ADDIE MODEL

(1) Analysis
to identify the objectives of a " courseware " was introduced.
Why is this instructional design necessary? Is sciences to students who have no
previous " courseware " could be used? Also see its contents " courseware " to the
students and whether it is suitable for individual or group? One should also consider
the logistics of a " courseware " produced, whether it is accessible on the internet
or distributed via CDs and DVDs.

At this stage a number of analyzes will be conducted such

as learning environment analysis, user analysis and teaching objectives. There
are several questions that can be asked during the analysis process:
1. Who are the users and what are their characteristics?
2. Decide on a new attitude to be exhibited
3. What types of learning barriers exist?
4. What is the preferred form of learning delivery?
5. What time period does it take to complete the project?

(2) Design

the purpose is to determine and design the instructional methods to be used.

For example the " courseware " may use cooperative learning methods, exploration,
troubleshooting, games, simulation, discussion, training and practical, tutorial,
demonstration or presentation.
The tools used also need to be specified, such as using audio, video, computer,
internet and so on.
(3) Development
 involves the process of generating and producing learning materials, and the
main purpose of this phase is to generate lesson plans and materials.
 At this stage, storylines are created, content is written, graphics are designed,
technology elements are integrated, information and lesson pages are created,
and all media will be used in teaching and any supporting documentation
created.
 This process can involve computer hardware such as graphic calculators and
simulation tools as well as computer software such as Geometer 's Sketchpad
and computer-based teaching.

(4) Implementation
 to create " pilot test " against " courseware " was produced.
 involves the actual delivery or implementation of teaching
 involves the process of running a program or learning module in a real-world
context.
 The purpose is to convey or implement the teaching efficiently and effectively.
 These levels should support students' understanding of the material provided,
support students in mastering certain skills, help students build knowledgeable
skills, provide procedures for training facilitators or students of learning
modules, and try the lessons provided.

(5) Evaluation
has two main types of evaluation formative assessment and summative assessment.

Formative assessments aim to improve and improve the effectiveness of the

designed instructional materials. For example, improving the quality
of " courseware " after examination " pilot " .

While summative assessment means the overall assessment of the instructional

material that has been produced. For example, a study was conducted to assess
what percentage of the objectives were achieved after
the “ courseware ” process was completed.

Evaluation level involves measuring the effectiveness of teaching. The

term evaluation refers to both formative and quantitative assessments of learning
products and systems that are designed and implemented.