Journal of Education Technology

Volume 8, Number 2, 2024, pp. 232-239

P-ISSN: 2549-4856 E-ISSN: 2549-8290
Open Access: https://ejournal.undiksha.ac.id/index.php/JET

E-learning Innovation for Generation Z in Higher Education

Lamijan Hadi Susarno1, Utari Dewi2, Khusnul Khotimah3, Alim Sumarno4, Andi
Kristanto5, Atan Pramana6*, Hirnanda Dimas Pradana7
1,2,3,4,5,6,7 Teknologi Pendidikan, Universitas Negeri Surabaya, Surabaya, Indonesia

ARTICLE INFO ABSTRAK

Penelitian pengembangan pembelajaran daring pada mata kuliah Pengembangan Media
Article history: Foto OBE untuk mendukung pelaksanaan pembelajaran kampus merdeka yang telah
Received November 28, 2023 dicanangkan oleh Menteri Pendidikan dan Kebudayaan RI. Tujuan penelitian ini adalah
Accepted February 09, 2024
mengembangkan bahan ajar online mata kuliah pengembangan media foto OBE
Available online May 25, 2024
berbasis RPS. Pengembangan ini menggunakan model pengembangan ADDIE. Tahapan
pengembangan meliputi Analisis, Desain, Pengembangan, Implementasi, dan Evaluasi.
Kata Kunci:
E-Learning, Generasi Z,
Pengembangan ini menghasilkan Bahan Ajar Online pada mata kuliah Pengembangan
Pendidikan Tinggi Media Foto yang memenuhi kaidah dan ketentuan bahan ajar berbasis RPP OBE. Subjek
penelitian ini adalah mahasiswa program studi Teknologi Pendidikan Universitas
Keywords: Negeri Surabaya. Analisis data menggunakan metode wawancara dan angket. Dari hasil
E-Learning, Generation Z, produk dilakukan validasi oleh ahli desain pembelajaran, ahli materi, dan ahli media
Higher Education untuk mengetahui kesesuaian RPP OBE bahan ajar online. Hasil penelitian
menunjukkan bahwa setelah dilakukan uji kelayakan diperoleh hasil uji ahli media
DOI: sebesar 91,67% dan ahli materi sebesar 100%. Hasil tes mata pelajaran pada siswa
https://doi.org/10.23887/jet.v8
i2.70759
Kurikulum dan Teknologi Pendidikan diambil dari uji coba individu dan kelompok kecil.
Tiga orang siswa pada praktek pribadi dan uji coba kelompok kecil oleh enam orang
siswa memperoleh hasil masing-masing sebesar 90% dan 95%. Hasil uji kelayakan
menunjukkan bahwa bahan ajar online berbasis RPP OBE pada mata kuliah
Pengembangan Media Foto dinyatakan layak.

ABSTRACT
Research into the development of online learning for the OBE Photo Media Development course to support the implementation
of independent campus learning, which the Indonesian Minister of Education and Culture has proclaimed. The purpose of this
research is to develop online teaching materials for RPS-based OBE photo media development courses. This development uses
the ADDIE development model. Development stages include Analysis, Design, Development, Implementation, and Evaluation.
This development produces Online Teaching Materials for the Photo Media Development course that meet the rules and
regulations of OBE lesson plan-based teaching materials. The subject of this research is a student of the Education Technology
study program of Universitas Negeri Surabaya. Data analysis using interview and questionnaire methods. From the results of
the product, validation was carried out by learning design experts, material experts, and media experts to determine the
suitability of OBE lesson plan online teaching materials. The results of this research show that after carrying out a feasibility
test, the test results obtained by media experts were 91.67% and material experts were 100%. The results of subject tests on
Curriculum and Educational Technology students were taken from individual and small group trials. Three students in personal
practices and small group trials by six students obtained respective results of 90% and 95%. The feasibility test results show
that the online teaching materials based on the OBE lesson plan in the Photo Media Development course are declared feasible.

This is an open access article under the CC BY-SA license.

Copyright © 2024 by Author. Published by Universitas Pendidikan Ganesha.

