Development and Quasi-Experimental Evaluation of a Visual Textbook for Learning Theories in Teacher Education
Share article
- Published
- 2026-07-31
- Pages
- 724-757
- Section
- Original Research Article
Abstract
This study developed and evaluated a visually structured textbook for the Learning Theories course in teacher education, addressing the limited empirical evidence on visually oriented core textbooks for concept-heavy theory courses. A Research and Development approach using the ADDIE framework guided the analysis, design, development, expert validation, implementation, and evaluation stages. Participants were 56 first-semester Information Technology Education students at Universitas Pendidikan Mandalika, assigned by intact class to an experimental group using the visual textbook (n = 28) and a control group using a conventional printed textbook (n = 28). Data were collected through expert-validation questionnaires, a student-response questionnaire, and a pretest–posttest Course Achievement Test. Content, media, and practitioner evaluations ranged from 85% to 90%, placing the textbook in the highly valid category. Students also reported favorable perceptions of readability, visual presentation, relevance, and support for independent study. After controlling for pretest achievement, ANCOVA showed a significant group effect on posttest scores, F(1,53) = 1380.908, p < .001, partial η² = .963. The experimental group also achieved a higher normalized gain (M = 0.640, SD = 0.031) than the control group (M = 0.303, SD = 0.050), with Welch’s t(45.077) = 30.283, p < .001. These findings indicate that, within the present quasi-experimental context, use of the visually structured textbook was associated with substantially greater learning achievement and positive perceived instructional support. Further multi-institutional and longitudinal studies are needed to assess generalizability, retention, and underlying learning mechanisms.
Keywords
How to Cite
Baiq Rina Amalia Safitri, Ni Nyoman Sri Putu Verawati, Irham Azmi. (2026). Development and Quasi-Experimental Evaluation of a Visual Textbook for Learning Theories in Teacher Education. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 10(2), 724-757. https://journal-center.litpam.com/index.php/e-Saintika/article/view/3889
References
Ajai, J. T., Iyekekpolor, S. A., & Hanawa, H. R. (2022). Effect of Eng-Hau medium of instruction on upper-basic students’ achievement in algebra. Journal of Science and Education (JSE), 3(1), 100–110. https://doi.org/10.56003/jse.v3i1.144
Alciso, R. M., Aquino, A. B., Julongbayan, P. E., Ramos, Q. G., & Porley, R. N. (2022). Development of outcomes-based instructional materials in professional teacher education courses for a flexible set-up. Journal of Education and E-Learning Research, 10(1), 61–67. https://doi.org/10.20448/jeelr.v10i1.4378
Ambarwati, R., Febriana, A., Anggoro, B. S., & Putra, R. W. Y. (2022). The effectiveness of problem based learning aided by gamification teaching materials on students’ mathematical problem solving ability. Jurnal Pendidikan MIPA, 23(3), 1279–1285. https://doi.org/10.23960/jpmipa/v23i3.pp1278-1285
Andriani, W., Siswono, T. Y. E., & Prastiti, T. D. (2023). Pengembangan e-book bangun datar untuk meningkatkan kemampuan berpikir kritis siswa kelas III sekolah dasar. MAJAMATH: Jurnal Matematika dan Pendidikan Matematika, 6(1), 33–47. https://doi.org/10.36815/majamath.v6i1.2544
Ardiansya, V. O., Minsih, M., Santosa Pradana Putra Setya Negara, & Mujiono, N. S. (2024). Increasing critical thinking abilities and skills through problem based learning for elementary school students. Buletin KKN Pendidikan, 6(1), 33–46. https://doi.org/10.23917/bkkndik.v6i1.23664
