Research Article
Validity of Engineering Mechanics Teaching Materials Using the Analysis, Design and Development (ADD) Stage
@INPROCEEDINGS{10.4108/eai.30-11-2023.2346976, author={Erma Yulia and Benyamin Situmorang and Binsar M Pakpahan and Riski E. Siregar}, title={Validity of Engineering Mechanics Teaching Materials Using the Analysis, Design and Development (ADD) Stage}, proceedings={Proceedings of the 5th International Conference of Educational Science, ICONSEIR 2023, 30 November 2023, Medan, Indonesia}, publisher={EAI}, proceedings_a={ICONSEIR}, year={2024}, month={8}, keywords={validity engineering mechanics add}, doi={10.4108/eai.30-11-2023.2346976} }- Erma Yulia
Benyamin Situmorang
Binsar M Pakpahan
Riski E. Siregar
Year: 2024
Validity of Engineering Mechanics Teaching Materials Using the Analysis, Design and Development (ADD) Stage
ICONSEIR
EAI
DOI: 10.4108/eai.30-11-2023.2346976
Abstract
The foundations of mathematical analysis are taught in the Engineering Mechanics course, which helps students overcome material strength issues when accepting loads, both static loads and dynamic loads, where students are required to solve cases in the field by mastering three concepts, namely the concepts of mathematics, physics and mechanics. So far, problem-oriented engineering mechanics learning materials in the field have not been available. The aim of this research is to obtain the validity of engineering mechanics teaching materials based on problem solving in the field. The research began by developing engineering mechanics teaching materials. As a reference in developing teaching materials using the ADD (Analysis, Design, Development) development model which was adapted from the ADDIE model. A Likert scale is used in the validation assessment criteria by education material professionals, through a trial questionnaire with category scores 5, 4, 3, 2, and 1 are analyzed descriptively, namely very good, good, fairly good, poor, and very poor, respectively. The research results showed that for specialists in learning media, learning design, and materials, the viability values were 85.3%, 89.0%, and 90.0%, respectively. Consequently, it may be said that problem-based learning-based engineering mechanics teaching materials developed are very valid for implementation.