1. INTRODUCTION
Education is an effort that is well planned and optimal so that students are able to compete actively in
Students have the legal right to receive educational services, and it is the responsibility of the administrators of
higher education institutions to ensure that this right is honored. The provision of student learning services
necessitates incorporating some elements of technological advancement in tandem with the escalating rate of
progress seen in the development of communication and information technology. The university established an
online learning program (Ouyang & Scharber, 2017; Teodorescu et al., 2021). However, students should be aware
that not all classes offered by the university's various departments feature online lectures (Kong et al., 2022;
Resmayani & Widaswara, 2022). Aside from that, development is required to support the internationalization of
the Educational Technology study program, which is currently being carried out across universities with similar
study programs at home and abroad. This internationalization of the Educational Technology study program is
presently being carried out. Therefore, the development of this feature is significant so that students can easily
access it and make it easier to study online (Mentzakis et al., 2020; Muzaffar et al., 2021). The conflict analysis in

* Corresponding Author: Atan Pramana: [email protected] 232

 Lamijan Hadi Susarno1, Utari Dewi2, Khusnul Khotimah3, Alim Sumarno4, Andi Kristanto5, Atan Pramana6, Hirnanda Dimas Pradana7
(2024). Journal of Education Technology. Vol. 8(2) PP. 232-239

this research is the aim of the photo media development course for students to be able to produce photo media in
learning according to photography rules. However, the reality in the field is that students have difficulties in
creating photo media that conforms to the principles of photography. So that innovation is needed for Educational
Technology students to be able to create good photos for learning.
Online learning or online learning today is the latest development in distance education. It began in the
mid-1990s with the spread of the internet. It generally uses a Learning Management System, defined as an E-
Learning platform that provides integrated tools (including chat, discussion forums, number books, e-mail, and
content storage such as digital drop boxes) to online teachers and students. Online learning began in the mid-1990s
with the spread of the Internet. According to previous study students are encouraged to critically examine their
own assumptions, struggle with social issues, and take part in social action through online learning, a form of
transformative learning or transformative pedagogy (Almelhi, 2021). The author offers five suggestions to prepare
the online environment for transformative pedagogy. The following steps should be taken: (a) create a safe and
inviting environment; (b) encourage students to think about their experiences, beliefs, and biases; (c) employ
teaching strategies that encourage student engagement and participation; (d) raise real-world problems that address
social inequality; and (e) assist students in implementing action-oriented solutions (Baran et al., 2011; Sa’ida,
2021). Four fundamental qualities are essential to the success of online instruction, and they are as follows: (1) the
learner is required to be actively engaged throughout the entirety of the lesson; (2) group participation can assist
in the accomplishment of learning objectives; (3) frequent interaction between students and lecturers can alleviate
feelings of isolation; and (4) the learning content must relate to the real world to increase meaning for participants
(Fluck & Dowden, 2011; Liu et al., 2017).
To prepare the online environment for transformative pedagogy, the following steps should be taken: (a)
create a safe and inviting environment; (b) encourage students to think about their experiences, beliefs, and biases;
(c) employ teaching strategies that encourage student engagement and participation; (d) raise real-world problems
that address social inequality; and (e) assist students in implementing action-oriented solutions. Four fundamental
qualities are essential to the success of online instruction, and they are as follows: (1) the learner is required to be
actively engaged throughout the entirety of the lesson; (2) group participation can assist in the accomplishment of
learning objectives; (3) frequent interaction between students and lecturers can alleviate feelings of isolation; and
(4) the learning content must relate to the real world to increase meaning for participants (Almelhi, 2021; Jukic et
al., 2019). The following qualities are essential to successful online education, according to the author of the book
"The Tool for Successful Online Teaching," who identifies them as follows: (1) relevant and well-designed
challenging activities; (2) adequate and timely feedback from the instructor; (3) adequate and timely interaction
between students; (4) active engagement in knowledge construction with an easy-to-use and robust navigation
system; (5) deep learning is encouraged through question design and links to source-proposed thinking; (6) student
learning can progress themselves according to students' needs; and (7) student learning can progress themselves
according to students' interests (Su et al., 2021; Winarni et al., 2022). And finally, number seven, student autonomy
is emphasized because students are held accountable for their educational progress.
Every student majoring in Educational Technology at UNESA must take the Photo Media Development
course. It is a study program course that is worth a total of 4 credits. A synopsis of the Photo Media Development
course, which is designed to educate those who work in the field of education technology about the following
topics: (1) an examination of the historical progression of photography and the nature of photo media to support
educational endeavors; (2) the application of the exposure triangle, which consists of the aperture, the shutter
speed, and the ISO; (3) how to use a digital single-lens reflex camera to create photo media; (4) how to design
composition, lighting, and editing in photography; and (5) how to develop (Greenier & Moodie, 2021; Nurhikmah
et al., 2021). Theoretical knowledge is complemented by practical experience in photo media production, which
encompasses various aspects related to the medium, such as principles, characteristics, presentation, and the
validation of findings obtained through scientific study.
Students are encouraged to learn effectively through independent study and in the classroom by
mandating that lecturers be required to make learning more innovative. This improvement to the learning process
is one way to improve it. The Educational Technology Study Program of the Faculty of Education Universitas
Negeri Surabaya (UNESA) is an educational institution that aims to produce competent Human Resources in
Educational Technology. The program's full name is the Educational Technology Study Program of the Faculty of
Education Universitas Negeri Surabaya (UNESA). Since Photo Media Development is a practical learning course,
it necessitates using learning resources to foster students' more significant sense of initiative and autonomy. The
Educational Technology Study Program is designed to facilitate the development of students' potential abilities
into actual abilities that can be used mainly to find solutions to educational problems and to aid in the learning
process.
Based on the description above, the Photo Media Development course is one of the courses that still needs
RPS OBE-based teaching materials (Muhammad Noor Sehabudin et al., 2020; Perdana et al., 2018). Education
focused on the outcomes that must be achieved rather than simply the content that must be covered is known as