Barlow, B., Webb, A., & Barlow, A. (2021). Maximizing the visual translation of medical information: A narrative review of the role of infographics in clinical pharmacy practice, education, and research. JACCP: Journal of the American College of Clinical Pharmacy, 4(2), 257–266. https://doi.org/10.1002/jac5.1386
Bauling, A. (2023). Legal history as the perfect vessel: Teaching with infographics for the development of digital visual literacy skills in law students. Potchefstroom Electronic Law Journal, 26. https://doi.org/10.17159/1727-3781/2023/v26i0a15664
Bengochea, A., & Sembiante, S. F. (2024). Effective vocabulary interventions for young emergent bilinguals: A best-evidence synthesis. Review of Education, 12(1). https://doi.org/10.1002/rev3.3458
Bjurström, M., Borgquist, O., Kander, T., Lundén, R., Fagerlund, M., Lipcsey, M., … Sturesson, L. (2024). Audio podcast and procedural video use in anaesthesiology and intensive care: A nationwide survey of Swedish anaesthetists. Acta Anaesthesiologica Scandinavica, 68(7), 923–931. https://doi.org/10.1111/aas.14433
Chen, C., & Jamiat, N. (2023). A quantitative study on the effects of an interactive multimodal application to promote students’ learning motivation and comprehension in studying Tang poetry. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1189864
Chiu, M., Hwang, G., & Hsia, L. (2022). Promoting students’ artwork appreciation: An experiential learning-based virtual reality approach. British Journal of Educational Technology, 54(2), 603–621. https://doi.org/10.1111/bjet.13265
Christiansen, M., Colver, M., Thurston, T., Lewis, M., & Beales, J. (2024). Authoring a TopHat e-book from existing videos: An explanation and results from two years of flipping an organic chemistry course. Journal of Chemical Education, 101(6), 2540–2548. https://doi.org/10.1021/acs.jchemed.3c01086
Culclasure, B., Stocks, E., & Odell, M. (2024). Impact of the NTN design on academic outcomes. Interdisciplinary Journal of Problem-Based Learning, 17(1). https://doi.org/10.14434/ijpbl.v17i1.32477
Dagienė, V., Jasutė, E., & Dolgopolovas, V. (2021). Professional development of in-service teachers: Use of eye tracking for language classes, case study. Sustainability, 13(22), 12504. https://doi.org/10.3390/su132212504
Espinar, M. C., & Hernández, A. L. (2023). Beyond written-linguistic modes of meanings: Multimodal representations to extend the range of literacy learning in EMI students. Journal of Language Teaching and Research, 14(1), 6–19. https://doi.org/10.17507/jltr.1401.02
Fatihah, H., Waluyati, S. A., & Dianti, P. (2021). Pengembangan buku ajar berbasis kontekstual pada mata kuliah dasar dan konsep pendidikan moral. Journal of Moral and Civic Education, 5(1), 22–33. https://doi.org/10.24036/8851412512020518
Fathoni, M., Jaya, R., & Nuraeni, A. (2022). Development and effectiveness test of interactive learning materials. International Journal of Instruction, 15(2), 157–172. https://doi.org/10.29333/iji.2022.15210a
Fredriksen, B., & Brar, S. (2015). Getting textbooks to every child in Sub-Saharan Africa: Strategies for addressing the high cost and low availability problem. World Bank. https://doi.org/10.1596/978-1-4648-0540-0
Garg, A. (2026). Identifying and addressing astronomy misconceptions among school students: A diagnostic pre–post assessment study. Physics Education, 61(4), 045011. https://doi.org/10.1088/1361-6552/ae6c85
Gök, T., & Gök, Ö. (2023). High school students’ comprehension of kinematics graphs with peer instruction approach. Jurnal Pendidikan Fisika Indonesia, 18(2), 144–155. https://doi.org/10.15294/jpfi.v18i2.35028
Golubeva, T. I., Skudnyakova, E. V., Kasatkina, N., Dandanova, S. V., & Dagbaeva, O. (2021). The impact of visualization tools in distance English language learning: The experience of the Russian university teachers. Revista Tempos e Espaços em Educação, 14(33), e16111. https://doi.org/10.20952/revtee.v14i33.16111
