The Development of Classroom Action Research Teaching Materials Through the Integration of Interactive E-Books with Flipped Learning

Authors

  • Irna Sjafei Faculty of Teacher Training and Education Universitas Tama Jagakarsa, Jakarta, Indonesia
  • Dadi Waras Suhardjono Faculty of Teacher Training and Education Universitas Tama Jagakarsa, Jakarta, Indonesia

DOI:

https://doi.org/10.21009/jtp.v27i3.60533

Keywords:

Interactive E-Book, Flipped Learning, Material Development

Abstract

Digital learning materials for Classroom Action Research (CAR) in higher education are generally still presented as passive PDF e-books that provide limited support for self-directed learning. This condition highlights the need to develop more interactive and open-access instructional materials. The purpose of this study is to develop interactive CAR materials that are valid and feasible to support flipped learning. The development process adapted the Hannafin & Peck model, which consists of the stages of needs analysis, design, development, and systematic evaluation and revision. The needs analysis, design, and development phases primarily employed qualitative data, while the product evaluation phase used expert-validated questionnaires to ensure the relevance and validity of each item. The expert evaluation results show that the average score given by material and instructional experts, media experts, and language experts reached 97.45%, which is categorized as “excellent” and feasible for implementation. Based on these key findings, the interactive e-book developed for CAR learning materials through a flipped learning approach received an overall rating of “excellent and highly feasible,” indicating that it can be directly implemented in CAR instruction as either a primary or supplementary learning resource. As this study was limited to expert validation, further research is recommended in the form of field testing to examine the product’s effectiveness on learning outcomes, motivation, or student competence.

References

Atmazaki, & Indriyani, V. (2019). Digital Literacy Competencies for Teacher Education Students. 335(ICESSHum), 1010–1018. https://doi.org/10.2991/icesshum-19.2019.156

Chen, C., Jamiat, N., & Mao, Y. (2023). The study on the effects of gamified interactive e-books on students’ learning achievements and motivation in a Chinese character learning flipped classroom. Frontiers in Psychology, 14(August), 1–14. https://doi.org/10.3389/fpsyg.2023.1236297

Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction (Eighth). Pearson.

Donald, C. K. (2014). A Study of the Effect the Flipped Classroom Model on Student Self-Efficacy. Journal of Chemical Information and Modeling, 53(9), 1689–1699.

Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4

Fisher, R., Perényi, Á., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97–113. https://doi.org/10.1177/1469787418801702

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational Research, An Introduction. In A. E. Burvikovs & C. Tridente (Eds.), Educational Research: An introduction (Seventh Ed). Pearson Educationa, Inc.

Hannafin, M. J., & Peck, K. L. (1988). The Design Development, and Evaluation of Instructional Software. In MacMillan Publishing Company (Issue 503). macmillan Publishing Company.

Hill, J. R., & Hannafin, M. J. (2001). Teaching and Learning in Digital Environments: The Resurgence of Resource-Based Learning. ETR&D, 49(3), 37–52. http://www.speakeasydesigns.com/SDSU/student/SAGE/compsprep/Teaching_and_Learning_in_Digital_Environments.pdf

Kim, Y., Glassman, M., Bartholomew, M., & Hur, E. H. (2013). Creating an educational context for Open Source Intelligence: The development of Internet self-efficacy through a blogcentric course. Computers and Education, 69, 332–342. https://doi.org/10.1016/j.compedu.2013.07.034

Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317–324. https://doi.org/10.1080/0020739X.2013.822582

Mutiara, E., Anugerah, A. I., Dalimunthe, D. A., Sutanti, S., Sasmita, R. L., Fitria, R., & Akmal, N. (2024). Utilizing interactive media in culinary arts education to enhance student learning outcomes. Jurnal Pendidikan Vokasi, 14(2), 180–193. https://doi.org/10.21831/jpv.v14i2.71230

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. Internet and Higher Education, 25(May), 85–95. https://doi.org/10.1016/j.iheduc.2015.02.002

Richey, R. C., & Klein, J. D. (2007). Design and Development Research: Methods, Strategies & Issue (1 st Editi). Lawrence Erlbaum Associates.

Setiadi, M. I., Muksar, M., & Suprianti, D. (2021). Penggunaan Media Pembelajaran Flipbook Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa. JISIP (Jurnal Ilmu Sosial Dan Pendidikan), 5(4), 1067–1075. https://doi.org/10.58258/jisip.v5i4.2542

Shao, J., Abdul Rabu, S. N., & Chen, C. (2025). Gamified interactive e-books for bullying prevention: enhancing knowledge and motivation in Chinese primary schools. Frontiers in Psychology, 16(February), 1–18. https://doi.org/10.3389/fpsyg.2025.1509549

Suparman, M. A. (2014). Desain Instructional Modern (Keempat). Erlangga.

Yarbro, J., Arfstrom, K.M., McKnight, K., McKnight, P. (2014). Flipped learning review 2014. George Mason University, 20. http://flippedlearning.org/domain/41

Downloads

Published

2025-12-24

How to Cite

Sjafei, I., & Suhardjono, D. W. (2025). The Development of Classroom Action Research Teaching Materials Through the Integration of Interactive E-Books with Flipped Learning. JTP - Jurnal Teknologi Pendidikan, 27(3), 842–851. https://doi.org/10.21009/jtp.v27i3.60533

Issue

Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan

Section

Full Articles

License

Copyright (c) 2025 Irna Sjafei, Dadi Waras Suhardjono

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

  • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

 

  • You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
  • No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.