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International Journal of Advanced Science and Technology
Vol. 29, No. 06, (2020), pp. 1899-1909
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Copyright ⓒ 2020 SERSC
Using ADDIE Instructional Model to Design Blended Project-Based
Learning based on Production Approach
Muhammad Adri, Electronic Department, Universitas Negeri Padang, Padang, Indonesia.
mhd.adri@unp.ac.id
Titi Sri Wahyuni, Technical Faculty, Universitas Negeri Padang, Padang, Indonesia.
titi.sriwahyuni@unp.ac.id
Ganefri, Technical Faculty,Universitas Negeri Padang, Padang,
Indonesia.ganefri@ft.unp.ac.id
Supratman Zakir, Faculty of Education and Teaching Institut Agama Islam Negeri (IAIN)
Bukittinggi. supratman@iainbukittinggi.ac.id
Jalius Jama, Technical Faculty, Universitas Negeri Padang, Padang, Indonesia.
jalius.jama@ft.unp.ac.id
Abstract
The main problem faced by students in software analysis and design is the material content that is full
of software engineering theories, it is difficult to get the real world of software development steps.
Lecturers need to make an effort to incorporate the element of "Best Practice" in software
engineering into this lecture. This research develops a Blended Learning learning environment, with
Project-Based Learning based on a Production approach as an answer to student learning problems.
To design this model, tools with a systematic approach are needed to achieve this goal, as a guide
that can be used to meet the needs of the learner. This paper shows how the ADDIE Instructional
Model is used in designing a Blended Project-Based Learning (BPBL) learning environment with a
production approach.
Keywords—Software Analysis and Design, Blended Learning, Project-Based Learning,
Production Approach, ADDIE (key words)
I. INTRODUCTION
Software Engineering (SE) is one of main competence concentration in the Informatics Vocational
Education Study Program is followed by students interested in the field of software engineering. As a
core competency, SE aims to increase students skill in developing various applications and software
systems. One of main course in this field is Software Analysis and Design (SAD). The restructuring of
SAD subjects was targeted in this study in order to provide the competencies needed, through the
development of Blended Project-Based-Learning (BPBL) based-on Production.
BPBL combines an online learning model with face-to-face in the classroom, which is supported by
Project-Based Learning (PjBL) which provides student experience in software development and
Production-Based (PrBL) as a tool used to measure output products from PjBL.
II. BACKGROUND
Indonesia was placed by GEDI (The Global Entrepreneurship and Development Institute) in 94th
position out of 137 countries and 7th position out of 7 ASEAN countries on the Global
Entrepreneurship Index (GEI) list [1:37]. GEI is an index used to measure the entrepreneurship
ecosystem in a country.
From the GEI index variables, the majority of problems faced are the aspects of the pillars of startup
skills, human capital (which are determined by the quality of education), the pillars of technology
absorption and innovation process (which are determined by variables of technology level, technology
uptake, average quality scientific institutions and the availability of scientists and technocrats).
The four issues above are being faced by all universities in Indonesia that have not been able to
build a graduate startup culture, technological limitations and human resources, so that graduates add to
the number of Open Unemployment Rate (OUR), which in February 2019 reached 6.89% (diploma)
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and 6.24% (universities), with a total of 7, 01 million people [2]. Therefore there must be an immediate
effort from universities to be able to produce graduates who have good competence and skills,
supported by good technological abilities and have a spirit of innovation, which leads to the ability of
graduates to be entrepreneurial, through internalizing entrepreneurial attitudes in each Subjects are the
main competence of students.
SAD course is a main competence courses in the Informatics Vocational Education Study Program
[3], and so far RPL lectures are passed by students as theoretical subjects and without practical
activities. Whereas software engineering competence is a core competency [4] so that graduates are
able to develop applications and systems, as the basis for developing a startup in the field of technology
and information systems.
