Rika Sa'diyah, Moh Khoirul Anam, Ilmi Zajuli Ichsan

Development of the MDS Model to Support Students’ Learning Management

Introduction

Development of the mds model to support students’ learning management. Discover the MDS (Managing, Drawing, Searching) model, an R&D-developed learning model designed to enhance students' learning management capabilities. Expert-validated and suitable for educational use.

Abstract

It is very important to manage student learning so that lectures run well. One effort that can be made is to improve learning management capabilities. Developing a learning model, in this case, the managing, drawing, searching (MDS) model, could be an option for development. This research aims to develop an MDS model for use with students. The method used is research and development (R&D) using the ADDIE model approach. The results of this research show that there are three stages of the MDS model, namely manage, which is the stage of problem management that will be discussed by students. The second stage is to describe the problem to be solved along with the solution. The third stage is searching, namely the stage of finding facts related to the solution to the problem. The results of the validation of the MDS model show very valid results by expert 1 with a score of 3.70, and expert 2 with a score of 3.90, which can be interpreted as the MDS model being suitable for use in learning. This research concludes that the MDS model can be used in learning to improve learning management capabilities.

Review

The submitted abstract outlines the development of the Managing, Drawing, Searching (MDS) model, designed to enhance student learning management capabilities. Acknowledging the critical role of effective learning management in successful lectures, the research employs a Research and Development (R&D) methodology, specifically following the ADDIE model approach. The primary objective is to create a structured learning model that can be adopted by students to improve how they manage their learning processes, thereby addressing a pertinent challenge in educational settings. The core contribution of this work lies in the articulation of the three distinct stages of the MDS model. First, the "Manage" stage focuses on problem management, guiding students in identifying and framing issues for discussion. Second, the "Describe" stage prompts students to articulate the problem and propose solutions. Finally, the "Search" stage emphasizes fact-finding and evidence gathering to support the proposed solutions. The initial validation of the MDS model, conducted by two experts, yielded highly positive scores (3.70 and 3.90 out of 4.0), leading to the conclusion that the model is theoretically sound and suitable for use in learning environments, ultimately aiming to improve learning management capabilities. While the abstract presents a clear objective and a structured model with initial expert validation, several areas warrant further consideration. The "very valid" expert scores suggest theoretical robustness, yet the abstract lacks details on the empirical impact of the MDS model on actual student learning management capabilities. The claim that the model "can be used in learning to improve learning management capabilities" is currently based on expert opinion rather than direct evidence from student application or measurable learning outcomes. Future iterations or subsequent research should focus on piloting the MDS model in diverse classroom settings, gathering quantitative and qualitative data on its effectiveness, and providing concrete examples of *how* it enhances student management skills. This would significantly strengthen the model's practical utility and solidify the claims regarding its benefits for student learning.

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