Dynamics of Industrial Revolution 4.0: Digital Technology Transformation and Cultural Evolution –
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Digital learning innovation on concept development course. A study in
visual communication design program at Universitas Ciputra
L. Indriati
Universitas Ciputra, Surabaya, Indonesia
ABSTRACT: Online learning becomes an obligation that must be undertaken by higher education
during the Covid-19 pandemic. For this reason, it is necessary to adapt to technology and the learning
process so that the quality of education in Indonesia can continue to improve even though delivered
online. This study using a case study of online learning in the Concept Development course. This
study uses a mixed-methods, by surveying a survey of 49 students of Visual Communication Design
Universitas Ciputra deepened with interviews. The results of this study get recommendations for
digital learning innovations that are appropriate when viewed from the TPACK framework from
the aspects of technology, pedagogy, and content. Analysis of the survey results and interview
resulted in several digital learning innovations that will apply in the future, including a personality
assessment test, real user experience, and collaborative asynchronous learning.
Keywords: TPACK, Technology, Pedagogy, Content, Innovation, Online Learning
1 BACKGROUND
The application of information and communication technology in the development of today’s education is a must, especially during the Covid-19 pandemic. Educational technology becomes very
crucial as the only medium that can help the learning process at this time. All levels of education
are required to adapt to technology and the learning process. Not only applying technology but also
maintaining the quality of learning even though the material is delivered online.
The main problem in the world of education in the globalization era is the low level of quality,
innovation, and human resources. According to Forlab Dikti data, the reality of the number of
Higher Education Institutions in Indonesia is around 4,695 Universities (1,064 Academies, 278
Polytechnics, 2,534 Colleges, 217 Institutes, 583 Universities, 19 Community Colleges). A large
number of tertiary institutions cause the unfocused field of science to be studied, resulting in the
low quality of learning, research, and publications produced by educational institutions. To lessen
the gap, digital learning innovations will be applied to Concept Development courses to prepare
students for social, cultural, workplace, and technological advancements.
2 RESEARCH METHOD
The research method used in this study is a mixed-method, which combines the two approaches
in research, namely, qualitative and quantitative (Creswell 2015: 5). The selected mixed method
is a sequential explanatory design that is a research model characterized by collecting data and
analyzing quantitative data in the first stage and followed by collecting and analyzing qualitative
data in the second stage, to strengthen the results of quantitative research conducted in the first
stage (Sugiyono 2011: 409).
This strategy is carried out quantitatively by survey methods. The survey was distributed to
49 respondents and analyzed descriptive statistics. According to Sugiyono (2012: 13), descriptive
312
DOI 10.1201/9781003193241-58
Wulandari et al (eds)
© 2021 The Author(s), ISBN 978-1-032-04451-4
Digital learning innovation on concept development course. A study in
visual communication design program at Universitas Ciputra
L. Indriati
Universitas Ciputra, Surabaya, Indonesia
ABSTRACT: Online learning becomes an obligation that must be undertaken by higher education
during the Covid-19 pandemic. For this reason, it is necessary to adapt to technology and the learning
process so that the quality of education in Indonesia can continue to improve even though delivered
online. This study using a case study of online learning in the Concept Development course. This
study uses a mixed-methods, by surveying a survey of 49 students of Visual Communication Design
Universitas Ciputra deepened with interviews. The results of this study get recommendations for
digital learning innovations that are appropriate when viewed from the TPACK framework from
the aspects of technology, pedagogy, and content. Analysis of the survey results and interview
resulted in several digital learning innovations that will apply in the future, including a personality
assessment test, real user experience, and collaborative asynchronous learning.
Keywords: TPACK, Technology, Pedagogy, Content, Innovation, Online Learning
1 BACKGROUND
The application of information and communication technology in the development of today’s education is a must, especially during the Covid-19 pandemic. Educational technology becomes very
crucial as the only medium that can help the learning process at this time. All levels of education
are required to adapt to technology and the learning process. Not only applying technology but also
maintaining the quality of learning even though the material is delivered online.
The main problem in the world of education in the globalization era is the low level of quality,
innovation, and human resources. According to Forlab Dikti data, the reality of the number of
Higher Education Institutions in Indonesia is around 4,695 Universities (1,064 Academies, 278
Polytechnics, 2,534 Colleges, 217 Institutes, 583 Universities, 19 Community Colleges). A large
number of tertiary institutions cause the unfocused field of science to be studied, resulting in the
low quality of learning, research, and publications produced by educational institutions. To lessen
the gap, digital learning innovations will be applied to Concept Development courses to prepare
students for social, cultural, workplace, and technological advancements.
2 RESEARCH METHOD
The research method used in this study is a mixed-method, which combines the two approaches
in research, namely, qualitative and quantitative (Creswell 2015: 5). The selected mixed method
is a sequential explanatory design that is a research model characterized by collecting data and
analyzing quantitative data in the first stage and followed by collecting and analyzing qualitative
data in the second stage, to strengthen the results of quantitative research conducted in the first
stage (Sugiyono 2011: 409).
This strategy is carried out quantitatively by survey methods. The survey was distributed to
49 respondents and analyzed descriptive statistics. According to Sugiyono (2012: 13), descriptive
312
DOI 10.1201/9781003193241-58