"E-LabSheet Project" 4Cs-Based Supplementary Media for Flexible Learning: Is it Well Implemented?

Abstract

This research aims to design and develop a learning product named the "E-LabSheet Project." E-LabSheet is a supplement to the computer network practicum. This module contains the 4C's of 21st-century skills to practice critical thinking, problem-solving, creativity, communication, and collaboration, organized in materials, exercises, and assignments and integrated with the video tutorials. Furthermore, this E-LabSheet is very simple to use because it can be read with a mobile device, which has become the daily life of 21st-century students known as Gen Z. In this study, the validity, practicality, and effectiveness of the product were tested. The development model used is 4D. For the validity test, the validation sheet consists of media aspects and material aspects by experts. To find out the practicality, we used a questionnaire with a g-form which students then filled out as users. Trials were conducted on two classes to determine the effectiveness of the media. The first class (class A) was treated without E-LabSheet media, and the second class (class B) was treated by giving a supplement in the form of E-LabSheet. The results of this study stated that the developed e-LabSheet media was successfully categorized as valid, practical, and effective. This module is a complementary media for flexible learning that can improve student learning outcomes for the better, especially in 4C skills. The comparison of the learning outcomes of the two classes showed that class B, which was given supplementary media, obtained better learning outcomes than class A.

Full text

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
“E-LabSheet Project” 4Cs-Based Supplementary Media
for Flexible Learning: Is it Well Implemented?
https://doi.org/10.3991/ijoe.v19i01.35523
Agariadne Dwinggo Samala(), Ika Parma Dewi, Lativa Mursyida
Faculty of Engineering, Universitas Negeri Padang, Padang, Indonesia
agariadne@ft.unp.ac.id
Abstract—This research aims to design and develop a learning product
named the “E-LabSheet Project.” E-LabSheet is a supplement to the computer
network practicum. This module contains the 4C’s of 21st-century skills to prac-
tice critical thinking, problem-solving, creativity, communication, and collab-
oration, organized in materials, exercises, assignments and integrated with the
video tutorials. Furthermore, this E-LabSheet is very simple to use because it can
be read with a mobile device, which has become the daily life of 21st-century
students known as Gen Z. In this study, the validity, practicality, and effectiveness
of the product were tested. The development model used is 4D. For the valid-
ity test, the validation sheet consists of media aspects and material aspects by
experts. To nd out the practicality, we used a questionnaire with a g-form which
was then lled out by students as users. Atrial was conducted on two classes to
determine the effectiveness of the media. The rst class (class A) was treated
without E-LabSheet media, and the second class (class B) was treated by giving
a supplement in the form of E-LabSheet. The results of this study stated that the
developed e-LabSheet media was successfully categorized as valid, practical,
and effective. This module is a complementary media for exible learning that
can improve student learning outcomes for the better, especially in 4C skills.
The comparison of the learning outcomes of the two classes showed that class B,
which was given supplementary media, obtained better learning outcomes than
class A.
Keywords—E-LabSheet, 4Cs, supplementary media, exible learning
1 Introduction
A good learning media has several criteria, including having an attractive appear-
ance and being easy to use, providing a learning experience for students, and improving
learning outcomes [1]. The media developed must be prepared as well as possible,
especially in preparing content or learning materials to improve learning outcomes.
This must follow the learning objectives to be achieved [2], [3]. Currently, along with
technological developments, we can develop technology-based learning media, such as
e-learning, electronic books, AR/VR-based media, etc. [4], [5]. Electronic books have
become a learning resource we often use [6]–[9]. The simplest electronic book is a book
that can be read using a mobile device as a PDF le.
4
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
Two years ago, during the COVID-19 period, learning in schools, both elementary
and high school levels, had fully implemented distance learning or fully online [10].
The use of technology in the teaching and learning process is a must. The COVID-19
pandemic is a catalyst that encourages increased use of technology in various sectors
of life. In the eld of education, almost all activities in universities have used tech-
nology, for example, such as webinars, e-learning, and virtual meetings via zoom and
google meetings, especially in the informatics engineering education study program,
where students are the primary users of technology and the internet in their daily
lives [11], [12]. Then currently, teaching materials and learning resources are very var-
ied, such as video-based media, problem-based media, case-based media, AR-based
media, and even VR-based media. Learning resources are also currently very open
and expansive because of the internet [4], [13], [14] for example, we can learn almost
everything through Google or videos from YouTube [15].
Currently, specically for the computer network practicum course at the Universitas
Negeri Padang, the learning process has been supported by facilities in the form of lab-
oratories and all the equipment. However, the practicum module used needs an update
in content and technology. For example, the current practicum module is paper-based,
although some are digital (e-book), only in a le format converted from an existing
document (PDF). The current condition is uncertain; the learning process can be done
in class, at home, or virtual. Blended learning has also been applied in both theory and
practice courses. The challenge of the previous practicum learning process was that
the students faced some difculties in online learning, such as poor internet connec-
tion, lack of motivation, and quick get distracted. In addition, the existing electronic
modules are less attractive and less varied, so students are lazy to read [13], [16], [17].
Based on the previous year’s study results, student learning outcomes in the com-
puter network practicum course are still low due to the lack of student motivation to
read the practicum module, which impacts learning outcomes. The previous year’s
study results are evidenced by the learning outcomes data from 3 classes: X, Y, and Z,
as shown in Table 1. Then the existing modules have not been able to train 4C skills,
which are now the skills needed to face the challenges of the 21st century. It is also sup-
ported by questionnaire data from students taking this course; 74% of students stated
that the existing media is less attractive because it is dominated by text-based content
and static images. As many as 72% of students stated difculties in practicum because
the modules used were less attractive and there were no video tutorials, so each student
looked for their respective video tutorials on the internet and causing a practicum work-
ow that was not in accordance with the standards or learning plans that should be. In
line with research conducted by Wibawa & Sunarsih [18] impact learning outcomes.
This is also supported by the research of Chang & Hwang [19] who developed a game-
based electronic module that has proven that selecting the right media will positively
impact student learning outcomes.
iJOE ‒ Vol. 19, No. 01, 2023
5