Efforts to restructure SAD Subjects need to be carried out in order to provide the skills needed by
students, through the development of Blended Project-Based Learning (BPBL) based-on Production in
the form of Software / Systems needed by the community [5]. Specifically BPBL integrated online
learning technology with classroom teaching and learning, for flexibility delivery model on higher
eduation [6], improve student learning outcomes [7], well accepted on student perspective [8] and
facilitate teacher educators’ authentic engagement with information technology [9]. BPBL model
provides students with RPL concepts and theories in online learning sessions [10], which are followed
by a project framework that will be completed during lectures, so that in face-to-face sessions,
classroom activities can be maximized to facilitate students in constructing knowledge [11] and
planning a real-project into a software product or system that has economic value, and is expected to
reduce the gap between the industrial world and academia [12], which is in accordance with actual
work standards and procedures [13].
This BPBL based on Production model, provides opportunities for students to think creatively,
innovatively and collaborate in team work to produce software / system products that are economically
and market-oriented [14], through the steps of project-based learning (PjBL) [15]. The development of
this model uses the ADDIE Instructional approach [16]. The urgency of this research is the gap
between the needs of the world of work and business with college graduates [17].
III. OVERVIEW OF THE ADDIE MODEL
The instructional design (ID) described as a systematic process or well-structured procedure [18], to
make instructional become effective for Higher Education Classroom [19]. This Model developed to
help educator ensure that they are teaching the appropriate material in an optimal manner [20], or to “.
. . provide both an appropriate destination, and the right road to get you there . . .” [21]. ADDIE ID
Model is a shorthand nickname from normal process of ID model [22], applied on development many
educational subjects, like information literacy [23], library instruction [24], online continuing
education [25] and MOOC [26]. This common core procedure of analysis, design, development,
implementation, and evaluation, defined as ADDIE model phases [27], this model redefined and
revision [12] as shown as Figure 1.
Figure 1. Revision of ADDIE ID Model
IV. SAD COURSE CASE STUDIES OF BPBL BASED ON PRODUCTION
Various SE learning research has been carried out, such as through best practice approaches [28],
creative approaches [29], model-driven [30], empirical approaches [31], and active and inductive
learning approaches [32], by providing experience direct software development in a work-based
environment on software development projects. All this research aims to have students have real
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Copyright ⓒ 2020 SERSC
competence and experience in the world of work [33] the software industry, as a foundation to
become entrepreneurs in the software world.
SAD course become a case studied on this development of BPBL based on Production model, to
achieve our goal to give a best practice of student experience on production of economically software
during they take this course. It is necessary to restructure the SAD curriculum in order to student to
held knowledge and competencies in the SE field, and compete in the software industry both as a
workforce and as a pioneer in a business startup on the SE field.
This paper describes the ADDIE phases sequentially, are continually made and revised during the
process development of BPBL Model.
A. Analysis Phase
In this analysis phase a study on the technological readiness of students using a digital skills
framework [34] related to students' readiness for technology, the readiness of students on a blended
learning environment, project-based learning framework analysis, a production-based learning
approach and curricula analysis.
Based on the framework, obtained data on aspects of motivation, material access, access skills and
the use of digital technology by students. In the aspect of motivation, students have high motivation in
utilizing digital technology as learning support. For material aspects, access is generally still
dominated by campus network access and smartphone data. Whereas in the aspect of access skills,
high skill data is obtained in the communication, information and operational elements, while in the
strategic, content creation, and formal elements are at the level of standard skills and aspects of digital
skills usage, the skills are balanced in the needs of daily life and activities as students.
For the learning environment blended learning, from the results of the analysis, a conceptual
framework is produced, as shown in Figure 2.
Figure 2. Blended Learning Conceptual Framework
In this conceptual framework, it can be seen how the process of developing Blended Learning
learning, which consists of 2 learning environments, namely online learning and classroom teaching.
Project-Based Learning (PjBL) is a framework used for structured project management, allows
students to learn authentically through project work, and lecturers become mentors who provide
learning resources, support and guidance to students with the skills needed to complete their projects
[35 : 35-36]. It is possible for students to conduct an in-depth investigation of the PjBL topic, which
encourages of hight-order thinking [36]. PjBL is developed in 6 syntax steps [37], namely: a) start
with essential questions, b) Design a plan for the project, c) create a schedule, d) monitor the student
and progress of the project, e) assess the outcome, and f) evaluate the experience, illustrated in Figure
3.