E-learning Innovation for Generation Z in Higher Education 233

 Lamijan Hadi Susarno1, Utari Dewi2, Khusnul Khotimah3, Alim Sumarno4, Andi Kristanto5, Atan Pramana6, Hirnanda Dimas Pradana7
(2024). Journal of Education Technology. Vol. 8(2) PP. 232-239

outcome-based education (OBE). The term "teaching materials" refers to objects that are used in the classroom by
either the instructor or the students to aid in the teaching and learning process (Tegeh & Kirna, 2013; Zulkarnaini
et al., 2022). The SIDIA UNESA LMS, an online lecture facility, has yet to be used to its full potential, so lecturers
have been using teaching materials compiled from various books and other sources. These materials must be
optimally organized and developed (Nasbey & Raihanati, 2022; Widiantari & Irwansyah, 2021). At the moment,
lecture activities are still conducted in the traditional manner, face to face, using a wide variety of references and
other pertinent sources according to the skills intended to be acquired. The realization that students have the skills
they need depends on their success in completing each class.
The most recent finding from this study is that researchers have yet to investigate the creation of online
teaching materials for RPS-based OBE photo media development courses to support the internationalization of
educational technology study programs. Aside from that, most of the lecturers at UNESA still need to develop the
RPS OBE-based teaching materials intended for use by students with the SIDIA learning management system in
the most effective way possible. This research aims to develop online teaching materials for RPS-based OBE photo
media development courses. The novelty of this study is to support the internationalization of educational
technology study programs by using exciting and challenging media to enliven the learning environment. As a
result, the learning design for the Photo Media Development course must be compatible with the course
description, learning outcomes, student characteristics, advancements in technology and information, and the most
recent reference sources pertinent to learning outcomes. In light of the preceding, this investigation aims to develop
an online learning platform for the Photo Media Development Course.

2. METHOD
The research method includes development models, development procedures, and product trials as part
of its parts. During this time, participants in the product trial talked about the trial design, trial subjects, data types,
data collection instruments, and data analysis techniques (Dimas Pradana et al., 2022). The ADDIE model is
utilized in developing online educational opportunities (Branch, 2009; Kristanto et al., 2021). The production of a
teaching material product is a process that is both systematic and procedural in nature. The procedure at the
beginning will affect the outcomes of the entire process, so each step must be carried out accurately. Because the
ADDIE model is so commonly used to describe a methodical strategy for developing instructional programs, it
was decided to use this model. Aside from that, the ADDIE model is a general learning model appropriate for use
in research on development (Mardikaningsih & Kurniasari, 2019, 2021). This term is practically synonymous with
the process of developing instructional systems. This process is considered sequential when it is used in action,
but it is also interactive. The evaluation results of each stage can bring learning development to the scene before
it. The completed product from one step will be the basis for the one after it. The ADDIE model is show in Figure
1.

Figure 1. ADDIE Model

Figure 1 shows that the ADDIE framework is a cyclical process that develops over time and is continuous
throughout the instructional planning and implementation process. Five stages comprise the framework, each with
its own distinct goals and functions in the development of instructional design (Megawati et al., 2022). The
following is a description of the stages of the ADDIE development model: first, Analysis; this analysis stage is the
initial stage of development activities. In this stage, a needs analysis activity is carried out to find out the root of
the problem by conducting.

