Development of an Android-Based E-Module on Hypnoprenatal Material for Diploma III Midwifery Students
DOI:
https://doi.org/10.35335/midwifery.v14i2.2380Keywords:
ADDIE Model, Android Application, E-Module, Hypnoprenatal, Mobile LearningAbstract
Mobile technology has become increasingly important in health professions education, yet midwifery learning in Indonesia still relies largely on printed modules and conventional lectures. Hypnoprenatal is a relaxation technique that has been reported in the literature as a complementary approach to reduce antenatal anxiety and fear of childbirth; however, digital instructional resources covering this topic for midwifery students remain limited. This study aimed to develop an Android-based hypnoprenatal e-module for Diploma III Midwifery students and to assess its feasibility as a learning medium, using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) as the research and development (R&D) framework. Methods: Feasibility was evaluated by two material experts, one media expert, one lecturer, and 20 fourth-semester students through validated five-point Likert-scale questionnaires. Responses were analyzed descriptively by calculating the percentage of agreement for each respondent group, which was then interpreted against a predetermined feasibility category scale (e.g., 81–100% = "Highly Feasible," 61–80% = "Feasible," and lower ranges indicating reduced feasibility). Results: After two rounds of expert validation and revision, the e-module obtained mean feasibility scores of 90.0% from the media expert and 96.3% from the material experts, both falling within the "Highly Feasible" category. Student feedback yielded 84.1% in the small-group trial and 90.1% in the large-group trial, while the lecturer's assessment reached 95.3%, all within the "Feasible" to "Highly Feasible" range. Conclusion: Based on these descriptive feasibility scores, the Android-based hypnoprenatal e-module is feasible for use as a self-directed learning medium for midwifery students. This study did not evaluate the e-module's effect on student learning outcomes or anxiety-related measures; further research employing experimental designs is needed to examine its effectiveness. . The findings nonetheless support the potential of this e-module as a starting point for integrating complementary-care content into competency-based midwifery education.
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