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
Table 1. Class X, Y, and Z learning outcomes in 2021
Class Total Students Details Final Score Grade Range Rate
X 15
8 75–100 A, A–, B+ High 53%
3 55–74 B, B–, C+, C Mid 20%
4 0–54 C–, D, E Low 27%
Y 15
6 75–100 A, A–, B+ High 40%
7 55–74 B, B–, C+, C Mid 47%
2 0–54 C–, D, E Low 13%
Z 15
9 75–100 A, A–, B+ High 60%
4 55–74 B, B–, C+, C Mid 27%
2 0–54 C–, D, E Low 13%
In Table 1, we look at last year’s student learning outcomes. In this table, we divide
the categories of student learning outcomes into 3 types: high, medium, and low.
For the high category, the nal score range is 75–100 with grades: A, A–, and B+.
While the mid category, the nal score range is 55–74 with grades: B, B–, C+, and C.
Finally, the low category has a nal score range of 0–54 with grades: C–, D, and E.
Fig. 1. Details of the distribution of students’ nal grade
In Figure 1, it is clear that there are students with low category scores (red bars), as
many as 27% from class X, 13% from class Y, and class Z. So, to overcome the prob-
lems that occur, we take the initiative to develop the media that students need to support
learning. Based on our observations and interviews with students who have taken this
course, they stated that they prefer interesting and interactive media, which is then
equipped with video tutorials. In addition, they also choose mobile or paperless-based
media because they are easier to carry and can be read anytime and anywhere. There-
fore, we chose to develop learning media that can later be used as complementary
media, namely the “E-LabSheet Project”. This E-LabSheet is prepared with a detailed
6
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
and easy-to-understand material explanation, then equipped with a practicum guide
and integrated with learning videos so that it is possible to study independently. Then
the composition of the material and practicum activities is compiled and packaged in
its entirety; this E-LabSheet is also very easy to use and exible with computers and
mobile devices. The components that build E-LabSheet are also made as attractive as
possible, with background sounds and interactive navigation. With this e-LabSheet, it is
also hoped that students can learn according to their learning speed and style.
Finally, the developed E-LabSheet also embeds 21st-century skills, namely 1) crit-
ical thinking and problem-solving; 2) creativity; 3) communication; and 4) collabo-
ration [20], [21]. These four 4Cs skills will train a person to be creative, divergent
thinking ability that can provide different solutions from others about a problem; have
sufcient knowledge and relevant experience; have the ability to communicate so that
they can exchange information with their colleagues; can think critically and have good
analytical skills. With this supplementary media, it is hoped that it can improve student
learning outcomes for a better computer network practicum. In addition to providing
hard skills through practice, it also provides 4Cs soft skills. The development of this
practicum module uses a 4D development model, which consists of 4 steps that will be
explained in more detail in the method.
2 Methods
Analysis of Problems and Needs
4D Model
Design and Development
Implementation & Evaluation
Define
Design
Development
Disseminate
D
esi
gn
elopm
se
mi
n
Fig. 2. Research and development procedures
iJOE ‒ Vol. 19, No. 01, 2023
7

