The evaluation of Heathy School Program at junior high school receiving the National Adiwiyata

The aimed of this research is to evaluate healthy school program at SMP N 2 Kalasan. A healthy school program are program issued by the ministry of education and culture. This program focuses on how schools are to develop a school movement that is healthy, safe, child-friendly and fun. In this study used the CIPP evaluation model, where the focus of the research is on the context, input, process, products of healthy school programs. The technique of collected data used observation, interviews and documentation studies. While for data validity used triangulation and data analysis techniques based on Miles and Bubberman models that used 4 steps, namely: data collection, data reduction, data presentation, data verification. The results showed: 1) from the aspect of context, the healthy school program at SMP N 2 Kalasan was a school appointed by the government because it was considered capable and appropriate, and have become an example of Adiwiyata Schools in Sleman districts and won the national level Adiwiyata School program; 2) from the aspect of input, the design of a healthy school program is able to answer problems related to the input of students who have different healthy life habits; 3) from the aspect of the process, the healthy school program has been implemented properly, but is constrained by funds and revitalization of facilities and infrastructure because it only uses independent funds from the school; 4) and from the aspect of the product, the healthy school program at SMP N 2 Kalasan has proceeded according to its objectives and has the right to continue the program, but with a note that there are still aspects to improvement.

INTRODUCTION
Recently, we often hear news about many cases related to health, both physical and mental health. The case is not only related to public health but also student health in schools. In the modern era, there are many challenges faced by the students which can threaten their physical and mental health. Many students showed their unhealthy behavior, such as eating fast food that has high fat, sugar, salt, and low fiber content.
This can increase the risk of hypertension, diabetes, obesity, and other diseases at an early age. Not only about physical health, there are several cases related to mental health. This can be seen from students' behavior that is entangled in violence cases such as student brawls and the use of illegal drugs. This is in line with Hamiyah and Jauhar (2015) that this unhealthy behavior is also caused by an unhealthy environment, such as lack of cleanliness of the house, school, or the environment. Lina (2017) states that most students still do not understand how to behave cleanly in their school environment, especially in the use of clean and healthy latrines (toilets) and the selection of hygienic and healthy food snacks in the school canteen.
Not only in Indonesia, the cases related to cleanliness also occurred in several countries in the world. Based on the results of Gizaw et al.'s research (2014), it is proven that in developing countries, 70% of diarrheal cases are caused by eating contaminated food. Abbas (2013) in his study states that as many as 700,000 people die each year from consuming contaminated food. Most of the victims are children.
Referring to those aforementioned statemens, the government issued a policy as an attempt to improve students' health with the "healthy schools" program. This program is released by the Indonesian Ministry of Education and Culture. This program focuses on how schools can develop healthy, safe, child-friendly, and fun school movements. Healthy schools are schools that have succeeded in helping students excel optimally by promoting health aspects. Healthy schools always try to build physical health and spiritual health through understanding, ability, and responsible behavior, the best decision making for the creation of health independently so that it can be established (Arthur et al., 2011).
According to Guritnaningsih et al. (2019), some benefits can be obtained from a healthy school program, including (1) for the community, as a place to produce students who have a healthy and active lifestyle; (2) for the government, as a place of learning that can be used as a model for other schools because it is expected that the school can produce quality resources; and (3) for the private parties or the world of work, which is expected to provide opportunities for various private parties and the world of work to play a role and take part in the development of healthy school programs. Thus, to be able to see and control a healthy school program that is currently running, it is necessary to conduct an evaluation research activity. This evaluation research activity serves to see the implementation and achievement of a program. After the research results were obtained, it can be analyzed whether the program is successful, needs improvement, or even replaced with a new program that is more suitable and better.
Similar research related to the evaluation of the healthy school program can also be seen in Zubaidah et al. (2017), in which they succeeded in finding several problems that obstructed the implementation of the healthy school program in SD Negeri (Public primary school) Kutowinangun 04 Salatiga. With the evaluation model of CIPP, they can evaluate the context, inputs, processes, and products of a healthy school program that has already run. In the evaluation's study of this program, they found that the results of a healthy school program in SD Negeri Kutowinangun 04 Salatiga will continue in the following years considering the positive benefits given for both students and schools, but with several conditions, such as improvements related to management and funding for a healthy school program that is currently running in SD Negeri Kutowinangun 04 Salatiga.
Based on the background and the previous studies, the researchers evaluated the feasibility and achievement of the healthy school program at SMP Negeri (Public Middle School) 2 Kalasan that has won the national adiwiyata competition. This evaluation needs to be conducted because SMP Negeri 2 Kalasan is a model school in the implementation of the adiwiyata program in Sleman. With this evaluation, the existing programs will remain monitored and sustainable in the school. Thus, the results of this evaluation research are expected to be able to provide advice and input that can improve the healthy school programs that are currently running, of course, based on the CIPP (Context, Input, Process, and Product) evaluation model of the healthy school program in SMP Negeri 2 Kalasan.

