The document describes a study that evaluated a model for an online Child Development Psychology (CDP) tutorial course at the Indonesia Open University (IOU) which integrated Facebook and digital references. The study found that while the model was helpful for improving student understanding, it did not significantly increase student enrollment in the course. Strengths of the model included facilitating communication through a Facebook group and providing additional learning materials through linked digital references. However, not all Facebook group members were actively engaged. The study concluded that additional strategies are needed to improve student participation in the online CDP tutorials.

1. Facebook and Digital References Integration
for Child Development Psychology (CDP)
Online Tutorial Model
Mukti Amini, S.Pd, M. Pd
Faculty of Teacher Training and Education,
Indonesia Open University
email: muktiamini@ut.ac.id
OCW
Consortium
2013

2. Introduction
 Child Development Psychology is is one of the subjects for ECEP
students in IOU, which provided tutorial assistance, in the form of
online tutorials given to students in the first semester.
 Participation rate of students taking this course online tutorial very
low (65 of 18. 398 new students in semesters 1 or only 0.35%)
 Facebook users in Indonesia was ranked the 2nd world (26,277,000
people).
 The use of mobile phones in Indonesia is currently very
high, covering 60% of the population.
 Facebook is easily accessible via HP, including HP low end.
 Initiation materials for Child Development Psychology MK still text
based, has not been associated with a variety of digital reference

3. Formulatian Problem & The purpose of Study
Formulation problem:
to evaluate the CDP model online tutorials through Face book integration
and digital reference
The Purpose of study
1. Describe the CDP online tutorial model by integrating Facebook and
digital references
2. See the effectiveness of the CDP online tutorial model through
Facebook and digital references integration

4. References (1) - Tutorial
 Tutorial means to teach others or providing learning assistance
to someone.
 Online tutorials is one form of a tutorial. Online tutorial in IOU
prepared by making 8 material initiations and 3 assignments
 This online tutorial, as well as face-to-face tutorials, have a
certain time for each virtual meetings, not available at all times.
 To be able to access the material online tutorial at
IOU, students must register in advance and must have an
electronic mail address.

5. References (3) - Facebook
 Facebook was originally named The Facebook
was created in 2006 by a Harvard University
student, Mark Zuckerberg
 Facilities on Facebook which lets make it open
or closed group for people who have the same
interests and tendencies that can be used also in
the study, including the lecturers/tutors with
students.

6. References (4) –Digital References
 Various well-based digital reference text, images, and
short film, can be easily found on the internet currently.
 IOU has also provided a variety of digital references
such as supplement web, digital libraries, Learning
Object Materials (LOM), the materials are summarized
in Guru Pintar Online (GPO), as well as short films are
summarized in ITV.
 Digital references that can be used by anyone can be
categorized as Open Course ware (OCW).

7. References (5) – Child Develoment Psychology
 Child Development Psychology (CDP) is one of the
courses provided in the ECEP in IOU, consist of 3
credits and tutorial support service is provided online.
 The material on this online tutorial covering 8 topics.
Besides that, there are 3 asignments for students to be
done.
 Linked with a various of digital reference, especially
those that have been provided by IOU, need to be
included in online tutorial, so it can be 'forced' to
students learn the various references.

8. Methodology
 The methods in this study is a descriptive, which
describes the findings of the data in the field.
 The place of study limited in Serang UT’s
region, precisely in the Tangerang study group
 Respondents in this study were students of
semester 1 of ECEP students, totaled 87
students, that listed as participants CDP online
tutorial
 The instrument used was a
questionnaire, interview, and document analysis

9. Result and Discussions (1)
Description Child Development Psychology Online Tutorial Model
with Facebook and Digital References Integrate
1. Looking for a variety of connection materials, and categorizing for each
initiation.
2. Uploading material terms. The source of many references were
made ​​separately in another file to students look easily (by clicking the
material).
3. Notify all participating students on beginning CDP online tutorial through
electronic message that is sent to all participants CDP online tutorial.
4. Ask the students (through a message) to learn the material and doing their
asignments.
5. Send a message to all participants to add CDP tutor as a friend on
Facebook.
6. Tutor confirm friend requests from students and identify them to be a
member of a Facebook group.

