Nurlaila Hayati, Asep Kadarohman, Wahyu Sopandi
As a means to encourage participation in bi/polyfunctional organic chemistry courses, students were assigned the learning media design project for a specific bi/polyfunctional organic compound topic. This study aims to analyse the learning media as the product of the project designed by students. Students had the freedom to choose how to produce their learning media in groups as long as the product could be a media that integrates digital technology to explain the organic chemistry topic. Learning media products were analysed descriptively and the project report was analysed based on design engineering process stages. The results of product analysis showed students successfully integrated more than one digital technology into their learning media. Learning media products varied depending on the students' preferences. Two groups of students made the same kind of product, i.e. slide shows, leaflets, and posters. Meanwhile, only one group made a video and e-module. Furthermore, analysis of the design engineering process showed some groups of students did not include problem analysis and evaluation stages. Some students were unaware of these stages. Based on this result, the application of the design project method must pay more attention to the instruction of defining problem analysis and evaluation stages. © School of Engineering, Taylor's University.
Universitas Pendidikan Indonesia, Bandung, Indonesia
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