Instructional Design for Computer Assembly Using Mobile Learning-Supported Flipped Classroom in Vocational High Schools

Aan Anwarik; Robinson Situmorang; Eveline Siregar

doi:10.33578/pjr.v10i5.1749

Authors

Aan Anwarik State University of Jakarta, Indonesia Author
Robinson Situmorang State University of Jakarta, Indonesia Author
Eveline Siregar State University of Jakarta, Indonesia Author

DOI:

https://doi.org/10.33578/pjr.v10i5.1749

Keywords:

computer assembly, flipped classroom, mobile learning, instructional design, feasibility, vocational high school

Abstract

This study aimed to develop and design computer assembly instruction using a mobile learning-supported flipped classroom approach and to evaluate its feasibility for Grade X students at SMK Tahta Syajar, Bekasi City. The study employed Research and Development (R&D) using Atwi Suparman’s Instructional Development Model (MPI), with formative evaluation limited to expert review. The development produced a 12-session instructional design package integrating pre-class mobile learning, in-class hands-on practice, and after-class consolidation. The package included text and video materials, preliminary questions, student worksheets, readiness and connector checklists, formative assessments, reflections, and performance rubrics. Feasibility was evaluated by one subject-matter expert, one instructional-design expert, and one learning-media expert using five-point Likert questionnaires and descriptive percentage analysis. The overall expert-assessed feasibility score was 82.38%, categorized as highly feasible. The product’s novelty lies in integrating instructional design, mobile learning, flipped classroom sequencing, physical computer assembly practice, occupational safety, and performance assessment within a single 12-session learning system. However, the study was limited to expert validation. No individual, small-group, or field student trials were conducted, and no practicality, usability, learning-outcome, or effectiveness data were collected. Therefore, the 82.38% result should be interpreted only as evidence of expert-assessed feasibility after revision, not as evidence of effectiveness. Further research is required to test the practicality and effectiveness with students.

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