CHAPTER I

INTRODUCTION

A. BACKGROUND

Applied research aims to solve practical problems or produce new products. The results
of this study can be used directly by people who are interested in the research. Neuman through
Mulyaningsih (2011: 51) suggests that in applied research, there are four kinds of research,
namely Action Research, Experiment, Evaluation, and Research and Development. This paper
will only focus on Research and Development (Research R & D).

Research development is different from Research and Development (research and

development). The difference lies in research and development is a type of research that
develops a product or create a product that is useful for the advancement of a particular field in
accordance with the needs of the community at the time while development research does not
produce the product at the end of his research. When compared with other fields, the progress of
education is felt to be slow. Gall and Borg (1983) pointed out that this was due to lack of funding
and lack of research and development (R & D) roles. Therefore R & D is considered appropriate
in developing learning models for further improvement of education. To gain more detailed
knowledge of R & D, the explanation is discussed in the next chapter.

B. FORMULATION

After the discussion and based on the background of the problem obtained several problems,
namely:

1. What is research and development (R & D)?

2. How are the steps in research and development (R & D)?

3. What are the models of development and research (R & D)?

4. What are the shortcomings and advantages of development and research (R & D)?

5. How are tips on conducting research and development (R & D)?

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C. OBJECTIVES

The purpose of writing this paper is to:

1. explain the understanding of research and development (R & D)

2. explain the steps of research and development (R & D)

3. explain the models of development and research (R & D)

4. mention the shortcomings and advantages of development and research (R & D)

5. mention the tips in conducting research and development (R & D)

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 CHAPTER II

DISCUSSION

A. Definition of R & D

Research and development research (Research and Development), also called research-
based development, is a research method that develops new products and refines existing
products. The product in question is longitudinal or gradual. This is supported by the opinion of
Richey and Klein (2007) through Emzir (2012: 264), defines R & D as "the systematic study of
design, development and evaluation processes with the aim of establishing an empirical basis for
the creation of instructional and non-instructional Products and tools and new or enhanced
models that govern their development ". R & D consists of cycles in which a product version is
developed, field-tested, and revised based on field data (Gall & Borg, 1983).

R & D research is a bridge between research education and educational practice because
the main purpose of R & D research is to apply knowledge (generated by educational research)
and incorporate it into a product that can be used in school (Gall & Borg, 1983). In contrast to
other research, R & D aims to develop and validate educational products using steps called R &
D cycles. This cycle generally consists of a study of research findings related to the product to be
developed, a field test in the actual setting (in which the product will be used), and revised to
correct the deficiencies found in the field test phase. In order for the results to be more precise
and precise, the cycle is repeated until field data indicates that the product has reached its
destination.

B. Steps of R & D

In general the steps of research and development include:

1. Identification of the Problem

At this stage the identified problem is something that if utilized will have added value.
The problem obtained should be in accordance with empirical data that can be based on
other research reports, or documentation of other research reports, or documentation of
activity reports from the latest individuals or agencies.
2. Gathering information

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 Once the problem can be demonstrated factually and up-to-date, further information is
gathered as a specific product planning that is expected to address the problem and
requires a separate research method.
3. Product Design
Products produced in various R & D research. Product design can be realized in the form
of drawings or charts, so it can be used as a handle to assess and make it. Or in the form
of a system accompanied by an explanation of the mechanisms of system use, how to
work, and its advantages and disadvantages.
4. Design Validation
This process is an activity to assess whether the product design is rationally more
effective than the old one or not. Said rationally because in this process is still an
assessment based on rational thinking not including field facts. This assessment can be
done by bringing in experienced experts to assess the product so that further known
weakness and strength in a discussion forum. For example, research on the development
of models and learning tools of the team of experts in question is the expert of learning
technology, experts in the field of study in the same subjects, and the expert evaluation of
learning.
5. Repair Design
After the known weakness of the product is done experiment for design improvement.
The duty to improve the design is the researcher who wants to produce the product.
6. Product Trials
Initial product trial trials were conducted with simulated use of the product. After being
simulated it can be tested on a limited group. Testing is done with the aim to get
information whether the product is more effective than the old product.
7. Product Revisions
Product revisions are made because the tests are still limited so as not to reflect the real
situation and conditions, in the trials found weaknesses and deficiencies of developed
products, and data for the product can be captured through the users of the product.
8. Usage Trials
Once revised the product will be applied to a wider group. In this trial the product must
still be assessed for its shortcomings and obstacles that arise for further improvement.

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 9. A Final Product Revision
When in the use of products in a larger group there are deficiencies, the product
manufacturer must reevaluate how the product performs. From the evaluation of these
products can be used as a refinement and manufacture of new products again.
10. Preparation of Products
This stage is the final stage of R & D research.