RESEARCH METHOD
The method used in this research was evaluation. In general, evaluation research is an activity to gather information about the working of something, and then that information was used to determine appropriate alternatives in making a decision. According to Mudjiyanto (2018), evaluation is useful to measure the level of success of implementing short-term policies or programs that are useful in making revisions and making adjustments to new demands developing in society. It is also useful to measure the levels of long-term success and sustainability after a policy and program have been implemented to report and establish a new policy and program.
This evaluation research was conducted on a micro-scale, and it was limited to the place of implementation and type of education. A micro evaluation provides an in-depth explanation of the implementation of the program somewhere. This research uses a descriptive qualitative approach with the aim of evaluation that is to evaluate healthy school programs in SMP Negeri 2 Kalasan.
The evaluation model used is the CIPP evaluation model proposed by Stufflebeam in 1967. According to Arikunto and Safruddin (2014), if the evaluation activities use the CIPP model, the program analysis on this model must be based on these components (Context, Input, Process, Product). The study was conducted at SMP Negeri 2 Kalasan, at Kledokan, Selomartani, Kalasan, Sleman.
The data on this evaluation research are data related to the Decree of program implementation, program schedule, program plans, documentation of the program's implementation, vision and mission of the school, and certificate of merit. The data collection techniques used in this evaluation research of healthy school program at SMP Negeri 2 Kalasan are observation, interviews, and document studies.
Source triangulation and technical triangulation were employed to test the validity of this qualitative study, and expert judgment was used to achieve the instrument validity. Data analysis techniques used the Miles and Huberman's model with four stages, namely (1) data collection; (2) data reduction; (3) data presentation; and (4) conclusions drawing or verification.
The criteria in the evaluation of this program are based on the CIPP evaluation model. The criteria include (1) Context, in which the researchers analyzed the program needs, objectives, benefits, and opportunities, as well as the target of a healthy school program at SMP Negeri 2 Kalasan; (2) Input, in which the researchers saw in terms of program input which consists of six development fields, including learning programs development, facilities and infrastructure development, administrator development, school management development, partnership programs development, and financing development; (3) Process, in which at this stage, the researchers identified the implementation of a healthy school program that can include who the program organizer was and the time of the program implementation; (4) Product, in which the researchers identified the achievement of the goals and targets of the healthy school program. In addition, the researchers also identified the impacts after running a healthy school program both academically and non-academically.

Findings
The first step to obtaining data in accordance with the Miles and Huberman's data analysis techniques is conducting observations. Observations were made on Monday, November 26, 2018. The main objects observed in this evaluation study were the school's physical standards, the standard of infrastructure, and labor standards in the implementation of the healthy school program at SMP Negeri 2 Kalasan.
In the next step, the researchers made a second observation to check the availability of criteria in the context evaluation, which included program needs, goals, benefits and opportunities, as well as healthy school program targets. Input evaluation includes the learning programs development, facilities and infrastructure development, administrator development, school management development, partnership programs development, and financing development. Next, to complete the CIPP model's aspects, the researchers conducted a structured interview with the school principal, Healthy School Program coordinator, and SMP Negeri 2 Kalasan teachers. Besides, the researchers also conducted a documents analysis on the documents in the form of guidelines on developing a healthy school model in Indonesia published by the Ministry of National Education, the Directorate General of Primary Education in 2009, Decree of the implementation of a healthy school program, program schedule, program plans, documentation of program implementation, school vision and mission, Certificate of Merit.
The function of the data reduction process is to choose the data which is used and not used. Data not used in this research is documentation of activity obtained from the school. Researchers take documentation data directly in the field so that the documentation obtained is actual. Furthermore, data that are not used in this research are interview data that are not related to the healthy school program's context. In presenting the data, the researchers combined it with the CIPP evaluation model. A complete explanation can be seen in the evaluation criteria elaborated as follows.

