Model Development of Learning Material: Subject of Customary Law

Abstract

This study aims to describe the results on the Customary Law subject in the Civics Education Program using the Research & Development approach in the first year, namely the first step to the seventh step as UT new model of learning material development. This study is also conducted to produce products in the form of prototypes of UT learning materials and learning strategies that follow the characteristics of UT students, namely conventional, blended, and fully online approaches. This study applies the R&D approach and modifies it into a combination model of Gall and Borg, which includes fifteen steps with a three-year-period study or a multi-year study. The first year of study is the first step to the seventh step, the second year is the eighth step (product development), and the third year covers the ninth step to the fifteenth step. The technique of collecting data is carried out through FGD activities, which are attended by experts about Customary Law, instructional design experts, web design experts, stakeholders, and UT tutors. Data analysis is carried out through qualitative descriptive analysis.
The results of the study of Customary Law subjects show, as follows: (1) the number of students who take the subject in semester 2018.1 is 184 persons, 2018.2 is 164 persons, 2019.1 is 178 persons, and 2019.2 is 197 persons. (2) The number of students registered in the online tutorial (Tuton) semester 2018.1 is 55 students, 2018.2 is 44 students, 2019.1 is 32 students, and 2019.2 is 43 students. (3) The number of students who are active in Tuton implementation, semester 2018.1 is 30 students, 2018.2 is 29 students, 2019.1 is 17 students, and semester 2019.2 is 27 students. (4) The average result of Tuton's scores in semester 2018.1 is 32.83, semester 2018.2 is 36.73, semester 2019.1 is 36.67, and semester 2019.2 is 35.83. The contribution of Tuton's score to the final grade of the subject is 50%.
Besides producing the results of the first year of study, it also produces development products in the form of (1)learning objectives, competencies that are expected to be achieved by students at the end of the lecture, (2)general instructional objectives into specific competencies that are arranged logically and systematically between one another and end on general instructional objectives, (3)the results of student analysis on the characteristics of students related to their learning abilities as UT students, (4)the results of the context analysis produce a description of the availability of student learning facilities and infrastructure, resulting in specific learning objectives that contain the performance that students are expected to achieve at the end of the lesson, (5) an assessment instrument to be used in measuring student learning outcomes, (6) an instructional strategy for Customary Law that follows the instructional objectives of the subject.