The Development Teaching Materials of Learning Technology based on Character Building

: is study aimed to produce teaching materials about learning technology whose contents are integrated about the strengthening of characters packed using“We Can Do It”or " KITA BISA " formula. e word " KITA " represents lecturers and students, while " BISA " is an acronym of the characters Bernalar (Intelligent), Integritas (Integrity), Santun (Polite), and Adil (Fair). e developed teaching material was intended for students, lecturers, and observers of education, especially in the ﬁeld of learning technology. e data were collected through literature study on several references that were in accordance with the research problem. is research resulted: 1) model of students’ character reinforcement evaluation, and 2)systematic teaching learning technology materials consist of 9 chapters: (1) the development, the area and the foundation of the philosophy learning technology, (2) the theoretical foundation of learning technology and elements of educational technology, (3) creation and management, (4) use and utilization, (5) process and learning resources, (6) ) facilitating learning, (7) performance improvement, (8) professional ethics and educational technology, and (9) online learning.


Introduction
Learning is a systematic process in which each component influences each other due to the success of students in learning process. It means that students need to interact with learning resources due to achievethe learning objectives. e engineering of learning methodology, including organizing strategies, delivering strategies, and learning management strategies,are neededto be pursued continuously to improve the quality of learning. If thoseefforts are done, thenthe learning process could bemore effective, efficient, and attractive. Also it could be able to motivate students to learn independently. e attractiveness of learning is measured by the tendency of students to continue learning and interest in the courses. On the other hand, the prepared textbook should also be oriented towards vision, faculty and university missions i.e. loading the character strengthening. In other words, the textbook produced should contain characters' strengthening in each learning process.
Learning resources are important increating an effective, efficient and appealing learning process for better quality of learning. e facts on the field showed that: (1) learning technology is one of the subjects in under graduate program,suchas Department ofElementary Education in Wijaya Kusuma University Surabaya, (2) there is no lecturer has written teaching learning technology materials, (3) students have lack onowledge and understanding in learning technology lessonsthat had been taught, (4) there is no learning resource in the form of teachinglearning technology based on character building.e Education and CultureMinistry of Indonesia stated thatstrengthening the nationality character is one of the points inNawacita(Nine Hopes of the president) proclaimed by President Joko Widodo through the National Movement of the Mental Revolution (GNRM). is commitment was followed up with the direction of the president to the Minister of Education and Culture to prioritize andcultivate character education (Team for Strengthening Character Building Training Module, 2017). erefore, it is necessary to develop instructional material of learning technology based on the strengthening of character through research procedure.is research was conducted in two factors, are: 1) the lack of students' competence to understand and apply the learning technology, 2) no researcher had ever developed teaching learning technology material integrated the characters building compiled by Dick and Carey model.

a. Development of Learning Material
e understanding of teaching materials is appeared in any form of material used to assist teachers or instructors in implementing the learning process (National Center for Competency Based Training, 2007). Teaching materials are the set of materials whichorganized systematically, both written and oral, and created the environment or atmosphere that allowed students to learn. According to Harvest (2001) as cited in Andi (2011:16), teaching materials are lessons used by both teachers and learners in learning process which organized systematically.
Study of learning technology is given by the Association for Educational Communications Technology (AECT). AECT defined learning technology in two ways, are: 1) as a medium born from the communication revolution that can be used for learning, 2) as a systematic design of conveying and evaluating the total teaching and learning process due to achieve the effectiveness of learning objectives.AECT, 1963, defined learning technology as an audio-visual communication of education theory and practice. is definition pointed out at designing and controlling the learning process,including: (1) studying the weaknesses and advantages of a message in the learning process, (2) structuring and systematizing the instrument in an educational setting. Structure and systematics including; planning, production, selection, management and utilization of part or the whole system of learning. e practical purpose is the use of methods and communication effectively to help the development of potential learners to the fullest.
In 1972, learning technology was a field that facilitated learning process through identification, development, organization and systematic use of various learning and process management resources (Ely, 1972). Kenneth Silber (1972) incorporated the role and function of practitioners as part of the definition and introduced the "system" in the concept of learning technology. Heinich (1970) and Silber's (1972) stated that learning technologies produce programs and designs to be used and adapted by learners to achieve distance learning goals. ere were three concepts in the definition of learning technology, are: (1) learning technology as a field using various learning resources, (2) learning is done individually and personally, and (3) using system approach.
Additionally, in 1977, learning technology was a complex and integrated process, including people, procedure, idea, tool, and organization to analyze problems and designs, to implement, evaluate and manage solutions for all aspects of human learning. It was intended to complete two things; (1) systematic analysis of complex ideas and concepts used in instructional technology field, and (2) show that the concepts and ideas are interrelated (Wallington, 1977). ere are three main supporting concepts; (1) process, (2) system approach, and (3) learning resources. Basically,the development in learning technology is explained by the content-message driven, theory-driven learning strategy, physical manifestations and technology of hardware, soware and learning materials. Development can be organized in four categories, namely: (1) printing technology (which provides a foundation for other categories); (2) audiovisual technology; (3) theories with computer; (4) integrated technology.
Learning technology can be seen as a field that has special attention to applications, although its principles and procedures are theory-based. e realm of this field has evolved through a struggle between the influence of value, research, and the experience of practitioners, especially the experience with the technology used in learning. Each domain in learning technology is influenced by three things as follows: (1) e foundation of research and theory; (2) e values and perspectives that apply, and (3) e ability of the technology itself.
Alternative Perspective Learning technology is a growing field of science. Technology is irrefutable, is a key identity in this field. is alternative view tends to: (1) Critical assessment of positions that have been considered common; (2) Orientation on alternative theory; (3) Alternative philosophical basis unless the influence of research and theory, learning technology as a field cannot be separated from the influence and technological progress. is new technology provides development opportunities that lead to new problems, including the need to: (1) discover principles for adapting learning in unique situations; (2) Finding new approaches in interactive learning; (3) Finding learning in a non-formal learning environment.