Context Evaluation of Healthy Schools Program at SMP Negeri 2 Kalasan
In the context stage, the researchers analyzed the program needs, goals, benefits, and opportunities and the target of a healthy school program in SMP Negeri 2 Kalasan. Based on the interview results with the school principal and program coordinator and document review, SMP Negeri 2 Kalasan implemented a healthy school program because it received a mandate and direct appointment from the Department of Education and Culture of Sleman Regency.
The Department of Education and Culture of the Sleman Regency appointed SMP Negeri 2 Kalasan because it was a model school in the Adiwiyata school program in Sleman regency. It was considered capable and feasible in terms of human resources (headmaster, class teacher, staff, school coordinator, and students), infrastructure, and environmental facilities that are qualified as a healthy school.
According to the interview results, the healthy school program aims to develop healthy, safe, child-friendly, and fun school movements and always strive to build physical health and spiritual health through understanding, ability, and responsible behavior, the best decisionmaking for the creation of health independently and sustainable.
Moreover, the healthy school program also aims to build and develop facilities that support healthy lifestyles, such as providing facilities for sports like football, basketball, etc. The development of sports facilities, such as the gymnasium and the field, is also a target of this healthy school program. The benefits of this healthy school program expect school members to be able to apply healthy lifestyles, both physically and spiritually healthy, to improve the quality of education in schools and the community. The healthy school program's target is a clean and healthy lifestyle for students, class teachers, staff, school principals, school environment, and school facilities, and infrastructure. Thus, in this context phase, relatively, the researchers found that SMP Negeri 2 Kalasan was appropriate and suitable in implementing a healthy school program in Sleman Regency.

Input Evaluation of Healthy School Program at SMP Negeri 2 Kalasan
At the input stage, researchers analyzed in terms of the input of a healthy school program consisting of six development areas, namely: the learning programs development, facilities and infrastructure development, administrator development, school management development, collaboration programs development, and financing development.
According to data from interviews, observations, and document studies, SMP Negeri 2 Kalasan has planned healthy school programs integrated into teaching and learning activities in the classroom. Besides, the school also develops facilities and infrastructure such as providing trash bins, a garden of organic medicine, organic waste processing, badminton stadium, and other activities, such as healthy Friday activities, for example, morning gymnastics and regular healthy walk.
For developing a partnership program, the school also cooperates with the Pusat Kesehatan Masyarakat (Puskesmas) or Public Health Center as the party that conducts socialization of the programs related to students' health and conducts routine checks. Despite collaborating with the Puskesmas, the school also collaborates with the Kalasan police, who provided socialization about disturbing actions to public conveniences such as brawl, vandalism, and the use of illegal drugs.
The healthy school program at SMP Negeri 2 Kalasan has so far used the school's private funding and reward from Adiwiyata school champion in 2012 that was given by the Minister of the Environment and the Minister of Education and Culture. At the beginning of implementing the healthy school program, SMP Negeri 2 Kalasan funds the infrastructure using Bantuan Operasional Sekolah (BOS) or the School Operational Fund and assistance funds from committees or the private sectors.
The mechanism for implementing a healthy school program at SMP Negeri 2 Kalasan refers to the guidelines for implementing a healthy school issued by the government, namely, the implementation mechanism in which the school principal, coordinator of the healthy school program, and teachers who are responsible for program implementation have been running orderly and good. However, there are still obstacles to fund healthy school programs in terms of maintaining existing facilities and infrastructure, such as poorly maintained organic and non-organic waste processing facilities at the SMP Negeri 2 Kalasan environment.