If the product has been declared effective in several test times then the product can be applied
to mass group by making mass product. Validity and reliability in this study can be obtained
through expert judgment with techniques such as those conducted in survey research, quasi-
experiment, action research, etc.

C. R & D Models

There are several types of development in R & D research:

1. Model Development
2. Test Development
3. Development of Data-Based Management System
4. Development of Audio-Visual Media
5. Development of Learning System
6. Each of these types is described further in the following sub-chapters.

1. Model Development

The model developed in this case is the usual physical model presented in the form of
three-dimensional, narrative model in the form of writing or greeting, graphic model in the form
of charts or diagrams used for information more easily delivered, and models in the world of
education that is conceptual.

2. Development of the Test

This development model is mostly done by people developing new test devices for the
purpose of evaluation or preparation of question banks. To arrange the bank about the required

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standard items that have been tested both theoretically / qualitatively and empirically /
quantitatively.

3. Development of Data-Based Management System

Data-Based Management System (DBMS) is electronic data storage system in the

computer that aims to improve efficiency and effectiveness of work. The advantage of data
archiving using a DBMS is that it can store large amounts of data and easily retrieve it. The
DBMS can also avoid repeating the same virgin because in the DBMS can not enter the same
data more than once.

4. Development of Audio Visual Media

The development of audio-visual media requires two activities, namely the design of
media display and the design of media contents. The design of media content according to
Hackbarth (2011: 174) includes the stages:

a. Choose material,
b. Write a special purpose of program planning,
c. Select and organize the contents of the program,
d. Create storyboards,
e. Test storyboard with peers and learners revise storyboard based on test results,
f. Write a script in detail based on a complete storyboard,
g. Test and revise scripts,
h. Video production, record the sequence of activities that facilitate the process of
taking pictures, and edit the image.

Once the audio-visual media has been produced, the media developer still needs to test
the media's display and the effectiveness of the media in the learning process. The first test was
conducted by several media experts. The things that are tested include the display of images,
sounds, and content contained in the video. The second test is done by measuring the
effectiveness of the use of video media. During the use of video observation of the response of
learners in viewing the video. After the delivery of measurements of learning outcomes in
accordance with the learning objectives achieved.

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5. Development of Learning System

Learning system development stage develops input, process and output components. The
input component consists of the characteristics of learners and teachers, facilities and
infrastructure, and learning support tools. The process component focuses on strategies, models,
and learning methods. The output component is the result and impact of learning.

In this development model the researcher can choose one component but in its placement
should consider other system components. Mulyatiningsih (2011) provides two models of R & D
for the development of learning systems, namely 4D (Thiagarajan, 1974), ADDIE (Dick &
Carrey, 1996), plus a system approach.

A. 4D (Define, Design, Develop, and Disseminate)

Stages of 4D (four-D model) model developed by Thiagarajan (1974) include definitions,

design, development and dissemination.

1) Definition Stage (Define)

The objective at this stage is to define and define the learning requirements starting with the
objective analysis of the material constraints developed by the device. This stage includes 5 basic
steps, namely:

a. Analysis of the front end,

b. Student analysis,
c. Analysis of tasks.
d. Analysis of concepts, and
e. Formulation of learning objectives.

2) Stage of Planning (Design)

This stage aims to prepare prototype learning devices. This stage consists of four steps, namely,

a. Preparation of benchmark reference tests, is a first step that connects between the define
stage and the design stage. This test is a tool to measure the occurrence of behavioral
changes in students after teaching and learning activities,

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 b. Selection of media to suit the purpose, to deliver the subject matter,
c. The choice of format, ie can be done by examining the format of existing devices
developed in more advanced countries.

3) Development Stage (Develop)

This stage is performed to produce a revised learning tool based on expert input. This
stage includes:

a. device validation by experts followed by revisions,

b. the simulation is the operational activities of the teaching plan, and
c. limited trials with actual students.
d. The results of stages (b) and (c) are used as revised basis. The next step is to test further
with the students who correspond to the real class.

4) Distribution stage (Disseminate)

The purpose of this stage is

a. know the use of devices that have been developed on a wider scale such as in other
classes, in other schools, by other teachers, and
b. test the effectiveness of the use of the device in the KBM.

B. ADDIE (Analysis-Design-Develop-Implement-Evaluate)

The ADDIE model developed in the 1990s by Reiser and Mollenda is more generic. The ADDIE
model is described as follows.

1. Stage Analysis model, including: needs assessment, goal identification, task, context,
objectives, and skill analysis;
2. Stage Design includes the development of objectives, test items, and learning strategies;
3. Development Stage includes preparation of teaching materials;
4. Phase Implementation includes activities in support of instruction delivery
5. Phase Evaluation includes formative and dumative evaluation.