Figure 3. Project-Based Learning Conceptual Framework
Production Based Learning (PBP) designed and implemented based on market needs and demands
that refer to actual work procedures and standards, in the business world / industry and society. This
model emphasizes work planning, procedures and final products that have a sale value and conform to
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specified construction standard specifications [38], other definitions state "production-based learning
model is defined as the procedures or steps that need to be performed by the educator to facilitate
learners to actively learn, participate and interact, with a competency-orientation to produce a product
either goods or services required" [39] The realization of production-based learning is manifested in a
syntax consisting of 9 steps, namely: 1) Curriculum analysis and student characteristics, 2) Product
identification and analysis, 3) Making important questions about the product, 4) Mapping questions;
5) Analysis of the need for tools and materials of the product to be made; 6) Making the Schedule of
the execution of the manufacture of the product, 7) The process of making the product, 8) Periodic
evaluation, and 9) Making the Business Plan [13], as shown at Figure 4.
Figure 4. Production-based Learning Framework
The Production-Based Model in BPBL is expected to contribute in managing and guaranteeing
software project products developed by students in SAD courses, which will have high economic
value, and have good bargaining in the Business Plans.
The analysis of curriculum and software engineering material is based on standards issued by
IEEE in the field of Software Engineering called SWEBOK (Software Engineering Body of
Knowledge) [38]. SWEBOK v.3 organizes the SE curriculum comprehensively into 15 subjects,
aimed at the education of professionals in this SE field. Based on SWEBOK v.3, the scope and depth
of the material are adjusted to the needs of the Informatics Vocational Education Study Program, seen
at Figure 5.
Figure 5. Mind Map of SAD
B. Design Phase
After the analysis phase activity continued by the design phase, where create an overall blueprint
of how the BPBL instruction will be delivered. In this phase, the design of the BPBL Model is built
by integrating the required model elements, a complete framework is obtained from this model.
The Process Model in this BPBL based on Production is the integration of PjBL into a production-
based approach, each stage of the process in each model experiences synchronization, and ends in the
same process.
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Figure 6. Model Process on BPBL
The complete design of the BPBL based on Production model can be seen in the following
illustration Figure 7.
Figure 7. Complete Model of BPBL based on Production
C. Development Phase
In this development phase, several development processes are used to realize the design of the
model, including the development of SAD content, materials and media, the development of a
Moodle-based LMS.
The process of developing SAD Course content, materials and media uses the concept of learning
design [39]. as shown in Figure 8, designed for online course, accessed by student using a LMS,
consists of activities, such as writing course outlines and syllabus, course materials (PDF format),
media (video lecture, presentation), student activity and tasks, and anticipating students’ needs, as
shown in Figure 9.
Figure 8. Learning Design based on LMS
Next step is development of a Moodle-based LMS as an online learning system [40], with features
that meet pedagogical standards [41], and supported by functional plugins [42] to support student
learning activities [43] on blended learning [44] in higher education [45].
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Figure 9. Materian and Content Development Process
Development of Moodle-Based LMS based on this Context Diagram, and development result
show as Figure 10 and Figure 11.
