning techniques that educate crea- tively[47]. It is undeniable that digital books are an alternative for teachers and students in arranging learning materials correctly according to the chosen approach. Perceived ease of use is one of the main variables in determining intention to use digital books and is supported by many empirical studies. The context of the perceived ease of use of the digital-book can be seen through the results of due diligence on students[48], [49]. The study shows that digital books, as a new learning medium for social studies, are easy to use through smartphones, computers and laptops. The advantage of using digital books is that they can be accessed online and offline. Therefore, these digital books are useful for students to do independent learning. 5 Conclusion The development of technology brings many changes to a learning process from conventional to modern. The use of innovative learning media can improve teacher pedagogical competence, especially in social studies learning. Therefore, researchers developed a digital book as a transformation from an e-book that can make it easier for teachers and students to carry out social studies learning activities. 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Final version pub- lished as submitted by the authors. 166 http://www.i-jim.org https://doi.org/10.1080/15228053.2016.1275242 https://doi.org/10.1177/1049732315583299 https://doi.org/10.1080/21532974.2018.1494521 https://doi.org/10.1080/21532974.2018.1494521 https://doi.org/10.1177/1527476412439106 https://doi.org/10.1080/00273171.2015.1022644 https://doi.org/10.1177/1052562916633867 https://doi.org/10.1177/1052562916633867 https://doi.org/10.1080/02666286.2018.1539552 https://doi.org/10.1080/21532974.2017.1399488 https://doi.org/10.3991/ijim.v14i18.16631 https://doi.org/10.3991/ijim.v14i18.16631