Developing Teaching Material of Research Methodology and Learning with 4D Model in Facilitating Learning During the Covid-19 Pandemic to Improve Critical Thinking Skill

: This research and development aimed to produce teaching materials for research and teaching methodology courses using the 4D model. Teaching materials were arranged based on a 4-D procedure: Define, Design, Develop and Disseminate. The validated teaching materials were tested through small groups of 30 students and large groups of 90 students. It collected data using observation, interviews, documentation, and questionnaires. The data were analyzed qualitatively by data reduction, data presentation


Introduction
Teaching materials can be developed from various sources in the form of data, facts, and information from research or literature studies. Students use teaching materials to study separately or in combination, which provides convenience in achieving learning objectives. Teaching materials become a guideline in the learning process containing the substance of the competencies learned (Efendi, 2014;Purnamasari et al., 2019;Solehana et al., 2019). Consideration of the need to develop teaching materials is essential to university teaching and learning activities. Teaching materials can make it easier for lecturers to learn and help students in education. The teaching materials developed to make the materials varied and guide for students. The results of the analysis of initial observations became the main reason for conducting development research (Tinja, Towaf, and Hariyono, 2017). Needs analysis is exciting for developing teaching materials (Alba, Akbar, and Nurchasanah, 2019).
Research and development of teaching materials for research and teaching methodology courses is an effort to improve student knowledge. This research is expected to get teaching materials following student learning needs. Learning activities become complete and meaningful with teaching materials (Puspasari et al., 2018;Sistriana et al., 2019). Meaningful learning relates new information to relevant concepts in one's cognitive structure (Harianto et al., 2019). Students gain comprehensive knowledge of the subject matter (Biduri et al., 2018).
The Covid-19 outbreak was first discovered in China, Wuhan City, which can infect the human respiratory system and cause death (Samudera, 2020). One of the impacts felt is in the education sector, where learning is carried out online from home based on a circular letter from the Minister of Education and Culture. In line with research conducted by (Dewi, 2020) students and students feel better learning face-to-face than studying online. Teaching materials with the development of print and files facilitate the lecture process during the Covid-19 pandemic. Files can be studied by students online. Developing teaching materials in courses packaged with e-learning can improve student learning outcomes (Djidu et al., 2021;Sejati et al., 2021;Vahlia, 2017). This research aimed to identify the subject matter of research and teaching methodology courses at FKIP USN Kolaka. The development aim is to produce products in the form of teaching materials for research and teaching methodology courses at FKIP USN Kolaka.

Research Method
The method used was research and development. Research and development of teaching materials research and teaching methodology adapted to 4-D measures based on Thiagarajan, Semmel, and Semmel (1974). There are four stages of the 4D model, namely, Define, Design, Develop, and Disseminate. This teaching material is intended explicitly for FKIP students, USN Kolaka, which is used as material in the Research and Teaching Methodology course. Research and Learning Methodology Teaching Materials were developed during the Covid 19 pandemic, namely from early March to the end of October. The definition and design stages begin the development of the 4D model teaching materials (Adriani et al., 2019), which can be seen in Figure 1. below: In the Define stage, an analysis was carried out on the subject that is the development target, namely students of the Language and Indonesian Education Study Program as the language. Students of the Mathematics Education Study Program as the Mathematics and Natural Sciences. Students of the Geography Education Study Program were the Social. Analysis of the concept of teaching materials to be developed and the formulation of objectives for developing teaching materials for Research and Teaching Methodology.
The Design stage was done by designing teaching materials, defining, and designing teaching materials. The researcher produced the Deepublish format as the basis for preparing teaching materials and selecting the configuration as a writing structure for teaching materials obtained from the FGD with the lecturers in charge of the courses. Using depublish format, the advantage of the depublish format is that the depublish format includes layout services, cover designs, and submission of ISBNs, thereby minimizing too many third parties involved in printing this book. FGD support in collecting research and development research data is beneficial for researchers to complete product development (Suyantiningsih, Munawaroh, and Rahmadona, 2016). The structure of the book can be used as a development reference, for example, a book at the Cambridge publisher (Prawindia et al., 2016).
The Develop stage begins after the teaching materials were compiled and validation was carried out. Validation of teaching materials includes material experts, learning design experts, and language experts. The validation results will be revised until criteria good or very good percentages are obtained to use the teaching materials as a Research and Teaching Methodology course. Expert validation is a necessity that development researchers must take to get corrected products from various expert views (Adriani et al., 2019;Arpan et al., 2018;Puspasari et al., 2018;Wahyudi, Nurhadi, and Pratiwi, 2018).