10. Result and Discussions (2)
Description Child Development Psychology Online Tutorial Model
with Facebook and Digital References Integrate
7. Tutors create a Facebook group for CDP online tutorial participants
8. Creat introduction post about the new group and invite students to give a
post, comment or ask in the Facebook group.
9. Relevance digital references is posted on this grup and ask students to
learn them.
10. The same questions of students are grouped together so that the tutor did
not answer similar questions repeatedly. Students are directed to learn
anymore the old post if the question was similar.
11. Through Facebook group, CDP tutor remindering members about limit
time to do asignments, so that no student is too late doing the asignments.
12. Through Facebook group, CDP tutor also post many important
informations.

11. Result & Discussion (3) - Face book Group

12. Result & Discussion (4) – Facebook Group
22 members

13. Result & Discussion (5) - Linked Digital References
Linked digital
references on
CDP initiation

14. Result - OCW (web suplement)

15. Result & Discussion (6)
Evaluation CDP online tutorial model
Student Opinion After Trial
No. Item Yes (%) No (%)
1. Active in the Facebook group for student 24 76
2. Facebook and digital references
integration for online tutorials should be
developed for other subjects
95 5

16. Result & Discussion (7)
12%
16%
23%
16%
33%
Frequency of accesing CDP online tutorial
initiation
2-5 in a week
Once a week
2-3 weeks once
once a month

17. Result & Discussion (8)
51%
27%
14%
0%
8%
Learn CDP Online
Tutorial Initiation
Never
Yes, 1-2 initiation
only
Yes, 3-5 initiation
Yes, 6-7 initiation
Yes, the entire
initiation

18. Result & Discussion (9)
42%
13%
21%
24%
Do Assignment in CDP
Online Tutorial
Never
Yes, only one
Yes, 2 assignments
Yes, 3 assignments

19. Result & Discussion (10)
40%
40%
14%
6%
Acces and Learn the Digital References
Links at CDP Tuton or Facebook Group
Never
Yes, but a little
Yes, most of them
always

20. Result & Discussion (11)
36%
37%
27%
Type of activity in the Facebook group for
CDP online tutorial
Read the post
Comment on the
post
Post an article /
image/link

21. Result & Discussion (12)
No Aspek Criteria
1. Digital references Link
help participants to
understand
Very
useful
Quite Helpful Somewhat
helpful
Not helpful
% 39.6 34.0 22.6 3.8
2. The useful of Facebook
group for CDP online
tutorial
Very
useful
Quite useful Somewhat
helpful
Not helpful
% 47,5 37,5 7,5 7,5
Opinions about Facebook Groups
and Digital Reference Link

22. Conclusion (1)
 Model tutorial that was designed for CDP online tutorial is to modify the
tutorial initiations enriched with appropriate topic link and integrate
participants into Facebook group to facilitate communication and sharing
information.
 Model development CDP online tutorials on the benefit aspect is quite
helpful in improving student understanding of the initiations and the ease of
getting information as directly connected to Facebook.
 But in terms of enrollment, the development of this model has not been able
to effectively increase student enrollment.

23. Conclusion (2)
Strength
1. Online tutorial integration with Facebook can be used for
communications and information which is more flexible and
accessible among participants with a tutor.
2. Facebook group enough help to remind students and also ask
questions about online tutorials, than sending a message in the
email participants.
3. Link digital references from other portal-based text and non-text,
enough to help students better understand the initiations in the
online tutorial

24. Conclusion (3)
Weakness
 The participation rates from CDP online tutorial have not
improved significantly although the initiation is integrated with
Facebook and linked various digital references.
 Not all members of the group in Facebook active in the comment
or post something.

25. Recommendation
 For CDP tutor: need to find other ways to improve
the participation of students in the CDP online
tutorial
 For ECEP-IOU students: don’t only focus the score
in the online tutorials, but also follow the process to
really learn all the material and do the assignments
given

26. Thank You