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
This research is included in R&D research. This research and development
procedure is divided into 3 main stages: 1) analysis of problems and needs; 2) design
and development; 3) implementation and evaluation. In the second stage, we use a 4D
development model consisting of 4 stages: dene, design, develop, and disseminate
[22] as seen in Figure 2. In the rst stage, problem analysis is carried out to identify
and determine the problems encountered in the learning process and then compile a list
of needs needed in media development. This article explains the preliminary analysis,
description of facts, and alternative problem-solving clearly in the introduction session.
The next stage is design and development. The 4D model starts to be implemented
at this stage. First, perform an analysis of user needs. User analysis is an activity to
identify the characteristics of students who are the target of developing learning tools.
The characteristics in question are related to academic abilities, cognitive development,
motivation, and individual skills related to learning topics, media, formats, and lan-
guages. Next is a concept analysis regarding the semester learning plan, which includes
learning objectives, competencies, learning resources, practicum schedule, technology,
and equipment.
Next is the 4D development process. First, the user interface design: colours, font
size, layout, and background images, then proceed with compiling content, content, and
navigation. This stage focuses on the product to be developed. The result of this stage
is the initial product. The product will be tested for media validation by experts from
both the media and material aspects. The validation test used an instrument in the form
of a validation sheet lled out by 3 experts. Details of the aspects tested can be seen
in (Table 2). A Likert Scale measured the test results of all aspects. A Likert scale is
several positive or negative statements about an object or product. The basic principle
of the Likert scale is to determine the position of a person on the continuum of attitudes
toward an object of attitude ranging from very negative to very positive (Table 3).
Table 2. Media and material aspects
No. Media Aspect Material Aspect
1Quality and Appearance Content
2 Interactivity Readability
3 Navigation Material Presentation
Table 3. Likert scale classication
Scale Classication
5 Excellent
4 Very Good
3 Neutral
2 Fair
1 Bad
8
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
The results from this expert assessment are calculated using the following formula (1),
and then the percentage of results can be calculated using the following formula (2). In
contrast, the classication of validation criteria can be seen in Table 4. In the classica-
tion of criteria, we divide it into 3 types: 81%–100% in the valid category, 61% –100%
in the valid category, but revision is needed, and below 60% is declared invalid.
x
X
n
��

� (1)
v
xexpert
xmax

100% (2)
Note:
x
: average score
ΣX: number of raters (expert)
n: total score of each
Σx expert: total exp score
Σx max: max score
Table 4. Validation criteria
No. Percentage Criteria
181–100% Valid
261–80% Valid & Need Revision
30–60% Invalid
The dissemination stage can only occur if the tested product is declared valid.
In testing the effectiveness, we involved two different classes: class A and class B.
Class A was not given special treatment, while class B was given special treatment
(with E-LabSheet media). The implementation results will be used as evaluation
material for future improvements.
3 Results and discussion
3.1 E-LabSheet project
The following results from the design of the developed E-LabSheet media are shown
in Figure 3 below. Figure 3 is a preview of the E-LabSheet cover design. The selection of
blue, black, and white gradations illustrates the value and impression of “technology.”
E-LabSheet consists of material equipped with practicum videos that students can
access via smartphone and the internet. For the media menu display, see Figure 4.
iJOE ‒ Vol. 19, No. 01, 2023
9

