Bridging the Theory-Practice Gap: Exploring Instructors’ Perceptions of Multimodal Hypercontent E-Modules for Firearms Training in Military Schools
DOI:
https://doi.org/10.21009/jtp.v28i2.70361Keywords:
Hypercontent E-modules, multimodal learning, instructors’ perceptions, military education, firearms trainingAbstract
This study aimed to analyze instructors’ perceptions of the use of Multimodal Hypercontent E-Modules in teaching firearms knowledge and shooting skills at military schools. The study employed a quantitative approach with a descriptive survey design. The participants consisted of five firearms knowledge and shooting skills instructors at the Indonesian Air Force Officer Formation School (Setukpa TNI AU), who were selected using total sampling. Data were collected through a structured questionnaire developed based on the Technology Acceptance Model (TAM), consisting of the dimensions of perceived usefulness, perceived ease of use, and perceptions of multimodal-hypercontent features. The data were analyzed using descriptive statistics, including mean scores, standard deviations, and percentages. The results showed that instructors had a very high perception of the use of Multimodal Hypercontent E-Modules, with an overall mean score of 3.60 (90.00%). The multimodal-hypercontent dimension obtained the highest score (M = 3.75), followed by perceived usefulness (M = 3.55) and perceived ease of use (M = 3.50). These findings indicated that instructors perceived E-modules as useful, easy to use, and potentially supportive of procedural skills learning through the integration of various information representations. The multimodal and hypercontent features were perceived as capable of connecting theoretical materials with procedural visualizations that approximated real-world practice conditions. Overall, Multimodal Hypercontent E-Modules were perceived as having the potential to support digital learning innovations in military education contexts, particularly for high-risk procedural skills training.
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