Learning Media Based on Techno Pedagogical Content Knowledge

Abstract

The learning process without media will make students' learning outcomes tend to be low, because learning is monotonous and boring. It will be different, if learning is supported by technology-based learning media. Students will be passionate about learning and motivated to learn. Therefore, the development of TPACK-based learning media for this reading course will greatly assist lecturers in delivering learning material, in addition to motivating students to learn. This research & development research aims to find out how the development process of learning media in French Reading Courses is equivalent to A2 based on techno pedagogy content knowledge (TPACK) and how the quality of learning media developed is based on the results of content and construct validation tests. The development of learning media for reading courses needed to be conducted, given that current learning must be in contact with digitalization or Web-based. This research was conducted at the French Department of Language and Arts Unimed. Plomp's development model (1997: 6-15) was conducted as a methodology consisting of four stages, namely (1) the investigation phase, (2) the design phase, (3) the phase of realization or construction, (4) the test, evaluation and revision phases. Information gathering was associated with the importance of developing learning media for reading French as equivalent to A2. The stage also simultaneously carries out mapping of learning and material objectives, while data collection is the collection of materials or materials that are included in the learning media that are developed using the Edmodo application, namely the network used by teachers for various content, distributing quizzes, assignments, and managing communication with learners. At the planning stage it was mapped or compiled material that was appropriate to the learning objectives, as well as the preparation of the right design. At the development stage, the material preparation activities were carried out into the planned design. After reading learning media was developed, expert validation was carried out, namely by native speakers and design experts and instructional media experts. Based on expert opinion, revision or improvement of understanding reading text in French text based on TPACK was made. This paper presented that the results of data collection, namely the mapping of learning objectives, indicators, materials and technology that were used as a forum that was suitable for the learning objectives and students character.