Practical E-Module Using Flipbook Maker as A Solution For Visual Learner Type Students

Abstract

This study addresses the development of a cognitive-based e-module for Technical
Drawing courses in Fine Arts Education, aiming to enhance students’ procedural
and motor skills through structured, stepwise learning. Post-pandemic shifts
toward hybrid learning have highlighted the need for digital instructional materials
that integrate enactive, iconic, and symbolic representation stages as proposed by
Bruner. Employing a Research and Development approach with the ADDIE
model, the study conducted curriculum, instructional, and student analyses to
design, develop, implement, and evaluate the e-module. The sample collection
used a totally sampling technique for subjects in this study, namely 25 fine arts
education students taking the Technical Drawing course. Validation by experts
yielded an average Aiken’s V of 0.951 and ICC of 0.855, indicating high validity
and reliability. Implementation with pretest-posttest design demonstrated
significant improvement in students’ orthogonal projection skills, with mean
scores increasing from 60.22 to 77.13 and N-gain of 0.73. The paired t-test results
were t(24) = 12.00, p < .001 and Cohen's d effect size measurement value was
2.40. Findings confirm that the e-module effectively supports independent,
structured learning, bridging gaps in procedural comprehension and practical
application. The study contributes to digital pedagogy in art and vocational
education, providing a validated model for hybrid learning environments that
enhances cognitive, procedural, and psychomotor competencies.