Process Evaluation of Healthy School Program at SMP Negeri 2 Kalasan
At the process stage, the researchers identified the evaluation based on the evaluation criteria for implementing a healthy school program which includes (1) who the organizer of the program is; and (2) the timing of the program. The process phase includes (1) someone who organizes a healthy school program is a human resource that includes the principal, the coordinator of the healthy school program, staff, class teachers, and students. When referring to the government's appointment of the healthy school program, people who responsible for overseeing, controlling, and teaching the healthy school program are the principal, program coordinator, and teacher. Meanwhile, the healthy school program's main target is the students who get socialization when they first enter the school through student orientation activities.
From the student orientation program, schools began to introduce and socialize healthy school programs. This was emphasized through the interview with Ms. Yulia as a program coordinator. She emphasized that student orientation was the most important activity in introducing healthy school program because students still needed guidance and direction due to the transition period from childhood to teenager. If a healthy lifestyle has been introduced early, then in the future, it will become a habit that is easily regulated and controlled by the school within the school environment and controlled by the family in the community environment. Further, the healthy school program coordinator also revealed the follow-up to students who were at a higher level like students in grade 8 and 9. For those in grade 8, the healthy school program's target was to familiarize a healthy lifestyle and protect the environment around the class and the school.
Getting used to a healthy life is applied by giving the 8th-grade students responsibility by appointing representatives from each class to become small doctors to manage UKS and appoint several students to manage the garden of the school's organic medicine. Moreover, the school also gave training to 9th-grade students to process organic waste into compost fertilizer for herbal medicinal plants at school. This organic waste processing activity also collaborates with community partnerships around SMP Negeri 2 Kalasan. Then, the second aspect of the process is the time for implementing healthy school program activities. The healthy school program coordinator suggested that the activities were held routinely every Friday. The activities often held on Friday are morning gymnastics or cleaning the school together.
In addition, every 2-3 months, the school also makes activities like a healthy walk together to archeological sites such as Sambisari temple and to the platan monument, which is a special icon for the school. Besides, after completing school learning activities, students also make a schedule for cleaning the class after class activities are finished.
The class teacher also revealed in the interview, that the teacher always controls the students, such as checking the cleanliness of the nails and the neatness of the students' uniforms in class. The teacher also accustoms students to bring food from home so that they do not carelessly buy food outside of school. This is in accordance with Harahap et al. (2018) that the role of the teacher not only forms healthy behavior of students but also education character in school.

Product Evaluation of Healthy School Program at SMP Negeri 2 Kalasan
Then, the last is the production stage. The researchers identified the goals and targets for the achievement of a healthy school program and what impact has been gotten after running a healthy school program both academically and non-academically. SMP Negeri 2 Kalasan has achieved its goals and targets from healthy schools. The researchers verified this through direct observation in schools.
From the observation overview made by researchers, there are ten aspects observed in the form of (1) minimum classroom density, which is 1.75 m2/child. This aims to provide comfort and provide sufficient space for children. Not dense Class conditions also facilitate evacuation during emergencies. (2) The school environment's noise level is a maximum of 45 decibels (equivalent to the sound of people chatting in a normal voice) because more than 45 decibels will disturb learning concentration. (3) Having a field or hall for sports is a must. (4) Having a clean classroom and school environment is preferable. (5) Having an adequate source of clean water and a septic tank with a minimum space of 10 meters from the clean water source is a must. (6) Adequate class ventilation is a must. (7) Adequate class lighting (must be bright enough) is preferable. (8) Having a school canteen can fulfill the health requirements. (9) Having clean and well-maintained toilets and showers is a must. (10) Applying a nosmoking area in the school environment is a must. From ten aspects observed at SMP Negeri 2 Kalasan, all aspects exist, and this school is qualified as a healthy school, but some aspects need to be improved. As for the school's impact on the healthy school program, researchers conducted interviews with classroom teachers who have long taught at SMP Negeri 2 Kalasan. The class teacher said the impact that was given was in terms of cleanliness, neatness, and activeness of students in healthy school program activities. In terms of cleanliness, it regards the garbage in the school environment.
The students begin to realize their class's cleanliness; they dispose of trash in its places, such as plastic and non-plastic waste distinguished at the disposal site. Moreover, the teacher also applied sanitation in the school canteen. Before a healthy school program was applied, canteen school carelessly sold food to students. However, after the school applied for this program, it could control the canteen in selling its products. These controls include minimizing the use of plastic in serving food and the use of flavor enhancers such as MSG, food coloring, and artificial sweeteners.
In terms of neatness, the teacher said that the placement of waste bins is well organized. The garbage disposal center has also been arranged at one point. The garbage disposal center has also been distinguished between organic and non-organic waste. Organic waste is processed into fertilizer that is used to cultivate medicinal plant gardens. While the non-organic waste, students process it into a handicraft exhibited when announcing the report at the end of the semester. For students' activeness in healthy school program activities, the researchers conducted direct observations during the healthy walk event. Students look very active and enthusiastic about participating in the event.
The researchers also found the most influential factor in implementing the healthy school program is that some school residents are less aware of the importance of this program. Thus, in the future, socialization program is certainly needed. These findings are following Pradita's study (2017) that the main inhibiting factor is the lack awareness of school members and the community about healthy school.