The teaching materials' test subjects produced are currently programming students or who have passed the Research Methodology course. A small trial of 10 students and a large group of 30 students in three selected study programs. Development with many test subjects improves the validation results (Adriani et al., 2019;Rusilowati, Nugroho, and Susilowati, 2016;Sistriana et al., 2019). Teaching materials will be disseminated to national publishers (Deepublish), which can later be distributed to the USN Kolaka library, FKIP Study Program reading rooms, partner campuses, and general bookstores. Disseminating is the final stage of 4D, as well as the dissemination of the development results (Laksono et al., 2017;Vahlia, 2017).
The data obtained are grouped into two, namely qualitative data and quantitative data. Qualitative data was obtained from observations at the research site. In contrast, quantitative data was obtained from responses from experts, lecturers, and students regarding the effectiveness of using the teaching materials produced. Data collection techniques were carried out in four ways: observation, interviews, documentation, and questionnaires. Questionnaire for expert validation and effectiveness testing. Questionnaires for general data and interview guidelines for in-depth interviews in the field.
The data analysis techniques used were quantitative and qualitative. Qualitative data analysis was used by grouping information from qualitative data into responses and suggestions for improvement. Qualitative data analysis was done with data reduction, data presentation, and drawing conclusions and verification. Quantitative analysis techniques were used to process data from expert review questionnaires as well as responses from lecturers and students. From the whole questionnaires, data were obtained in the form of direction, responses, criticism, and suggestions for improvement in the form of a Likert scale assessment. For this measurement, the type of Likert scale used was ordinal data in the form of code numbers which indicating categories. The categories can be interpreted as (1) very bad, (2) bad, (3) good and (4) very good. The results of this analysis are then used to revise the developed teaching material products. The results of this analysis are then used to revise the developed teaching material products. Data from the questionnaire was then taken by comparing the total score obtained with the total ideal score in one item times one hundred percent. Source: (Akbar, 2013;Suwastono, 2011)

Results and Discussion
The research results are data presentation based on the 4-D development model, consisting of the define, design, develop, and disseminate stages. The define stage defines the need for student teaching materials tailored to the research and teaching methodology courses. In line with previous research, the defined stage determines the conditions needed to develop teaching materials (Rangkuti et al., 2022). Therefore, it determines the conditions that need to be carried out based on the learning needs of students (Fajri & Taufiqurrahman, 2017). The initial draft of teaching materials is in the form of primary materials: the nature of teaching research, research methodology, types of research, initial section, literature review, methods, data, data analysis, and research proposals.
Suggestions from material expert validators and the decision of the writing team that is included in the draft of teaching materials are the addition of appropriate materials and, in particular methodological-specific materials. Specific material written per chapter is expected for students to focus on, and tiered studies are based on the material's structure. Students understand general concepts and then enter specific examples to be more understandable and effective in studying research and teaching methodology courses. In accordance with Suprihatin & Manik (2020) opinion, using appropriate material in teaching materials to be used in the learning process can increase student knowledge and ensure learning in class runs effectively.
The design of teaching materials results after consulting with material experts is the nature of research and teaching research, research methodology, types of research, introduction, theoretical studies, population, samples, research subjects, data, research instruments, data analysis, and research proposals. Validation of material experts is needed to develop teaching materials to adjust students' needs in the learning process (Priatna et al., 2019). It aligns with previous research that using appropriate material will make it easier for students to understand it clearly and easily (Coman et al., 2020).
The curriculum expert validator explained the connectivity of teaching materials to the needs of students by looking at the learning tools for the Research and Teaching Methodology course in the Semester Lecture Plan (RPS). Specific materials and characterizing scientific materials that will be studied in teaching materials should be included in the study of courses. The format for writing teaching materials should be more directed to the design of teaching materials because the primary teaching materials are used in the one-semester lecture process. The decision was taken based on suggestions from material experts. The curriculum focuses on preparing teaching materials according to the format of Dikti teaching materials because they are the leading guide in teaching research and teaching methodology courses. The findings in this study are supported by the opinion (Parmin & Peniati, 2012) that the preparation of teaching materials are adapted to the needs of students, and the materials are arranged according to the format of writing teaching materials so that students can quickly learn the teaching materials that have been developed.
At the design stage, the research team validated with design experts. The material format focuses on the Deepublish publisher format. The Deepublish model is widely applied in textbooks in Indonesia. Presentation per chapter contains an introduction (specific instructional objectives/learning objectives, the importance of studying chapter content, learning instructions for studying chapter content), presentation of material (according to the subject matter per chapter), summary, practice questions/assignments, and bibliography. The attachment section of teaching materials is equipped with semester lecture plans, lecture contracts, a resume of teaching materials, and a profile of the writing team.