Handayani, M. N., Ramadhan, M. O., Maharani, S., Cakrawati, D., & Mukhidin, M. (2023). E-module development of sustainable coffee processing to improve vocational students’ green skills. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 9(1), 66. https://doi.org/10.33394/jk.v9i1.7194
Herawati, N. S., & Muhtadi, A. (2018). Pengembangan modul elektronik (e-modul) interaktif pada mata pelajaran kimia kelas XI SMA. Jurnal Inovasi Teknologi Pendidikan, 5(2), 180–191. https://doi.org/10.21831/jitp.v5i2.15424
Hryvko, A., & Sytnyk, О. (2022). Textbook as a basis for the development the cross-cutting reading skills: Current challenges and prospects. Innovations in the Scientific, Technical and Social Ecosystem, 1(2), 22–34. https://doi.org/10.56378/ahos30122022
Jibililu, O. S. (2024). Evaluating the impact of instructional materials on social studies learning outcomes in senior high schools of the Bono East Region of Ghana. Social Education Research, 380–397. https://doi.org/10.37256/ser.5220244881
Kalyuga, S. (2011). Cognitive load theory: How many types of load does it really need? Educational Psychology Review, 23(1), 1–19. https://doi.org/10.1007/s10648-010-9150-7
Khosi’in, K., & Ni’am, F. (2022). Pengembangan buku ajar keanekaragaman makhluk hidup berbasis kearifan lokal di Prodi Tadris IPA IAIN Bengkulu. Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi, 6(2), 136–146. https://doi.org/10.33369/diklabio.6.2.136-146
Khotimah, D., Nurcahyo, A., & Swastika, A. (2024). Experimentation of the flipped classroom learning model and inquiry learning on learning achievement reviewed from the learning styles of SMPN 1 Sukodono students. Mathline: Jurnal Matematika dan Pendidikan Matematika, 9(2), 529–544. https://doi.org/10.31943/mathline.v9i2.636
Kim, J., Seon, C., & Kim, M. S. (2026). Student satisfaction with pharmacopuncture education and the need for curriculum improvement. Journal of Pharmacopuncture, 29(1), 126–135. https://doi.org/10.3831/kpi.2026.29.1.126
Lee, H., & Hwang, Y. (2022). Technology-enhanced education through VR-making and metaverse-linking to foster teacher readiness and sustainable learning. Sustainability, 14(8), 4786. https://doi.org/10.3390/su14084786
Lee, S., Lee, J., & Jeong, Y. (2023). The effects of digital textbooks on students’ academic performance, academic interest, and learning skills. Journal of Marketing Research, 60(4), 792–811. https://doi.org/10.1177/00222437221130712
Li, L., & Huang, C. (2023). The incorporation of peer learning into MosoTeach-supported flipped language class: Effects on student motivation, participation, feedback and test performance. Journal of Computer Assisted Learning, 40(2), 557–572. https://doi.org/10.1111/jcal.12898
Li, R. (2021). Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? SAGE Open, 11(1). https://doi.org/10.1177/21582440211003092
Liunokas, A. B., & Billik, A. H. S. (2021). Pengembangan buku ajar karakteristik morfologi tumbuhan untuk meningkatkan kemampuan mahasiswa dalam mengidentifikasi jenis tumbuhan. Jurnal Basicedu, 5(6), 5885–5891. https://doi.org/10.31004/basicedu.v5i6.1596
Liu, H., Zhu, J., Duan, Y., Nie, Y., Deng, Z., Hong, X., … Liang, W. (2022). Development and students’ evaluation of a blended online and offline pedagogy for physical education theory curriculum in China during the COVID-19 pandemic. Educational Technology Research and Development, 70(6), 2235–2254. https://doi.org/10.1007/s11423-022-10131-x
Llorca, A. G., Blancia, G. V., & Villanueva, E. (2022). Integrated Project Eureka intervention: Effect on the discourse skills in English among Grade 11 students. Romblon State University Research Journal, 3(2), 8–13. https://doi.org/10.58780/rsurj.v3i2.59
Luan, J., Halim, H. A., & Saad, M. B. (2026). The effect of AI and multiple intelligences in project-based learning on English achievement. International Journal of Computer-Assisted Language Learning and Teaching, 16(1), 1–28. https://doi.org/10.4018/ijcallt.400912