Context Evaluation
Based on the results, evaluation of the context criteria of a healthy school program at SMP Negeri 2 Kalasan regarding the program needs, goals, benefits, and opportunities and healthy school program targets have fulfilled the requirements and have run well. Therefore, this healthy school program is considered to be very suitable for every school. In addition, to apply a healthy lifestyle at an early age, a healthy school program can also improve Indonesian education quality. This is in line with Rahmat et al. (2016) that there is a significant correlation between students' healthy living behaviors with learning achievement. In this case, the better students' healthy behavior is, the better the learning achievement they will get.
The primary target of the implementation of this healthy school program is students who are expected to apply a healthy lifestyle in daily activity and in the school, family, or community. Furthermore, the healthy school program also requires the program administrators to be always consistent in applying for this program in terms of socialization, control, and evaluation of the healthy school program activities that have been run at SMP Negeri 2 Kalasan.
According to Tilford (2017), in implementing the health policies, all systems must run properly. Besides, the future health policies can function as a reminder that health is an important thing to be considered by all society parties or other organizations. Based on this statement, the healthy school program in the future is mandatory and must be implemented in every school in Indonesia, considering the many benefits given to the school.

Input Evaluation
The program input consists of six development areas: the development of learning programs, facilities and infrastructure, personnel, school management, partnership programs, and financing. SMP Negeri 2 Kalasan is complete and good enough according to the guidelines for organizing the government's healthy school program. However, the researchers still find some weaknesses which need to be improved, such as developing partnerships, both in private and public partnerships. The school, so far, in developing learning programs integrated with the program, is generally good enough to support healthy school programs. The development of facilities and infrastructure is also relatively complete. The researchers have found several damaged facilities so they need a minor restoration to be reused. In terms of human resources, the school has been assisted by some staff assigned as cleaning service, security, and several teachers assigned as event coordinators in organizing regular healthy school programs.
In terms of the development of school management, SMP Negeri 2 Kalasan is structurally good enough. The researchers found several documents showing that the teachers and employees are active enough in carrying out their duties in the school management system. This is in accordance with Susana (2018) that organizing in the management of students' health programs in schools is to empower all elements of the school that contribute to organizing the health efforts of students in schools, both from the internal school environment and from other institutions outside the school.
In terms of partnership development, the researchers have not yet encountered directly how schools implement it. However, based on documentary data, researchers have seen that SMP Negeri 2 Kalasan has established collaboration with other institutes outside the school.
However, it is better to cooperate with the school committee to expand its cooperation network with all parties, both private and state institutions. Nevertheless, the main target is a collaboration with the health authorities and other authorities such as the police. Schools should regularly organize socialization with the Pukesmas (local health center) to conduct regular checks up relating to the student's health. As for the police, it is also a good idea to collaborate in controlling students both within the school and outside the school. Police play a big role in helping the school achieve healthy school programs such as guiding students not to use illegal drugs, alcohol, and brawls between schools.
In financing the development of a healthy school program, SMP Negeri 2 Kalasan is considered good enough because it can manage its finances independently, separately from the government's limited funds to the school. It is better if the school makes a relationship with the private sector to assist in the process of financing this healthy school program, both providing the facilities and infrastructure and giving expenses for healthy school program activities. The previous opinion is in line with Maria et al. (2013) that the success of achieving a program is influenced by the availability of funds. Thus, the availability of funds is indeed the main key to implementing this program.