At the development stage, the researcher began to write teaching materials based on the results of the analysis of the concept analysis that has been done. The product consists of an introduction, body, and closing. The use of instruments based on the Likert scale assessment is used to determine the results of the data validation of experts and students at the development stage (Akbar, 2013;Suwastono, 2011). The percentage of data validation results by material experts was calculated and matched with the eligibility criteria for teaching materials. Table 2 shows the presentation of the percentage data from the validation of the material. The calculation results of the percentage of all aspects of expert validation are in a good category, and the revision test decision is in certain parts. Revision of image captions adds image sources, reduces images taken from the internet, and increases the collection of pictures from research by researchers. Corrections made some foreign words that were not italicized, sentences that were too long, and the discussion of the material in the teaching materials had to be related to the general methodology and teaching. The percentage of data validation results by material experts was calculated and matched with the eligibility criteria for teaching materials. Table 3 shows the data on the percentage of material validation results. The calculation results of the percentage of all aspects of material expert validation are in the very good category, and the decision is partially revised. Revisions include strengthening the original image, representative formulas, specific material, and sharp practice questions. The percentage of data from the validation results by learning design experts was calculated and matched with the eligibility criteria for teaching materials. Table 4 shows the data on the percentage of learning design validation results. Based on Table 4, all aspects of the validation of the learning design are in a good category with partial revision test decisions, both for completeness of presentation and feasibility of graphics. The parts that must be revised according to the percentage of product feasibility are the presentation completeness section, cover design, and layout harmony. The percentage of data validation results by linguists was calculated and matched with the eligibility criteria for teaching materials. Table 5 shown the percentage data from the validation of linguists. The calculation results of the percentage of all aspects of the linguist's validation are in a good category, and the decision of the partial revision test. Revisions were made on the results of input on teaching materials. Revisions are reducing sentences that are too long, eliminating repetition of words in one sentence, increasing the linkage between ideas between paragraphs, and using symbols, especially formulas using representative symbols.
The trials were small group, namely, ten students per study program. This trial phase was conducted to determine the effectiveness and readability of teaching materials. Table 6 shows the data presentation of the results of small-group trials. The results of the calculation of the percentage of all aspects by students are in a good category. The teaching materials that have been tested are still going through the revision stage. The revision is based on suggestions and input from students regarding the attractiveness of teaching materials, typing errors, errors in using punctuation marks, and errors in using capital letters. Students want that the content in these teaching materials does not need to include supporting materials, such as educational theory, research theory, and philosophy of education. The researcher approved this input so that the teaching materials did not widen. Some students want this teaching material as the primary material in the subject of research and teaching methodologies. Based on comments and suggestions, it shows that the teaching materials developed are exciting, and the delivery of content or material can be understood by students even though there are some notes from students that typos, commas, and capital letters. Generally, a typo is sometimes automatically spelled in English because of the Microsoft word format. In the comma, the author's details are revised according to student observations, and capital letters are edited.
Teaching materials that have been tested on students get good qualifications in all their components. Students' comments and suggestions are used as the basis for improvement to produce printed teaching materials entitled to research and teaching methodology that can be used as the primary teaching materials in the learning process. The large group trials are more or less the same as those found to be small groups, in the good category with a total score of 3596, a maximum score of 4680, and an average score of 76.83 out of 90 students.
The analysis of the accumulation of data obtained from the validator stated that the product of the developed teaching material needed to be partially revised with a percentage level of 76.37% with good criteria and suitable for use. Thus, the product of the developed teaching material could be well received. The developed teaching material product received approval from the validation expert with a partial revision test decision according to important notes as a reference. Table 7 shown the recapitulation of expert validator data. Product revision aims to improve the product to be feasible and ready to be used in authentic learning. The draft of the revised product is the final draft ready to be used in learning.
The development of teaching materials is based on a needs analysis which includes needs analysis and concept analysis, which refers to the 4-D development stage (Thiagarajan et al., 1974). Based on the needs analysis conducted using interview techniques and document analysis of the Semester Lecture Plan (RPS) for the Research and Teaching Methodology course at FKIP, USN Kolaka, it was found that students lacked learning resources. At the design, research, and development stage, it takes the format of printed teaching materials in the form of teaching materials. The structure of the teaching materials is chosen based on consideration of the needs in the field. According to Rusilowati et al., (2016) on research on the development of teaching materials, needs analysis determines whether research is required or not.