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 The end result of this stage is the evaluation and revision report of each stage to be used as
the revised reference of each stage as well as the overall feedback from the one made.

C. System Approach Model

In addition to the two models above, there is also a model Approach Model (System
Approach Model) proposed by Dick, Carey and Carey (2001, in Gall, Gall, & Borg: 2003). There
are 10 stages in this model, namely:

1) Goal Identification
This stage is to determine the purpose of making the learning model / program (after the
learner completes the instructional program) The instructional objectives can be derived
from the objectives list, performance analysis, Needs assessment, practical experience
with learning disabilities learners, analysis of people doing the job (Jobs Analysis).
2) Conducting Instructional Analysis
In this phase classification of learning objectives, step-by-step determination of what
people do when they do that goal (recognizing subordinate skills) and determination of
skills, knowledge, and attitude, which Known as the behavior behaviors (entry behaviors)
that learners need to be able to initiate Instructional.
3) Analyze Learners and Contexts
In this stage learner analysis, contextual analysis of place of learning and use, where they
will learn, and analysis of the context in which they will use it. The learner's skills,
choices, and attitudes that the learner has had will be used to design instructional
strategies.
4) Formulate Performance Objectives
Performance objectives are formulated from the skills identified in the Instructional
analysis. From these objectives, identifiable skills are to be learned, the conditions under
which the skills to be performed, and the criteria for successful performance.
5) Development of the Assessment Instruments
In this step developed parallel assessment points (benchmark reference test) to measure
the student's ability as predicted from the goal.
6) Development of Instructional Strategy

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 The Instructional Strategy section emphasizes components for developing learners'
learning including pre-instructional activities, content presentation, student participation,
assessment, and follow-up activities.
7) Development and Selection of Learning Materials
Learning materials can be teacher guides, modules, OHP transparencies, videocassettes,
multimedia-based computers, and web pages.
8) Design and Conduct Formative Evaluation of Instruction
There are three types of formative evaluation: one-to-one assessment, small group
assessment, and field test assessment. Each type of assessment provides different
information for the designer to use in improving learning.
9) Instructional Revision (Revise Instruction)
Learning strategies are reviewed and ultimately all these considerations are incorporated
into revisions to make them effective.
10) Design and Conduct Summative Evaluation
The results in the above phases serve as the basis for writing the required devices. The
device results are further validated and tested in class / implemented in a class with
summative evaluation. The use of the Dick and Carey model in the development of a
subject is intended to be
1. At the beginning of the learning process students or students can know and able to do
things related to the material at the end of learning,
2. Each component, especially learning strategies and learning outcomes are desired,
3. Explain the steps that need to be done in planning the learning design.

D. Advantages and Disadvantages of R & D

Advantages:

The advantages of R & D research (Gall & Borg, 1983; Gall, Gall, & Borg, 2003; (Plomp and
Nieven, 2007) include:

1. Able to address real and urgent needs through the development of solutions to a problem
while generating knowledge that can be used in the future.

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 2. Able to produce a product / model that has a high validation value, because through a
series of field trials and validated experts.
3. Encourage the process of product innovation / model is relentless so it is expected to
always find a model / product that is always actual with the present demand.
4. It is the link between theoretical and field research.

Disadvantages:

1. In principle requires a relatively long time, because the procedure to be followed is

relatively complex.
2. Can not be generalized completely, because R & D research is aimed at solving the
problem "here and now", and made by sample (specific), not population.
3. R & D research requires considerable resources and resources.

E. Tips on Implementing R & D

Furthermore, Gall, Gall and Borg (2003) recommend the following 7 things if you want to do R
& D research:

1. Plan time to plan and carry out the research project well.
2. In designing new learning products or programs, use / base on relevant research results
and research-based principles of instructional design.
3. Determine from the beginning, whether the program or the product is really needed and
whether there are competitors / rival products.
4. State the purpose of the program in a form that can be evaluated clearly.
5. If interested in R & D but does not have sufficient resources / funds, it is better to
conduct a sumative / formative evaluation of other R & D projects.
6. With considerable funding, if possible limit product development to only part of the R &
D cycle and avoid expensive media / tools.

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 CHAPTER III

CONCLUSION

A. Conclusion
R & D, one type of applied research, aims to develop and validate a product. The product
can be model, test, data-based management system, media and learning system. R & D is
a type of research that develops a product or creates a product that is useful for the
progress of a particular field in accordance with the needs of society in its time R & D
steps are problem identification, information gathering, product design, design validation,
design improvements, product trials, product revisions, usage trials, final product
revisions, and mass product creation. There are various R & D models; But basically
there are four stages, namely the determination of objectives and criteria, design,
development and validation, and product dissemination.

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