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