Development and Preliminary Evaluation of a Bilingual Interactive Citizenship Education Concept Module for Pre-Service Primary Teachers
DOI:
https://doi.org/10.58230/josse.v3i3.998Keywords:
Bilingual Interactive Module, Citizenship Education, Pre-service Primary Teachers, Dick and Carey Model, Formative EvaluationAbstract
Bilingual resources that integrate national civic content with global citizenship perspectives are essential in pre-service primary teacher education. This study developed and conducted a preliminary evaluation of an Indonesian–English interactive module for the Citizenship Education Concept course. The development process followed the Dick and Carey model, encompassing learner and context analysis, formulation of performance-based objectives, instructional strategy and material development, and formative evaluation. An initial questionnaire administered to 37 students assessed their perceptions of the quality of existing instructional media and their self-reported learner autonomy. After implementation, a post-use survey completed by the same cohort, consisting of 30 closed-ended statements and four open-ended questions, evaluated technical usability, content quality, bilingual presentation, interactive learning, and visual design. As the instruments measured distinct constructs and employed different response scales, data were analyzed separately using descriptive statistics, and written responses were summarised thematically. The initial assessment produced 86.42% of the maximum possible score for the perceived quality of existing instructional media and 77,97% for learner autonomy. The post-use evaluation yielded an overall score of 90,99%, with consistently high ratings for bilingual presentation (91,57%), content quality (91,49%), technical usability (91,35%), interactive learning (90,18%), and visual design (90,16%). Students highlighted the value of navigation, videos, quizzes, visual layout, and the bilingual format, while also identifying areas for technical and pedagogical improvement. The module was deemed relevant to user needs and highly feasible for pre-service primary teacher education. These findings offer preliminary formative evidence of perceived feasibility and provide a foundation for future outcome evaluation.
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