THE CONCEPT OF TEACHING MATERIAL DEVELOPMENT IN MODERN LEARNING FROM THE PERSPECTIVE OF LEARNING THEORY
DOI:
https://doi.org/10.26418/jurnalkpk.v9i3.105839Keywords:
Learning Theory, Modern Learning, Teaching Material Development.Abstract
This article examines the development of teaching materials in modern learning by drawing on key learning theories. Rapid advances in information and communication technology have shifted learning needs, requiring materials that are adaptive to contemporary students’ characteristics. Using a literature review method, the study analyzes how Constructivism, Behaviorism, and Cognitivism serve as theoretical foundations for designing effective technology-enhanced teaching materials. The findings highlight that strategically integrating these theories not only strengthens student engagement but also improves learning outcomes. This article contributes a clearer framework for applying learning theories in the development of digital teaching materials and offers concrete examples of classroom implementations that enhance interaction and motivation. The study provides practical insights for educators and developers seeking to design relevant and theory-driven materials in an increasingly dynamic digital learning environment.References
Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The impact of COVID-19 to Indonesian education and its relation to the philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9
Alemu, B. M. (2020). Integrating ICT into teaching-learning practices: Promise, challenges and future directions. International Journal of Education and Development using ICT, 16(2), 112–127. https://www.learntechlib.org/p/216236/
Alessi, S. M., & Trollip, S. R. (2019). Multimedia for learning (4th ed.). Pearson.
Anderson, T. (2016). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging technologies in distance education (2nd ed., pp. 23–40). Athabasca University Press. https://doi.org/10.15215/aupress/9781771991490.01
Branch, R. M. (2018). Instructional design: The ADDIE approach (2nd ed.). Springer. https://doi.org/10.1007/978-0-387-09506-6
Bruning, R. H., Schraw, G. J., & Norby, M. M. (2019). Cognitive psychology and instruction (6th ed.). Pearson.
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Downes, S. (2020). Recent work in connectivism. European Journal of Open, Distance and E-Learning, 22(2), 113–132. https://doi.org/10.2478/eurodl-2019-0014
Educause. (2021). EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE. https://www.educause.edu/horizon-report-teaching-and-learning-2021
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice (2nd ed.). Teachers College Press.
Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age? Medical Teacher, 38(10), 1064–1069. https://doi.org/10.3109/0142159X.2016.1173661
Harasim, L. (2017). Learning theory and online technologies (2nd ed.). Routledge. https://doi.org/10.4324/9781315716831
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.
Hidayat, S., Perdana, R., & Sulistyo, B. (2020). Analisis kesiapan guru dalam pembelajaran daring di sekolah dasar. Jurnal Pendidikan Dasar Nusantara, 6(2), 121–134. https://doi.org/10.29407/jpdn.v6i2.14842
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Kim, T., Cho, M., & Lim, J. (2018). Behaviorism and instructional design. Journal of Educational Technology, 35(2), 45–58.
Kopcha, T. J., Rieber, L. P., & Walker, B. B. (2020). Understanding instructional design in the 21st century. Educational Technology Research and Development, 68(5), 2685–2701. https://doi.org/10.1007/s11423-020-09816-3
Mayer, R. E. (2017). Using multimedia for e-learning. Journal of Computer Assisted Learning, 33(5), 403–423. https://doi.org/10.1111/jcal.12197
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. https://doi.org/10.1371/journal.pmed.1000097
OECD. (2020). Education responses to COVID-19: Embracing digital learning and online collaboration. OECD Publishing. https://www.oecd.org/coronavirus/policy-responses/education-responses-to-covid-19
Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017). Development of a problem-based learning model via a virtual learning environment. Kasetsart Journal of Social Sciences, 38(3), 297–306. https://doi.org/10.1016/j.kjss.2017.01.001
Rahmatullah, R., In’am, A., & Syaifuddin, M. (2021). Constructivism-based learning to improve critical thinking skills. European Journal of Educational Research, 10(4), 1639–1650. https://doi.org/10.12973/eu-jer.10.4.1639
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3–10. http://www.itdl.org/Journal/Jan_05/article01.htm
Skinner, B. F. (2014). Contingencies of reinforcement: A theoretical analysis. B. F. Skinner Foundation.
Skinner, B. F. (2014). Science and human behavior. Harvard University Press. https://doi.org/10.1037/11256-000
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339. https://doi.org/10.1016/j.jbusres.2019.07.039
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373717
UNESCO. (2022). Reimagining our futures together: A new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000381560
Veletsianos, G. (2020). Learning online: The student experience. Johns Hopkins University Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Zainuddin, M., Habibi, A., & Hakim, B. (2020a). Development of STEM-based e-module to improve students’ learning outcomes. International Journal of Interactive Mobile Technologies, 14(5), 123–134. https://doi.org/10.3991/ijim.v14i05.13395
Zainuddin, M., Habibi, A., & Hakim, B. (2020b). STEM-based e-module in digital learning. International Journal of Interactive Mobile Technologies, 14(5), 102–117. https://doi.org/10.3991/ijim.v14i05.13379
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 17(39), 1–27. https://doi.org/10.1186/s41239-020-00200-8
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Amandus Yonatan
This work is licensed under a Creative Commons Attribution 4.0 International License.
An author who publishes in Jurnal Kajian Pembelajaran dan Keilmuan agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgment of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