This research and development produced a product in the form of teaching materials for the Research and Teaching Methodology course. These teaching materials were integrated with curriculum analysis from three study programs representing science, language, and social science and various related reference sources to support the learning process in the Indonesian Language Education, Mathematics Education, and Geography Education Study Program, FKIP, USN Kolaka. According to Alba et al., (2019) teaching materials should be developed by curriculum developments.
Teaching materials were printed using custom paper size while the size and type of font are adjusted to the Deepublish publisher standards. The cover design was designed to be more attractive than the design for the content page or material design or also the text design for teaching materials. Then each image was given a description which functions as an explanatory media about the description of the material in large portions according to the Deepublish publisher format standard. The purpose of printing is to make it easy for students to learn the content or material presented and interesting to read. According to Prawindia et al., (2016), the development design model's determination determines the book's attractiveness be read, such as the Cambridge model in presenting geography material.
Improvements in substance and appearance are based on evaluating suggestions from validators and test subjects. At the validation stage, it was declared that it was feasible to use and the results of field trials in small or large groups. In general, students are enthusiastic about learning the teaching material products that have been developed. Inputs and suggestions become material for revision related to the content, presentation, and language feasibility. Some notes from each validator need to be revised again before being tested. The final revision of the product development is based on the assessment and suggestions of student responses as users of teaching material products. Input from experts and group testing must be followed up by development researchers, except in certain parts where the refusal can be explained scientifically (Adriani et al., 2019;Andrinata et al., 2016;Haifurrahmah et al., 2020;Permata et al., 2017).
Based on this assessment, revisions were made to the completion stage of the development of teaching materials. The product review that has been revised includes three things, namely the text content component, the presentation component, and the language component. These three scopes are elaborated and followed up to revise the product of teaching materials for research and teaching methodologies. According to Wijayanti and Zulaeha (2015) material experts are the first consideration before other experts. The language aspect is a perfect touch for developing teaching materials to be more communicative, polite, and technical (Wijayanti and Zulaeha, 2015).
Material that was too general was reduced. Materials that were specific to research and teaching are reproduced. The material was equipped with authentic images along with the source of the picture. Practice questions are made per chapter and are technical, which can be applied in all study programs of the research object. According to Wijiningsih et al. (2017), the content of the material and practice questions are the key to developing books to be applied in learning.
The cover design with a representative layout and font size makes the material more attractive. The header and footer design give the name and summary of the title alternately, becoming a spice for the attractiveness of the material. The layout of the image is also considered, including the size of the picture. According to Mau, Nurchasanah, and Martutik (2019), the layout of the cover components, font size, typeface, size, and location of images are considered in the design of developing teaching materials.
Aspects of language that concern the revision are rechecking typos, punctuation marks, and capital letters. Checking foreign words in italics is always carried out to improve development results. Revising sentence effectiveness, trimming sentences that are too long, revising words that are repeated in one sentence, integrating ideas between paragraphs, and checking the use of symbols in sentences are also concerns in language revision. According to Tegeh and Kirna (2013), typos often appear in the development of teaching materials that need to be checked by many people through validation and testing.
The benefits of development can be seen from the percentage of evaluation of the validation and trial processes. The higher, the better, and this benefit can be explained (Alba et al., 2019;Wijiningsih et al., 2017). This teaching material was developed by the characteristics of the material for the Indonesian Language Education Study Program, Mathematics Education, and Geography Education, FKIP, USN Kolaka. The effectiveness of teaching materials with summative evaluation at the dissemination stage. The dissemination stage given to students (Munandar et al., 2022). The dissemination also the general public because the material is published nationally through the publisher of Deepublish IKAPI Members with the product (HL, Nur Ihsan Nasruddin, Nasruddin Sejati, 2022). Dissemination is also carried out by participating in international seminars to be published in the proceedings. According to Indrawini et al. (2017), Development dissemination spreads directly at the city level, for example, through professional associations, seminars, and book publishing. Based on the findings, the implications of this study show that the teaching materials resulting from the development can be used as material for consideration for teachers in delivering related material in accordance with the conditions during the Covid-19 pandemic.

Conclusion
The results showed that the teaching materials had been compiled based on the 4D Step with the Deepublish model. The average validation result is 76.37% with good qualifications, and the average test decision is feasible with revisions in certain sections. The test results of small group students obtained 75.19% or good qualifications. The results of the large group trial obtained 76.83% or good qualifications. These results show the teaching materials are ready to be published.