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 Lamijan Hadi Susarno1, Utari Dewi2, Khusnul Khotimah3, Alim Sumarno4, Andi Kristanto5, Atan Pramana6, Hirnanda Dimas Pradana7
(2024). Journal of Education Technology. Vol. 8(2) PP. 232-239

This instrument for data collection is utilized in the process of collecting the necessary data for research.
Several methods can be used to manage the data required for this research. Some examples of these methods
include interviews, questionnaires, and documentation (Navida et al., 2021; Pujiati et al., 2022). On the other hand,
the technique used in this research was a questionnaire. A questionnaire is a collection of written questions used
to collect information and responses from respondents. The questionnaire method determines the degree of
practicability of the product under development. A test can be thought of as either a tool or a procedure used to
objectively measure students' learning outcomes. This experiment was carried out to determine whether or not
there was a difference or an improvement in students' learning outcomes both before and after the implementation
of online learning. As a result, the developer uses data collection methods such as pre-testing and post-testing.
The measurement scale used by researchers is the Guttman scale. With this type of scale, you will get
clear answers, namely "yes-no," "true-false," "never-never," and "positive-negative" (Ardiansah & Miftakhi, 2020;
Umar, 2015). The formula used to calculate student questionnaire data, learning design experts, media experts,
and material experts as show in Table 1.

Table 1. Product Revision Criteria Eligibility Level

Percentage Criteria Information
81% - 100% Very well No revision
61% - 80% Good No revision
41% - 60% Pretty good Revision
21% - 40% Not good Revision
0% - 20% Not very good Revision

3. RESULT AND DISCUSSION

Result
There are several procedures for developing online teaching materials; researchers use the ADDIE model
broken down below the first analysis; this stage includes activities to find out problems that occur in learning,
explicitly analyzing student competencies, analyzing student characteristics regarding capacity learning; analyzing
material by the demands of course learning outcomes; and analyzing other related aspects. Teaching materials
based on RPS OBE in photo media development courses to support the internationalization of educational
technology study programs have yet to be available; as a result, they need to be developed in digital format. These
results are based on the observations obtained by researchers and the consequences of their studies.
After problem data has been identified in the initial stage of analysis, this phase involves carrying out
media design-related tasks in preparation for its development. In light of the inquiries posed, the design of learning
should primarily concentrate on the subsequent three endeavors: the selection of suitable material, implementation
of effective learning strategies, establishment of competency demands, and consideration of forms and methods
of assessment and evaluation. Furthermore, activities for developing course-aligned instructional resources,
including the creation of RPS-based photo media to promote the globalization of educational technology study
programs, comprise the development phase. Some of the resources gathered for these activities will consist of
tasks such as typing, creating graphics, and other elements that will be incorporated into the online instructional
materials.
As Photo Media Development is a course that emphasizes practical learning, it is imperative that students
utilize learning resources that promote increased initiative and autonomy. In order to effectively accomplish
learning objectives that extend beyond learning outcomes, a comprehensive grasp of the conceptual competency
addressed in the Photo Media Development course is required. This is a matter that requires careful consideration.
The outcomes of this study will contribute to the development of instructional materials that are
particularly beneficial for online learning. The ideal criteria take into account the results of validation tests
conducted by professionals in the respective fields of materials and media. The validation test asserts that subject
matter experts have provided results that are one hundred percent affirmative. The media professionals who
provided input on the criteria assigned it an outstanding grade of 91.67 percent. Students enrolled in the Faculty
of Education at Universitas Negeri Surabaya (UNESA) were given individual and small group assessments in
order to collect the data utilized in calculating the subject test scores for Educational Technology students. The
scores obtained for the individual assessments administered by three students and the group assessments done by
six students were ninety and ninety-five percent, respectively. This suggests that pupils hold the RPS OBE-based
online instructional materials in high regard. Products included of the SIDIA learning management system are
instructional materials that are uploadable to SIDIA and can be utilized for online learning (also known as SIDIA).
The result of the assessment to ascertain the feasibility of development is evident in Figure 2.

E-learning Innovation for Generation Z in Higher Education 235

 Lamijan Hadi Susarno1, Utari Dewi2, Khusnul Khotimah3, Alim Sumarno4, Andi Kristanto5, Atan Pramana6, Hirnanda Dimas Pradana7
(2024). Journal of Education Technology. Vol. 8(2) PP. 232-239

Figure 2. Feasibility Test Results Development Results

Furthermore, course descriptions, learning outcomes, student characteristics, technological and

informational advancements, and the most recent reference sources pertinent to learning outcomes have been
incorporated into this novel advancement. This particular item will be utilized in the online educational program
known as SIDIA's photo media creation course. Due to the theoretical and practical nature of the picture media
development course, educational materials must be designed to encourage students to engage more actively and
independently in their comprehension of theory, as well as facilitate project-based learning. In the learning
management system, one of the learning tools is utilized as the subject matter for each meeting. Additional
educational resources consist of the course syllabus and the semester learning plan. The instructional resources
include of PowerPoint presentations, instructional films, and teaching materials that provide tangible examples of
photo media. The integration of learning tools within this learning management system would enhance students'
proficiency as instructional technology developers, specifically in the creation of visual learning media, which is
extensively employed across educational levels. The illustration depicts the book's front cover, which serves as an
instructional resource for the development of photographic media in question Figure 3.

