Rahmi Yuliza Fitri, Adlia Alfiriani, Felia Siska

Analysis of Students' Learning Needs for Teaching Materials in Informatics Subject at Senior High School.

Introduction

Analysis of students' learning needs for teaching materials in informatics subject at senior high school.. Analyze senior high school students' informatics learning needs. Current materials (80% printed) are not interactive. Students prefer digital resources with videos & animations. Bridge the learning gap!

Abstract

Education in the digital era requires innovative learning, especially in informatics, which develops critical thinking, problem-solving, and digital literacy. However, many schools, including SMA Negeri 2 Pasaman, struggle to provide relevant teaching materials. This study analyzes students' learning needs through a quantitative survey of 98 tenth-grade students. Results show that lectures (31%) and printed books (80%) dominate learning, while students prefer interactive materials with clear content, exercises, images, videos, and animations. The findings highlight the gap between available materials and students’ needs, emphasizing the need for more innovative, engaging, and relevant teaching resources. Highlights:  Learning Material Gap – Most schools rely on printed books (80%) and lectures (31%), while students prefer interactive materials. Need for Interactive Learning – Students want comprehensive, easy-to-understand materials with exercises, images, videos, and animations. E-Module Solution – Developing interactive digital materials can enhance student engagement and understanding in informatics. Keywords: Needs Analysis, Teaching Materials, Informatics

Review

This study presents a highly relevant and timely analysis of students' learning needs within the informatics subject, a field of increasing importance in the digital era. The authors effectively highlight a critical problem: the inadequacy of current teaching materials in fostering essential skills like critical thinking and digital literacy. By focusing on SMA Negeri 2 Pasaman and utilizing a quantitative survey of 98 tenth-grade students, the research clearly aims to identify the disparities between existing resources and student requirements, thereby addressing a significant gap in educational provision. The findings eloquently illustrate a stark contrast between prevalent teaching methods and student preferences. The abstract reports a predominant reliance on traditional lectures (31%) and printed books (80%), which stands in opposition to students' clear desire for interactive materials rich in clear content, practical exercises, images, videos, and animations. This "Learning Material Gap" is a central and valuable contribution of the study. While the abstract strongly identifies what students want, it would benefit from briefly touching upon potential reasons *why* these materials are currently lacking (e.g., teacher training, resource availability, curriculum flexibility), even if just to frame future research directions. Despite these observations, the study's implications are substantial for improving informatics education. By empirically demonstrating the need for more innovative and engaging resources, the research provides a solid foundation for curriculum developers and educators to re-evaluate their approaches. The proposed "E-Module Solution" as a means to deliver interactive digital materials directly addresses student preferences and holds considerable promise for enhancing engagement and understanding. This work is a crucial step towards equipping students with the necessary skills for the digital age, urging a shift towards student-centered, dynamic teaching resources that truly meet modern learning demands.

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