Makur, A. P., & Fedi, S. (2018). Pengembangan buku ajar statistika elementer untuk mahasiswa calon guru matematika. UNION: Jurnal Ilmiah Pendidikan Matematika, 6(3), 339–348. https://doi.org/10.30738/union.v6i3.3097
Marcus-Quinn, A., Fotiadis, T., Yeratziotis, A., & Papadopoulos, G. A. (2024). Accessibility of e-books for secondary school students in Ireland and Cyprus. In A. Marcus-Quinn, K. Krejtz, & C. Duarte (Eds.), Transforming media accessibility in Europe (pp. 229–245). Springer. https://doi.org/10.1007/978-3-031-60049-4_13
Milad, M. M. (2026). AI-enhanced storytelling to recontextualize descriptive grammar teaching. International Journal of Artificial Intelligence, 2(1), 1–24. https://doi.org/10.4018/ijaitl.408129
Montagut-Martínez, P., Pérez-Cruzado, D., & Sánchez, D. G. (2021). The dietary knowledge measurement instruments in diabetes: A systematic psychometric review. Journal of Advanced Nursing, 77(6), 2595–2622. https://doi.org/10.1111/jan.14762
Mustain, M., & Ahmadi, R. (2023). The implications of applying metacognitive strategies on English writing skills of students: A perspective on problem solving and students’ self-efficacy. Technium Social Sciences Journal, 50, 300–307. https://doi.org/10.47577/tssj.v50i1.9904
Muttaqin, F. C., Sugiharto, B., & Harlita, H. (2021). The effect of Google Classroom-based learning on written skills of 10th graders. Bioedukasi: Jurnal Pendidikan Biologi, 14(1), 1. https://doi.org/10.20961/bioedukasi-uns.v14i1.52112
Nabirye, P., Paul, L., & Mwaka, E. (2023). Attitudes and usage of visual-aids in graduate student learning of gross anatomy at Makerere University. African Health Sciences, 23(1), 631–637. https://doi.org/10.4314/ahs.v23i1.67
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A slippery myth: How learning style beliefs shape reasoning about multimodal instruction and related scientific evidence. Cognitive Science, 45(10). https://doi.org/10.1111/cogs.13047
Nasution, A., Fatmawati, F., & Arifin, Z. (2022). Validity of science textbook based on the 2013 curriculum: A study on science learning at SMA. Journal of Physics: Conference Series, 1920, 012029. https://doi.org/10.1088/1742-6596/1920/1/012029
Nissa, I. C., Pangga, D., & Febrilia, B. R. A. (2022). Pengembangan buku ajar mata kuliah matematika dasar untuk fisika. Media Pendidikan Matematika, 10(2), 54–65. https://doi.org/10.33394/mpm.v10i2.6545
Nozhovnik, O., Harbuza, T., Тесленко, Н., Okhrimenko, O., Залізнюк, В., & Дурдас, А. (2023). Chatbot gamified and automated management of L2 learning process using Smart Sender platform. International Journal of Educational Methodology, 9(3), 603–618. https://doi.org/10.12973/ijem.9.3.603
Özeren, S., & Top, E. (2023). The effects of augmented reality applications on the academic achievement and motivation of secondary school students. Malaysian Online Journal of Educational Technology, 11(1), 25–40. https://doi.org/10.52380/mojet.2023.11.1.425
Parmar, S., Suthar, P., Das, L., & Ganguly, P. (2025). Preparing future-ready public health professionals: A blended, AI-integrated pedagogical innovation. BMC Medical Education, 25(1). https://doi.org/10.1186/s12909-025-07850-z
Permatasari, A. S. N., Rahardi, R. K., & Setyaningsih, Y. (2023). The urgency of developing an integrated multimodal educational pragmatics textbook. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme, 5(3), 59–77. https://doi.org/10.37680/scaffolding.v5i3.3559
Petrova, T. V. (2021). Text presentation and information processing in Russian. Linguistic Proceedings Series, 12, 177–180. https://doi.org/10.36505/exling-2021/12/0045/000518
