MOOC-Based Digital Teaching Materials with a Case Method Approach for Improving Students’ Understanding of Hindu–Buddhist Kingdom History

Danu Eko Agustinova; A Aman

doi:10.35445/alishlah.v18i2.9756

MOOC-Based Digital Teaching Materials with a Case Method Approach for Improving Students’ Understanding of Hindu–Buddhist Kingdom History

Danu Eko Agustinova, A Aman

Abstract

Digital teaching materials are increasingly needed to support flexible and interactive history learning in higher education. However, the integration of MOOC-based learning with case method pedagogy remains limited, particularly in topics related to the Hindu–Buddhist Kingdoms in Indonesia. This study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product was a MOOC-based digital teaching material that integrated historical content, visual media, maps, infographics, simulations, and case-based exercises. The implementation involved 33 students from History Education study programs in state universities in the Yogyakarta and Semarang regions. Data were collected through observation, interviews, focus group discussions, documentation, and pretest-posttest assessments. The quantitative data were analyzed using the Shapiro–Wilk normality test and the Wilcoxon Signed-Rank Test. The findings showed an increase in students’ learning outcomes after the intervention. The mean pretest score was 70.00, while the mean posttest score increased to 83.06. The Wilcoxon Signed-Rank Test indicated a statistically significant difference between pretest and posttest scores (p < 0.05), suggesting improved understanding of the Hindu–Buddhist Kingdom material after using the MOOC-based digital teaching materials. The findings indicate that MOOC-based digital teaching materials integrated with the case method have potential as an alternative instructional resource for history learning in higher education. However, this study measured learning outcomes rather than critical thinking or 4C skills directly. Further studies using control groups and validated instruments are needed to examine broader competency development.

Keywords

MOOC-based learning; digital teaching materials; case method; history education; Hindu–Buddhist Kingdoms

References

Adewale, M. D., Azeta, A., Abayomi-Alli, A., & Sambo-Magaji, A. (2024). Impact of artificial intelligence adoption on students’ academic performance in open and distance learning: A systematic literature review. Heliyon, 10(22), e40025. https://doi.org/10.1016/j.heliyon.2024.e40025

Aploludin, A., Hiasa, F., Marlina, S., Husnita, L., Ristiani, R., Nurbaya, N., Tarmon, G., Listiani, H., Inayah, S., Supriyadi, E., Nuraeni, Z., Prasetyaningrum, D. I., Rusli, T. S., Kurniadi, E., & Pujiadi, P. (2024). Strategi pembelajaran inovatif. EDUPEDIA. https://www.researchgate.net/publication/383242431_STRATEGI_PEMBELAJARAN_INOVATIF

Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer. https://doi.org/10.1007/978-0-387-09506-6

Bytautas, M. (2022). The manifestation of students’ critical thinking in socially sensitive sexuality education curriculum. Pedagogika, 146(2), 184–208. https://doi.org/10.15823/p.2022.146.10

Castro, M. P. (2020). Challenge based learning: Innovative pedagogy for sustainability through e-learning in higher education. Sustainability, 12(10), Article 4063. https://doi.org/10.3390/su12104063

Coccia, M. (2019). Why do nations produce science advances and new technology? Technology in Society, 59, Article 101124. https://doi.org/10.1016/j.techsoc.2019.03.007

Field, A. P. (2024). Discovering statistics using IBM SPSS Statistics. Sage. https://books.google.com/books/about/Discovering_Statistics_Using_IBM_SPSS_St.html?hl=id&id=83L2EAAAQBAJ

Garcés-Prettel, M. (2020). Influence of family and pedagogical communication on school violence. Comunicar, 28(63), 73–82. https://doi.org/10.3916/C63-2020-07

Ho, F. K. W. (2015). Physical activity improves mental health through resilience in Hong Kong Chinese adolescents. BMC Pediatrics, 15, Article 48. https://doi.org/10.1186/s12887-015-0365-0

Kaluge, L., Ni, F. O., & Malang, K. (2025). Implementation of inquiry-based history learning as an effort to improve the critical thinking skills of SMAN 1 Penukal students. International Conference on Interdisciplinary Studies, 1(1), 255–265. https://doi.org/10.31316/icis.v1i1.9286

Lorenzo, F. (2017). Historical literacy in bilingual settings: Cognitive academic language in CLIL history narratives. Linguistics and Education, 37, 32–41. https://doi.org/10.1016/j.linged.2016.11.002

Lyddon, W. J., & Alford, D. J. (1993). Constructivist assessment: A developmental-epistemic perspective. In G. J. Neimeyer (Ed.), Constructivist assessment: A casebook (pp. 31–57). Sage Publications. https://psycnet.apa.org/record/1995-98218-002

Malay, I., Sihotang, S. Y., Sembiring, T., Febriansyah, D. A., & Khairunisa, V. (2024). Increasing student learning motivation in junior high school students through collaborative learning methods. Proceeding of International Conference on Education, Society and Humanity, 2(1), 1718–1722. https://ejournal.unuja.ac.id/index.php/icesh/article/view/8096

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Pratama, A. W. (2025). Optimalisasi efektivitas pembelajaran matematika melalui integrasi pendekatan realistic mathematics education (RME) dan metode STEAM di Madrasah Tsanawiyah. Prosiding Seminar Nasional Pendidikan FPMIPA. https://prosiding.ikippgribojonegoro.ac.id/index.php/fpmipa/article/view/3285

Reyes-Parra, P. A., Navarro-Roldán, C. P., & Fernández, A. S. (2024). Historical and critical thinking in the educational context: A systematic review. Panta Rei, 18, 269–291. https://doi.org/10.6018/pantarei.611711

Ruipérez-Valiente, J. A. (2020). Using multi-platform learning analytics to compare regional and global MOOC learning in the Arab world. Computers & Education, 146, Article 103776. https://doi.org/10.1016/j.compedu.2019.103776

Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, Article 101860. https://doi.org/10.1016/j.cedpsych.2020.101860

Schunk, D. H. (2012). Learning theories: An educational perspective. Pearson. https://books.google.com/books/about/Learning_Theories.html?hl=id&id=FZq4cQAACAAJ

Schunk, D. H. (2022). Learning theories: Educational perspectives (8th ed.). Pearson.

Susilo, A., & Sarkowi, S. (2018). Peran guru sejarah abad 21 dalam menghadapi tantangan arus globalisasi. Historia: Jurnal Pendidik dan Peneliti Sejarah, 2(1), 43–50. https://doi.org/10.17509/historia.v2i1.11206

Thorp, R., & Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891–901. https://doi.org/10.1080/00131857.2020.1712550

Vhalery, R., Setyastanto, A. M., & Leksono, A. W. (2022). Kurikulum Merdeka Belajar Kampus Merdeka: Sebuah kajian literatur. Research and Development Journal of Education, 8(1), 185–201. https://doi.org/10.30998/rdje.v8i1.11718

Wineburg, S. S. (2018). Why learn history (when it’s already on your phone). University of Chicago Press.

Yin, R. K. (2014). How to do better case studies: With illustrations from 20 exemplary case studies. In L. Bickman & D. J. Rog (Eds.), The SAGE handbook of applied social research methods (pp. 254–282). Sage. https://doi.org/10.4135/9781483348858.n8

DOI: https://doi.org/10.35445/alishlah.v18i2.9756