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
Fig. 3. E-LabSheet project: 4Cs-based supp. media
Fig. 4. E-LabSheet main menu
Then in Figure 5, we can see how the video tutorial process is played. Learning
videos run very well on E-LabSheet, but the video quality is highly dependent on the
quality of the user’s device’s internet network.
10
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
Fig. 5. E-LabSheet: playing videos
3.2 Validation
Media aspect. As explained in the method section, this media was validated by
3 experts. The media was validated from the media and material aspects using a valida-
tion test sheet. The following are the results of expert validation from the media aspect,
which we summarize in Table 5 and Figure 6 below:
Table 5. Media aspect validation results
No. Media Aspect V1 V2 V3 Avg.
1Quality and Appearance 32 31 32 31.67
2 Interactivity 34 34 33 33.67
3 Navigation 30 29 31 30.00
Total 95.33
Each media aspect consists of 20 positive and negative statements, with a maximum
score of 5 and the lowest score of 1. The total maximum score of the three aspects is 100.
iJOE ‒ Vol. 19, No. 01, 2023
11

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
Fig. 6. Media aspect validation results
Material aspect. In Table 6, we can see and interpret that the material aspect is the
same as the previous media aspect, which is categorized as valid with a total validation
score of 90.67.
Table 6. Material aspect validation results
No. Material Aspect V1 V2 V3 Avg.
1 Content 31 30 31 30.67
2 Readability 30 31 30 30.33
3 Material Presentation 30 30 29 29.67
Total 90.67
Fig. 7. Material aspect validation results
12
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
In Figure 7, it can be seen that there is no signicant difference in the assessment of
the assessment by 3 experts on the 3 aspects of the material being assessed.
3.3 Media practicality
To be able to measure the practicality of the media, previously valid media were
distributed to users, namely students, then an assessment questionnaire was distributed
about the practicality of using media, then also measured how students responded to
the media that had been developed. Here, the questionnaire is distributed online using
a google form to all students who have taken the computer network practicum course.
A total of 134 students lled out the questionnaire. In this study, we calculated every-
thing to nd out how the responses and responses from users to the media we devel-
oped. The following are student responses regarding the E-LabSheet media in Figure 8:
Fig. 8. The results of student responses
From the data obtained, it is known that 87% of students answered yes or agreed
about some positive statements in the questionnaire. These results mean that the devel-
opment of the E-LabSheet media received a good and positive response from students.
However, there were some inputs given by students through comments and sugges-
tions, including 1) More varied practice questions, not multiple choice; 2) The video
size is reduced so that the video playback process can be better and smoother.
iJOE ‒ Vol. 19, No. 01, 2023
13

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
3.4 Learning outcomes
Class A. Learning outcomes are measured by calculating the nal score (combined
mid-exam with nal exam scores). Class A is a class that is not provided by E-LabSheet.
Class A consists of 15 students. The students’ mid and nal exam results are shown in
Figures 9 and 10. It is known that there are still 7% of students whose scores are low.
Most of the students’ scores were in the mid-range.
Fig. 9. Student exam results (Class A)
Fig. 10. Student exam results (Class A) by the range
Class B. Class B learning outcomes show different results from class A. In class B,
students are given E-LabSheet to support practicum activities. Based on the results of
the mid and nal exams, the results of class B are as follows:
14
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
Fig. 11. Student exam results (Class B)
Fig. 12. Student exam results (Class B) by the range
In Figures 11 and 12, we can see that the nal scores of all class students are above 75.
This means that, as explained at the beginning, scores above 75 are categorized as high.
Class B is the class that was given the treatment, and the results were in line with what
was expected. It is proven that the student scores are much better.
3.5 Discussion
To measure the effectiveness of this medium, we compared the learning outcomes
of two different classes, A and B. In detail, the comparison of the two can be seen in
Figures 13 and 14 where from 15 students from each class, there is a very signicant
iJOE ‒ Vol. 19, No. 01, 2023
15