Figure 10. SAD Diagram Context Moodle-Based LMS
Figure 11. SAD Online Learning Moodle-Based LMS
D. Implementation
A limited implementation trial was conducted on 20 students who participated and explored BPBL
based on Production with limited testing techniques, using pretest and posttest design, with result as
follows :
TABLE I. TRIAL IMPLEMENTATION DATA
No
Student
SCORE
GAIN
PRE
POST
1
1
56
76
20
2
2
48
68
20
3
3
52
72
20
4
4
68
84
16
5
5
64
80
16
6
6
60
76
16
7
7
68
84
16
8
8
76
88
12
9
9
64
80
16
10
10
68
84
16
11
11
64
76
12
12
12
72
84
12
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13
13
60
72
12
14
14
56
76
20
15
15
56
80
24
16
16
60
84
24
17
17
72
84
12
18
18
68
88
20
19
19
76
84
8
20
20
72
88
16
N
1280
1608
328
Average
64
80.4
16.4
Implementation of BPBL on real class activity on one semester course designed with schedule as
follow :
Figure 12. BPBL Project Schedule
E. Evaluation Phase
Evaluation phase is used to evaluate the effectiveness of the instruction on BPBL Model. Tool to
evaluate use a questionnaire distributed to students on limited testing, with results :
TABLE II. STUDENT RESPONS ON BPBL MODEL
No
Statement
Mean
Std. Deviation
1
I like learning with the Blended Learning Model
3.95
0.605
2
Blended Learning gave me the opportunity to study
the course material early
4.20
0.523
3
Blended Learning helps me to self learning
4.10
0.553
4
With Blended Learning, I can apply learning
strategies according to my academic abilities
4.10
0.641
5
Blended learning makes my time taken up more than
usual
3.65
0.813
6
I was able to see the community problems through
Project assignments in the PjBL
4.30
0.470
7
PjBL gave me experience in how a good team works
4.40
0.503
8
I am solving for solutions to the technical problems of
community with the Software Project
4.30
0.470
9
I understand the importance of planning in
completing a project
4.30
0.470
10
I understand the importance of good work scheduling
in PjBL
4.05
0.510
11
I was helped by the monitoring of the Lecturer in
developing my project
4.35
0.489
12
I was under pressure while completing the project
3.75
0.910
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13
I am very satisfied with the resulting of project
product
4.35
0.489
14
The Production Model gives me experience in
identifying and analyzing project products
4.35
0.489
15
I was able to do a mapping of the problems I faced in
producing project products
3.95
0.605
16
I did an analysis of the development tools that will be
used in the project
4.20
0.410
17
Project schedule arrangements have tailored to the
capabilities of our work team
4.15
0.489
18
PrBL gives me the ability to control developed
project products
4.15
0.366
19
Periodic evaluations by the Lecturer help me manage
project product completion
4.00
0.459
20
Periodic product evaluations by the Lecturer put me
under pressure
3.70
0.470
21
I understand the steps and procedures in preparing a
business plan
3.50
0.761
22
I have the ability to implement SE theory into
projects developed through BPBL
4.15
0.489
23
With BPBL I understand how to manage the resulting
software product
3.90
0.718
24
Learning with the BPBL model gives me experience
in producing products that have economic value
4.20
0.410
25
BPBL provides experience for me to develop a good
Business Plan
4.15
0.489
F. Future Direction
After the process of developing the BPBL Model in this SAD course, with limited implementation
trials, the next step to be taken is to improve and revise the content and materials that are in
accordance with the limited test results. Then test the effectiveness and practicality of learning in one
semester, to find out how far the effectiveness and practicality of the BPBL model in this course as
shown at Figure 12.
The future direction agenda of this research is planned as shown in Figure 13.
Figure 13. Future direction of research
V. DISCUSSION AND CONCLUSION
The results of this study show how the ADDIE Instructional Model can be systematically used in
developing a Production-based BPBL Model, with directed and clear development steps.
From the results of the development of this BPBL model, in Table 1 it can be seen, an increase in
student learning outcomes by looking at the comparison of pre-test and post-test results, with an
average gain score of 16.4. Besides that, on the aspect of student acceptance of this BPBL model,
from Table 2, students gave positive responses to each item of statement given. This shows the
students' acceptance of this model is very good, as expected from this development research.
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With the implementation of PjBL in PrBL in this BPBL model, it gives students experience to manage
and collaborate in completing their projects, which then develops business plans for the results of
software projects that have been developed.
And from the results of research and development of the BPBL Model, can be concluded as follows:
The Software Engineering Learning System with the BPBL Model gives students the freedom
and time to access and learn the material, anytime and anywhere through LMS UNP
BPBL provides direct experience for students in managing a software development project, so
that they understand the functions and their respective roles in a Team Work
BPBL RPL provides opportunities for students to develop software that has high economic value
through the preparation of a business plan from the software developed.
ACKNOWLEDGMENT (Heading 5)
Thank you to the Research and Community Service Institute of UNP for funding these activities
and research through PNBP UNP in 2019.
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