Figure 3. Book Cover

This development aims to make it easier for lecturers to carry out learning. In addition, this development
can support the implementation of independent campus learning, which is currently being carried out across
universities that offer study programs comparable to one another. Therefore, it is beneficial in facilitating students'
access to online learning that is simple to use. It is easier to learn because it is not limited by space or time, and

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 Lamijan Hadi Susarno1, Utari Dewi2, Khusnul Khotimah3, Alim Sumarno4, Andi Kristanto5, Atan Pramana6, Hirnanda Dimas Pradana7
(2024). Journal of Education Technology. Vol. 8(2) PP. 232-239

students' success in taking each course allows them to realize the skills they already possess. Students can also
easily access it, facilitating their online study.

Discussion
The outcomes of creating instructional materials that are utilized in the learning process are encompassed
within the fourth stage of implementation. These findings provide insight into the impact of these instructional
materials on the overall quality of education, encompassing the efficacy and appeal of the learning process (Jaya,
2018; Okwang & Mwesigwa, 2022). Formative and summative assessments are both components of the fifth and
final evaluation, evaluation, which occurs at the conclusion of the process. The summative evaluation is the
concluding phase of a class, and its objective is to ascertain the results or degrees of impact that the students have
attained (Ade‐Ojo et al., 2022; Elmahdi et al., 2018). To improve a product, formative evaluation is conducted at
each stage to collect data. To successfully achieve learning objectives that are not solely based on learning
outcomes, it is necessary to understand the conceptual competency covered in the Photo Media Development
course. This is something that needs to be considered. It is hoped that students will be able to learn on their own
based on the course description and the learning outcomes and that this will allow them to have skills after
completing the course. According to previous study facts, concepts, principles, and procedures are the four
categories into which learning materials can be sorted according to their functions (Malahayati & Zunaidah, 2021).
Therefore, it is necessary to provide students with access to online learning, which can make it simpler for them
to study independently by the course's learning outcomes (Delita et al., 2022; Wang, 2022). To put it another way,
it is anticipated that learning the Photo Media Development course through online means will be easier and more
fruitful.
This is relevant to research in substance (1) research by previous study entitled "The Effect of Using
News Photo Media on the Short Story Writing Skills of Class Short Story (Susmita, 2022); (2) Other research,
entitled "Improving Biographical Text Writing Skills Using the Group Investigation Model with the Use of Photo
Media in Class by applying the group investigation model (Sisca et al., 2023); and (3) research, entitled "The
Effect of Using Caricature Animation Photo and Video Media on Students' Ability to Understand Anecdotal Texts
in Class caricatures for students in understanding anecdotal texts for class X SMA (Syarhoh et al., 2022).
This research has several important implications for the development of e-learning for Generation Z in
higher education. First, the research results show that e-learning innovations based on interactive technology and
multimedia can increase student engagement and learning motivation. This can encourage higher education
institutions to adopt and integrate the latest technology in their curriculum. This research also has several
limitations that need to be considered. First, this research is limited to a sample of students from one or a few
specific higher education institutions, so the results may not be fully representative of the Generation Z population
as a whole. Further research with larger and more diverse samples is needed to increase the generalizability of the
findings.

4. CONCLUSION
Based on the research findings and the outcomes of the described conversations, it has been determined
that the online instructional resources including RPS OBE for the Photo Media Development course are viable for
use. The excellent standards take into account the results of validation tests conducted by professionals in the
particular media and materials. The validation test asserts that subject matter experts have provided results that are
one hundred percent affirmative. The students' results on the subject assessments pertaining to Curriculum and
Educational Technology were decided through the implementation of individual and small group trials. The scores
obtained for the individual assessments administered by three students and the group assessments done by six
students were ninety and ninety-five percent, respectively. This suggests that students hold the RPS-based OBE
online instructional resources in high regard. The utilization of RPS-based OBE online teaching resources in the
Photo Media Development course is projected to streamline the instructional process for instructors and greatly
assist in promoting accessible online learning for students. These expectations are applicable to both cohorts.
Students have expedient access to it, so benefiting from its utility during their online studies. Because it is not
limited by time or geography, it greatly simplifies the learning process.

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