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
difference. It can be interpreted that the use of E-LabSheet based on 4Cs is able to
give better results in class B. The average learning outcomes of class B are better than
class A, with an average nal score of class B reaching 85.67, while class A is 74.13.
There is a difference of 11.54. So, it can be said that this media, as a complement to
learning, is able to increase learning outcomes by 16%.
Fig. 13. Comparison of learning outcomes for class A and class B
Fig. 14. Comparison of the average nal scores of class A and class B
16
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
The results of this study prove that learning media is a tool that can help the teaching
and learning process so that the meaning of the message conveyed becomes clearer and
the goals of education or learning can be achieved effectively and efciently [23]–[25].
Effective learning certainly requires good planning, also supported by good learning
facilities and media. Likewise, the selection of media to be used in learning must con-
sider the characteristics of the course, learning styles, learning objectives, facilities,
and infrastructure. Of course, various types of media will not be used simultaneously
in learning activities. For this reason, it is necessary to select the media. As mentioned
by Arsyad, the criteria that need to be considered in the process of selecting learning
media include: a good learning media must be clear and neat in appearance; Includes
text, images, sound, and video. Unattractive media will reduce students’ motivation in
the learning process; Learning media must be adjusted to the number of targets; rele-
vant to the topic being taught; In accordance with the learning objectives; practical, and
exible [26].
4 Conclusions
From the results of the research we obtained, we can conclude that learning media
can clarify the presentation of messages and information so that they can simplify and
improve learning processes and outcomes. Learning media can increase and direct
students’ attention so that it can lead to learning motivation, more direct interaction
between students and their environment, and the possibility of students learning inde-
pendently according to their abilities and interests. We have also succeeded in devel-
oping E-LabSheet media that can support computer network practice activities by
loading 4C’s skills which are implemented in problem-based practice where students
practice analyzing, evaluating, and designing their own computer networks. So that
students, before entering the laboratory, already have better knowledge. The results
we obtained are also very good, where the developed E-LabSheet is valid, practical,
and effective, proven to be able to improve student learning outcomes with an average
percentage of 16%. It is evident from the results of the comparison between class A and
class B in the results and discussion it is clear that learning outcomes B, which were
given special treatment, gave better learning outcomes than class A. It is hoped that the
results of this study can be used as a reference for further research for the development
of media that will be better in the future. The weakness we encountered in the devel-
opment of this E-LabSheet is that this media is very dependent on the quality of the
internet as responded by students as users, especially when playing high-quality videos
requires a stable and fast internet connection. We also conclude that learning media will
be effective if used in the right environment, right on target, then teachers or lecturers,
and students are also expected to use the media well.
iJOE ‒ Vol. 19, No. 01, 2023
17