Prinz, A., Kollmer, J., Flick, L., Renkl, A., & Eitel, A. (2021). Refuting student teachers’ misconceptions about multimedia learning. Instructional Science, 50(1), 89–110. https://doi.org/10.1007/s11251-021-09568-z
Rachmawati, D., & Setiyawati, E. (2023). Pengaruh media nyata terhadap hasil belajar IPA materi akar dan batang kelas IV di SDN Gempol I. Jurnal Kiprah Pendidikan, 2(2), 136–146. https://doi.org/10.33578/kpd.v2i2.176
Rahma, S., & Suwandi, S. (2021). Analisis kelayakan isi dan muatan budaya dalam buku ajar BIPA. Jurnal Pendidikan Bahasa dan Sastra, 21(1), 13–24. https://doi.org/10.17509/bs_jpbsp.v21i1.36654
Reksamunandar, R. P. (2020). Pengembangan bahan ajar berbasis kontekstual untuk meningkatkan pemahaman konsep sains dasar mahasiswa. Jurnal Ilmiah Iqra’, 14(2), 205–219. https://doi.org/10.30984/jii.v14i2.1169
Ren, G., Zeng, J., Guan, X., Zhuang, P., Zhang, P., Liu, Z., … Tian, K. (2022). Assessment of blended biochemistry classes based on massive open online courses and a “semi-flipped” learning environment. Biochemistry and Molecular Biology Education, 50(6), 571–579. https://doi.org/10.1002/bmb.21660
Ren, X., & Zhou, Y. (2024). Multifaceted challenges and opportunities: Chinese exchange students’ experiences in the U.S. transnational online learning ecology. Online Learning, 28(2). https://doi.org/10.24059/olj.v28i2.4090
Rismala, R., Ilyas, M., Ma’rufi, M., & Patmaniar, P. (2023). Buku ajar pecahan berorientasi pada pemecahan masalah matematis siswa: Riset pengembangan pada siswa sekolah dasar. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 3(2), 158–172. https://doi.org/10.51574/kognitif.v3i2.1113
Rossi, I., Lima, J., Sabatke, B., Nunes, M., Ramirez, G., & Ramirez, M. (2020). Active learning tools improve the learning outcomes, scientific attitude and critical thinking in higher education: Experiences in an online course during the COVID-19 pandemic. bioRxiv. https://doi.org/10.1101/2020.12.22.423922
Satayev, M., Balta, N., Shaymerdenovna, I. R., Cézar, R. F., & Mármol, G. A. (2022). Content and language integrated learning implementation through team teaching in biology lessons: A quasi-experimental design with university students. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.867447
Setyowati, F., & Murwaningsih, T. (2022). The effectiveness of visual picture economics textbook based on problem-based learning in improving reading literacy skills. Journal of Education Technology, 6(3), 380–389. https://doi.org/10.23887/jet.v6i3.46435
Shalaby, N. M. K. (2024). Using McCarthy’s 4 MAT multimodal teaching model for improving EFL kindergarten pupils’ vocabulary acquisition. مجلة القراءة والمعرفة, 24(274), 0–0. https://doi.org/10.21608/mrk.2024.373189
Şimşek, M. R. (2022). Exploring the flexibility of ESP materials through the IPO model: Corpus and consumer insights from the Turkish EFL context. Journal of Teaching English for Specific and Academic Purposes, 111. https://doi.org/10.22190/jtesap2201111s
Smagulova, G. Zh., Sarzhanova, G. B., Romanenko, S., Bobesh, R. S., & Jangeldinova, S. B. (2024). Investigation of pre-service TESOL teachers’ perceptions towards multimedia-based textbook development and usage. Journal of Education and E-Learning Research, 11(1), 46–55. https://doi.org/10.20448/jeelr.v11i1.5302
Sole, F. B. (2021). Implementation of STEM-based learning for strengthening science literacy of students. Jurnal Penelitian Pendidikan IPA, 7(Special Issue), 382–388. https://doi.org/10.29303/jppipa.v7ispecialissue.1266
Styers, M., Van Zandt, P., & Hayden, K. (2018). Active learning in flipped life science courses promotes development of critical thinking skills. CBE—Life Sciences Education, 17(3), ar39. https://doi.org/10.1187/cbe.16-11-0332
Sun, J. (2026). Research on the application of multimedia and visual image technology in English teaching cases under the background of network age. Journal of Cases on Information Technology, 28(1), 1–22. https://doi.org/10.4018/jcit.399716