b. Strengthening Character Education.
President Joko Widodo signed the Presidential Decree Number 87/2017 on September 6 th 2017 for strengthening character education. It was explained that strengthening character is the education movement under the educational unit responsibility in strengthening students' character through harmonization of liver, taste, thought, and sport with involvement and cooperation between education unit, family, and community as part of the National Movement of the Mental Revolution.Real-life learning reinforces student understanding. Time for school to synergize with related parties. Of the 18 main values that are carried in character, the school simplifies into five, namely Religious, Nationalism, Mandiri, Gotong Royong, and Integrity. Its application to practice is not by memorization (Kompas, 8 September 2017). According to Presidential Regulation, strengthening character education has objectives to(a) build students as the gold generation of Indonesia 2045 with Pancasila(Indonesian Ideology) and build good character's education to face the dynamics of change in the future; (b) developnational education platform that puts character's education as the main passion in education along with the support of public engagement through formal and informal education with respect to Indonesian cultural diversity; and (c) revitalize the potential and competence of educators, education personnel, students, community, and family environment in strengthening character education.

c. Dick and Carey Model
Dick and Carey's model is a system or procedural approach which developed by Walter Dick, Lou Carey, and James O. Carey, which then known as Dick, Carey and Carey model or Dick and Carey model. eoretically this instructional design offers procedural thinking systematics, which becomes the basis for other design development. e success of the learning process is indicated by the students' activity in learning. It is necessary to design a mature learning from the start goal, understand the students' character, and determine the appropriate model or strategy and evaluation. Dick and Carey model offers a complete design for all the processes already mentioned above. e model could be seen in description below;

1) Identifying Instructional Goals
e analysis of need performance determine the purpose of the developed program or product. e activity of this needs, researcher identifies the immediate priority. By assessing the need, the developer know the existence of situation that should exist (what should be) and the real situation in the real field (what is). By "seeing" the gap, development attempts to offer an alternative solution by developing a particular product or design. Of course, the plan that will be done is based on theories and empirical studies that have been there before, that it is indeed worthy or worth doing or held a more extensive assessment. In other words, that based on this analysis, development involves a problem or gap and at the same time offering a solution.
2) Conducting Instructional Analysis e next step of development performance is conducting instructional analysis which includes the skills, processes, procedures, and learning Research, Society and Development, 2019, vol. 8, no.  tasks to achieve the learning objectives. is becomes the specification of a product or design that will be developed further and has its own peculiarities.

3) Learning and Analysing Context
is analysis could be done simultaneously along with or aer the learning analysis. Analyzing the learner and context which includes the abilities, attitudes, early characteristics of the learner in the learning setting. Also includes the characteristics of the learning setting in which new knowledge and skills will be used to design the instrumental strategy.

4) Formulating Performance Objectives
Formulating performance or goals done aer the analysis of learners and context. Formulate goals for work or operations. e description of operational formula reflects the specific purpose of the program or product. is objective provides information to develop test items. Developers perform general purpose translation or from existing competency standards into specific and more operational objectives with specific indicators.

5) Developing Instruments
e next step is to develop the assessment instrument which directly related to the specific, operational objectives. e task of developing this instrument becomes very important. Because the instrument is related to the operational objectives based on certain indicators, as well as instruments to measure the developed device product or design.

6) Developing Instructional Strategy
Develop instructional strategies help learners to achieve specific goals. Specific instructional strategies specifically designed to achieve goals. e designed learning strategy is also related to the product or design to be developed.

7) Developing and Selecting Instructional Materials
is step is a real activity undertaken by the developer. Develop and select learning materials, in this case can be: print materials, manuals for both learners and learners, and other media designed to support the achievement of goals. Products or designs developed based on specific types, types and models need to be given the argument or reason for choosing and developing based on that type or model. e reasons for choosing the type or model are usually put forward in the subsection of the development model.