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
5 References
[1] A. D. Samala, A. Ambiyar, Sukardi, Y. Indarta, and F. Ranuharja, “The Impact of Basic
Programming Interactive E-Module Implementation on Students’ Learning Outcomes
in Distance Learning,” Sinkron: Jurnal dan Penelitian Teknik Informatika, vol. 7, no. 2,
pp. 351–358, 2022, https://doi.org/10.33395/sinkron.v7i2.11329
[2] A. Awaludin, B. Wibawa, and M. Winarsih, “The Development of Hypermedia Based E-Book
for Integral Calculus Subject,” International Journal of Online and Biomedical Engineering
(iJOE), vol. 16, no. 4, pp. 109–127, 2020, https://doi.org/10.3991/ijoe.v16i04.13393
[3] A. Drigas and M. Karyotaki, “Learning Tools and Applications for Cognitive Improve-
ment,” International Journal of Engineering Pedagogy (iJEP), vol. 4, no. 3, pp. 71–77,
2014, https://doi.org/10.3991/ijep.v4i3.3665
[4] A. Imansari, N. Umamah, and M. Na’im, “The Usage of E-Book As Learning Media through
the Sigil Application in History,” in IOP Conference Series: Earth and Environmental Sci-
ence, 2019, vol. 243, no. 1, p. 12155, https://doi.org/10.1088/1755-1315/243/1/012155
[5] A. D. Samala, F. Ranuharja, B. R. Fajri, Y. Indarta, and W. Agustiarmi, “ViCT—Virtual
Campus Tour Environment with Spherical Panorama: A Preliminary Exploration,” Inter-
national Journal of Interactive Mobile Technologies, vol. 16, no. 16, pp. 205–225, 2022,
https://doi.org/10.3991/ijim.v16i16.32889
[6] F. A. Monita and J. Ikhsan, “Development Virtual Reality IPA (VR-IPA) Learning Media
for Science Learning,” in Journal of Physics: Conference Series, 2020, vol. 1440, no. 1,
p. 12103, https://doi.org/10.1088/1742-6596/1440/1/012103
[7] X. Huang, D. Zou, G. Cheng, and H. Xie, “A Systematic Review of AR and VR Enhanced
Language Learning,” Sustainability, vol. 13, no. 9, p. 4639, 2021, https://doi.org/10.3390/
su13094639
[8] H. Chen, L. Hou, G. K. Zhang, and S. Moon, “Development of BIM, IoT and AR/VR Tech-
nologies for Fire Safety and Upskilling,” Autom Constr, vol. 125, p. 103631, 2021, https://
doi.org/10.1080/10494820.2021.1874999
[9] X. Qiu, C.-K. Chiu, L.-L. Zhao, C.-F. Sun, and S. Chen, “Trends in VR/AR Technology-
Supporting Language Learning from 2008 to 2019: A Research Perspective,” Interactive
Learning Environments, vol. 0, no. 0, pp. 1–24, 2021, https://doi.org/10.1080/10494820.
2021.1874999
[10] K. W. A. Siahaan, H. M. Manurung, and M. M. Siahaan, “Android-Based Learning Media
Development Strategies During Pandemic Times To Improve Student Science Literature,”
International Journal of Education and Humanities, vol. 1, no. 1, pp. 34–42, 2021.
[11] N. Wahyuningtyas, I. N. Ruja, M. H. Yahya, D. N. Wijaya, and M. H. Ibrahim, “Develop-
ing of a Learning Media for Smartphones for Disaster Mitigation Education,” International
Journal of Emerging Technologies in Learning (iJET), vol. 16, no. 7, pp. 160–174, 2021,
https://doi.org/10.3991/ijet.v16i07.21195
[12] R. Sefriani, R. Sepriana, P. Radyuli, and M. Hakiki, “Android-Based Blended Learning
Media for Computer Maintenance Lectures,” Journal of Education Technology, vol. 6,
no. 1, 2022, https://doi.org/10.23887/jet.v6i1.42514
[13] M. S. Sumbawati, R. C. Wibawa, and S. C. Wibawa, “Development of Vocational Interac-
tive Multimedia Based on Mobile Learning,” in IOP Conference Series: Materials Science
and Engineering, 2018, vol. 288, no. 1, p. 12101, https://doi.org/10.1088/1757-899X/288/1/
012101
18
http://www.i-joe.org

