Faridah Khurotul Ain, Nur Qudus

The Implementation of Interactive E-Books in the TEFA Learning Model to Improve Students’ Cognitive Abilities

Introduction

The implementation of interactive e-books in the tefa learning model to improve students’ cognitive abilities. Interactive e-books in the TEFA learning model significantly enhance vocational students' cognitive abilities, particularly in accounting. Proving highly feasible, practical, and effective.

Abstract

Vocational High Schools (SMK) play a crucial role in preparing their graduates to work in both industry and the professional workforce. The learning process is expected to be carried out optimally by teachers to ensure quality education. Based on observations at SMKS Kerabat Kita Bumiayu, it was found that the TEFA learning model being developed has not yet been supported with adequate teaching materials that facilitate students’ cognitive understanding in the classroom. This highlights the need for integrating technology in the form of interactive e-books to support the learning process of vocational students. The objective of this study is to analyze the feasibility, effectiveness, and practicality of interactive e-books in learning, as well as to examine whether their implementation can improve students’ cognitive learning outcomes The research design employed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) as the development framework. Data analysis in this study assessed the feasibility, practicality, and effectiveness of the interactive e-book. The results of media expert validation indicated an average score of 4.54 (highly feasible), while the subject matter expert validation yielded an average score of 4.50 (highly possible). The practicality test conducted by users achieved an average score of 99.5% (highly practical). The effectiveness test, carried out through pretest and posttest, significantly improved students’ cognitive scores. This study concludes that the developed interactive e-book is highly feasible, practical, effective, and significantly enhances students’ mental abilities, particularly in the elements of basic accounting and banking principles and concepts within the subject of Fundamentals of the Accounting Program

Review

The paper presents a timely and relevant investigation into the integration of interactive e-books within the TEFA learning model at Vocational High Schools, specifically addressing the observed lack of adequate teaching materials to support students' cognitive understanding. The study's objective to analyze the feasibility, effectiveness, and practicality of these e-books in improving cognitive learning outcomes is well-articulated. Utilizing the robust ADDIE model for development, the research demonstrates compelling positive results across all evaluation criteria, including strong expert validation (media and subject matter), high user practicality, and a significant improvement in students' cognitive scores as evidenced by pre-test and post-test data. These findings strongly support the potential of the developed interactive e-book to enhance learning in the Fundamentals of Accounting Program. While the abstract clearly highlights the positive outcomes, it would benefit from providing more specific details to enhance the methodological transparency and empirical rigor. For instance, the abstract does not mention the sample size or demographics of the students involved in the practicality and effectiveness tests, which are crucial for assessing the generalizability of the findings. Furthermore, while a "significant improvement" in cognitive scores is reported, including specific statistical measures such as p-values, effect sizes, or even average score differences would provide a stronger quantitative basis for the claim. Clarification on the specific theoretical mechanisms through which interactive e-books are hypothesized to improve cognitive abilities within the TEFA model would also add valuable depth to the study's discussion. This study makes a valuable contribution to the field of vocational education technology by offering a practical and empirically supported solution for improving learning outcomes through interactive teaching materials. The comprehensive development and evaluation process, including expert validation and empirical effectiveness testing, makes a strong case for the utility of interactive e-books in vocational settings. Given the clear evidence of feasibility, practicality, and effectiveness, the findings are highly relevant for educators and curriculum developers seeking to leverage technology for enhanced student engagement and cognitive development. This paper is recommended for publication, contingent on the full manuscript addressing the aforementioned methodological and statistical details.

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