Tang, S., Irby, B. J., Tong, F., & Lara-Alecio, R. (2021). The effects of cooperative, collaborative, and peer-tutoring strategies on English learners’ reading and speaking proficiencies in an English-medium context: A research synthesis. SAGE Open, 11(4). https://doi.org/10.1177/21582440211060823
Thao, S. K., Lombardino, L. J., Tibi, S., & Gleghorn, A. (2022). Multimodal learning: How task types affect learning of students with reading difficulties. Clinical Archives of Communication Disorders, 7(2), 67–77. https://doi.org/10.21849/cacd.2021.00500
Turk, M., Toraman, S., Müftüoğlu, A. C., Karakaya, Ö., & Karakaya, K. (2024). Students’ expectations and experiences about engagement strategies in online courses: A mixed methods study. Online Learning, 28(2). https://doi.org/10.24059/olj.v28i2.3937
Uhawenimana, T., Gakwerere, M., Ngabonzima, A., Yamuragiye, A., Harindimana, F., & Ndayisenga, J. (2023). Nurses and midwives’ perspectives on technology-enhanced learning and continuous professional development on emergency obstetric and neonatal care in Rwanda. medRxiv. https://doi.org/10.1101/2023.08.28.23294717
Uhawenimana, T., Gakwerere, M., Ngabonzima, A., Yamuragiye, A., Harindimana, F., & Ndayisenga, J. (2024). Utilization of technology to provide on-the-job trainings on emergency obstetric and neonatal care: Perspectives of nurses and midwives working in Rwanda’s remote health facilities. PLOS ONE, 19(4), e0291219. https://doi.org/10.1371/journal.pone.0291219
Wahab, A., Junaedi, J., & Azhar, M. (2021). Efektivitas pembelajaran statistika pendidikan menggunakan uji peningkatan N-gain di PGMI. Jurnal Basicedu, 5(2), 1039–1045. https://doi.org/10.31004/basicedu.v5i2.845
Wallington, E. (2025). Dynamic differentiation for applied learning. Journal of Applied Learning in Higher Education, 11(Fall), 41–52. https://doi.org/10.57186/jalhe_2025_v11a4p41-52
Wondim, B. M., Bishaw, K. S., & Zeleke, Y. T. (2023). Effects of teachers’ written corrective feedback on the writing achievement of first-year Ethiopian university students. Education Research International, 2023, 1–13. https://doi.org/10.1155/2023/7129978
Xodabande, I., & Hashemi, M. R. (2022). Learning English with electronic textbooks on mobile devices: Impacts on university students’ vocabulary development. Education and Information Technologies, 28(2), 1587–1611. https://doi.org/10.1007/s10639-022-11230-1
Zhang, M. (2024). Enhancing self-regulation and learner engagement in L2 speaking: Exploring the potential of intelligent personal assistants within a learning-oriented feedback framework. BMC Psychology, 12(1). https://doi.org/10.1186/s40359-024-01917-0
Zhang, Y., Qi, Y., Liang, R., Zeng, X., Tian, H., & Liu, J. (2022). Enhancing learning outcomes of undergraduates with cloud-based textbook in higher education. In Proceedings of the 2022 International Conference on Educational Innovation and Multimedia Technology (EIMT 2022) (pp. 282–292). Atlantis Press. https://doi.org/10.2991/978-94-6463-012-1_32
Zhekibayeva, B., Kalimova, A., Kabbassova, A., & Grankina, A. (2024). On the effectiveness of using an electronic textbook in forming the readiness of future primary teachers for integrated learning. National Center for Higher Education Development, 3(47). https://doi.org/10.59787/2413-5488-2024-47-3-105-118
Zhou, X., & Peng, M. (2026). Enhancing English major education through big data-driven multi-modal teaching strategies. Journal of Cases on Information Technology, 28(1), 1–20. https://doi.org/10.4018/jcit.410067
Zhu, J., Yang, Z., Yin, Y., & Fang, W. (2024). The development of supplemental multimedia learning modules and their impact on student learning in food biotechnology courses. Biochemistry and Molecular Biology Education, 53(1), 70–79. https://doi.org/10.1002/bmb.21867