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
[14] H. R. Syamsuni, K. Hairuddin, and E. Elli, “The Application of Learning Model (Google
and Google Form) Based Android toward Students’ Activities and Research Methodology
Learning Outcomes,” Journal of Innovation in Educational and Cultural Research, vol. 3,
no. 3, pp. 294–300, 2022, https://doi.org/10.46843/jiecr.v3i3.95
[15] A. D. Samala, R. Marta, S. Anori, and Y. Indarta, “Online Learning Applications for
Students: Opportunities & Challenges,” Educational Administration: Theory and Practice,
vol. 28, no. 3, pp. 1–12, Nov. 2022, https://doi.org/10.17762/KUEY.V28I03.409
[16] O. Alika and E. H. Radia, “Development of Learning Media Based on Cross Puzzle Game
in Science Learning to Improve Learning Outcomes,” Journal of Research in Science Edu-
cation, vol. 7, pp. 173–177, 2021, https://doi.org/10.29303/jppipa.v7i2.667
[17] C.-W. Liao, C.-H. Chen, and S.-J. Shih, “The Interactivity of Video and Collaboration
for Learning Achievement, Intrinsic Motivation, Cognitive Load, and Behavior Patterns
in a Digital Game-Based Learning Environment,” Computers & Education, vol. 133,
pp. 43–55, 2019, https://doi.org/10.1016/j.compedu.2019.01.013
[18] B. Wibawa and M. Winarsih, “The Development of Hypermedia Based E-Book for Inte-
gral Calculus Subject,” International Journal of Online & Biomedical Engineering, vol. 16,
no. 4, pp. 109–127, 2020, https://doi.org/10.3991/ijoe.v16i04.13393
[19] C.-Y. Chang and G.-J. Hwang, “Trends in Digital Game-Based Learning in the Mobile Era:
A Systematic Review of Journal Publications from 2007 to 2016,” International Journal of
Mobile Learning and Organisation, vol. 13, no. 1, pp. 68–90, 2019, https://doi.org/10.1504/
IJMLO.2019.096468
[20] Y. Indarta, N. Jalinus, R. Abdullah, and A. D. Samala, “21st Century Skills : TVET dan Tan-
tangan Abad 21,” EDUKATIF: JURNAL ILMU PENDIDIKAN, vol. 3, no. 6, pp. 4340–4348,
Sep. 2021, https://doi.org/10.31004/edukatif.v3i6.1458
[21] N. A. Zakiyah and S. Sudarmin, “Development of E-Module STEM integrated Ethnoscience
to Increase 21st Century Skills,” International Journal of Active Learning, vol. 7, no. 1,
pp. 49–58, 2022,
[22] S. Nabilah and A. Lut, “Development of Flappy Chem Game Media on Electron Congu-
ration Materials on Students’ Happiness Level,” vol. 3, no. 4, pp. 635–644, 2022, https://doi.
org/10.46843/jiecr.v3i4.287
[23] A. P. Sasmito, D. Kustono, P. Purnomo, H. Elmunsyah, D. Nurhadi, and P. Sekarsari,
“Development of Android-Based Teaching Material in Software Engineering Subjects for
Informatics Engineering Students,” International Journal of Engineering Pedagogy (iJEP),
vol. 11, no. 2, pp. 25–40, 2021, https://doi.org/10.3991/ijep.v11i2.16299
[24] S. Sriadhi, A. Hamid, H. Sitompul, and R. Restu, “Effectiveness of Augmented Reality-
Based Learning Media for Engineering-Physics Teaching,” International Journal of
Emerging Technologies in Learning (iJET), vol. 17, no. 5, pp. 281–293, 2022, https://doi.
org/10.3991/ijet.v17i05.28613
[25] P. Ninghardjanti, C. Huda, and A. Dirgatama, “The Perception on Mobile-Based Interac-
tive Learning Media Use in Archiving Course Completion,” The International Journal
of Evaluation and Research in Education, vol. 11, no. 2, pp. 516–521, 2022, https://doi.
org/10.11591/ijere.v11i2.22131
[26] A. Arsyad, Media dan Teknologi Pembelajaran. Jakarta: Kencana, 2018.
iJOE ‒ Vol. 19, No. 01, 2023
19

Paper—“E-LabSheet Project” 4Cs-Based Supplementary Media for Flexible Learning: Is it Well…
6 Authors
Agariadne Dwinggo Samala is a lecturer at Universitas Negeri Padang (UNP) in
Indonesia. In 2015, he received his Bachelor of Computer Engineering from Univer-
sitas Andalas. In 2018, he completed a Master’s degree in Technical and Vocational
Education Training with a concentration in the eld of Information & Computer Engi-
neering Education at UNP 2018. He is currently pursuing a Doctorate in Technical
and Vocational Education Training at UNP. His research interests include technology-
enhanced learning, digital learning, virtual learning environments, TVET, open educa-
tion, computer engineering, and programming. (e-mail: agariadne@ft.unp.ac.id).
Ika Parma Dewi graduated from Universitas Negeri Padang with a Bachelor of
Electronic Engineering in 2009. Received a master’s degree in Information Education
at Universitas Negeri Padang in 2013. Now, she is a Doctoral Candidate in Technology
and Vocational Education at Universitas Negeri Padang. She is currently working as
a lecturer in the Informatics Education Department of Electronics Engineering, Uni-
versitas Negeri Padang; her research interest includes educational technology, digital
learning, TVET, and multimedia. (e-mail: ika_parma@ft.unp.ac.id).
Lativa Mursyida is a lecturer in the Informatics Education Department of Electron-
ics Engineering at Universitas Negeri Padang (UNP). She was appointed as a lecturer
in 2015. She completed her Master’s degree in Technology and Vocational Education at
Universitas Negeri Padang in 2014. Her research passion includes educational technol-
ogy, multimedia, blended learning, digital learning, virtual learning environments, and
TVET. Apart from being a lecturer, she is also an assessor of the Sekolah Penggerak
Programme at the Ministry of Education and Culture and an assessor at the National
Accreditation for Schools and Madrasa (BANSM) of West Sumatra. (e-mail: mlativa@
ft.unp.ac.id).
Article submitted 2022-09-23. Resubmitted 2022-10-26. Final acceptance 2022-10-26. Final version
published as submitted by the authors.
20
http://www.i-joe.org