8) Designing and Conducting Formative Evaluation of Instruction.
Design and conduct formative evaluation, i.e. evaluations carried out by the developer during processes, procedures, programs or products developed. Alternatively, this formative evaluation is conducted during the learning process with the intention to support the process of increasing effectiveness. Under certain conditions, the developer is quite up to this step Dick & Carey recommends a formative evaluation process consisting of three steps: a) One-to-one trying out prototypes of individual materials; these individual trials are conducted to get initial input on a particular product or design. Individual trials are conducted on 1-3 subjects. Aer that, individual, product, or revised designs are tested. b) Small group tryout. e trial involved subjects consisting of 6-8 subjects. e results of this small group trial are used to revise the product or design. c) Field trials. is trial involves subjects in a larger class of about 15-30 subjects. During this trial, the developers made observations and interviews. us, the developer takes a qualitative approach in addition to quantitative data (test results, attitude scale, rubric and so on). Validation result from step 8 was then used to make revisions in the next step.

9) Performing Instructional Revision
Revisions are made to processes (learning), procedures, programs, or products that are linked to previous steps. Revisions are made to the first seven steps: from general learning objectives, learning analysis, initial behavior, performance or performance objectives, test items, learning strategies and / or learning materials. e instructional strategy is reviewed and finally all these considerations are incorporated into the instructional revision to make it a more effective instructional tool.

10) Designing and Conducting Summative Evaluation.
e results at the instructional revision stage serve as the basis for writing the required tools. e resulting tools are then validated and tested in a class with summative evaluation. Once a product, program or development process has been developed, the next step is to conduct a summative evaluation. is summative evaluation is carried out in order to determine the effectiveness level of the product, program or process as a whole compared to other programs.For the purposes of this development, researchers usually only use until the ninth step, namely formative evaluation in which the design, process, or program has been considered 2. Methodology is study was a development research (Borg and Gall, in Punaji Setyosari, 2010)aimed to integrate the strengthening of characters in learning technology materials prepared with Dick and Carey model. According to Borg and Gall, there were 10 steps of research and development, including: (1)collecting research and information, (2) planning, (3) developing preliminary form of product, (4)testing preliminary field, (5) revising main product revision, (6) testing main field, (7) revising Operational product, (8) testing operational field testing, (9)revising final product, (10) disseminating and implementing. e steps of research and development can be seen in the following figure.

Model of Student Character Reinforcement Evaluation.
Model evaluation of student character strengthening using Likert scale, with character score: 1 = Very Less Good, 2 = Less Good, 3 = Good Enough, 4 = Good, and 5 = Very Good.

1) Observation of Student Character Assessment
Instructions: (1) Circle the number: 1/2/3/4/5 to assess the character of the students raised in the learning activities of students in studying the development, understanding and learning technology area, (2) observation conducted by 3 (three) people; (a) 2 student friends, and (b) 1 (one) lecturer or colleague. Description: 1 = Very Less Good, 2 = Less Good, 3 = Good Enough, 4 = Good, and 5 = Very Good.

2) Systematic Teaching Learning Technology Materials
Systematic teaching learning technology materials consisting of 9 chapters, namely: (1) e development, the area and the foundation of the philosophy Learning technology, (2) e theoritical foundation of learning technology and elements of educational technology, (3) Creation and Management, (4) Use and Utilization, (5) Process and Learning Resources, (6) Facilitating Learning, (7) Performance Improvement, (8) Professional Ethics and Educational Technology, and (9) Online Learning.
Systematic teaching materials on each Chapter are presented as; (1) General Instructional Objectives, (2) Special Instructional Goals, (3) Lecture Material, (4) Student learning activities, (5) Independent Task, (6) Student Character Assessment, (7) Formative test, and (8) Summative test. is systematics is based on aspects of strengthening the character and the ten steps Dick and Carey model. ere are 8 steps in the preparation of this Systematics, which is a modification of the 10 steps Dick and Carey model.

Conclusion
It is not easy to integrate teaching learning materials based on character learning refers to ten step model of Dick and Carey. is research aims to produce teaching materials about learning technology whose contents are integrated about the strengthening of characters packed using the formula of "Kita Bisa". e meaning of "Kita" represents lecturers and students, while "Bisa" is the acronym for (B)ernalar, (I)ntegritas, (S)antun, (A)dil. e developed teaching material is intented for students, lecturers, and observes of education, especially in the field of learning technology. e development procedure use Dick and Carey model which consists of ten stages; identity instructional goals, conduct instructional analysis, analyse learners and contexts, write performance objectives, develop assessment instrument, develop instructional strategies, develop and selec instructional materials, design and conduct formative evaluation of instructu\ion, revise instruction, design and conduct summative evaluations. Meanwhile, the instructional material consists of nine chapters; (a) development, area and philosophical foundation learning technology, (b) theoretical base of learning technology and elements of educational technology, (c) creation and management, (d) usage, (e) process and learning resources, (f) facilitating learning, (g) performance improvement, (h) professional ethics and educational technology, (i) online learning.