Process Evaluation
At the process stage, the researchers identified the implementation of a healthy school program, including (1) who is the organizer of the program; and (2) program implementation's time. This school has run well those two aspects, but something still needs to be improved. Based on criteria 1, the most important program organizers are students who get support and supervision from school principals, teachers, and staff employees. The involvement of parties from outside the school in organizing a healthy school program has not been encountered by researchers during the research at SMP Negeri 2 Kalasan.
In terms of the program implementation time, the healthy school program at SMP N 2 Kalasan is regularly held every Friday morning. On Friday, there are activities such as morning gymnastics or working together to clean the school. This is in line with Irwandi et al. (2016) that school programs such as morning gymnastics and school cleanliness are very effective activities to foster healthy living behaviors, which entangle the role of the principal, teachers, and school personnel. Every 2-3 months, the school also holds activities like a healthy walk together to certain archeological sites such as Sambisari temple and the platan monument, a special icon. These regular activities will indirectly have a positive impact on students. The regular healthy school activities that they carry out at school will become a good habit. This is in line with Raharjo and Indarjo (2014) that the school environment is the most strategic place in the health promotion efforts for students. This is because the school is a place that supports the growth and development of children and the average aged is 5-19 years associated with educational institutions (from kindergarten to high school level).
Besides, it is better if the school is consistent in conducting the supervision and evaluation process in implementing a healthy school program. Not only is it active when joining a healthy school or Adiwiyata competition, but also activities in a healthy school program must always be carried out optimally. The impact of a healthy school program has a very positive impact on the school itself and the environment that has run the program.

Product Evaluation
The final evaluation's focus criterion is on the achievement of the goals and targets of the program and the impact obtained from the implementation of the program. SMP Negeri 2 Kalasan has achieved the goals and targets of a healthy school program. The impact that teacher students have obtained is in terms of cleanliness, neatness, and activeness of students and teachers and staff employees in healthy school program activities that have been held.
The impact that has been obtained is due to the successful collaboration between students, teachers, and staff in implementing healthy school programs. Communication and trust between individuals in the school environment create a positive atmosphere in SMP Negeri 2 Kalasan.
Program goals and target achievement are also truly influenced by the management of the administrator and coordinators of healthy school programs. The professional attitude of the administrators in adapting to the new curriculum has been verified. Thus, the implementation and the achievement of the healthy school program in SMP Negeri 2 Kalasan can run well. This is consistent with the opinion of Cale (1997) which states that when schools and teachers can adapt to the curriculum, they will be able to adapt to new demands.
Besides, in perfecting the implementation and the achievement of this healthy school program, schools are also expected to optimize existing facilities, facilities, and infrastructure so that they are not neglected and damaged. The researchers saw through observation that the processing of organic and non-organic waste is poorly maintained. Therefore, this condition is unfortunate. If the activity is more optimized, it will be very beneficial for schools.

CONCLUSION
Based on this evaluation research results, the healthy school program in SMP Negeri 2 Kalasan has run well. The Department of Education's decision to designate this school as a model school for a healthy school program was right. The evaluation result based on the Context, Input, Process, and Product shows that SMP Negeri 2 Kalasan has succeeded in implementing and achieving the healthy school program, although there are still some weaknesses that must be improved. Based on the evaluation results of the healthy school program, it is concluded that the healthy school program will continue at SMP Negeri 2 Kalasan for the following years, although there are still many improvements in implementing program activities. This program's benefits have a huge impact on the progress of education and health in Indonesia for the future. Therefore, support from various parties, like the government, the private sector, and the community, is needed to support the sustainability of this healthy school program in Indonesia to support and prepare for the golden generation of 2045.


The Effectiveness of Blended Learning in Increasing Prospective Physics Teacher Students’ Learning Motivation and Problem- Solving Ability

Advances in information technology have led to innovative learning methods that combine traditional and online learning, known as blended learning. This pre-experimental study aims to analyze the effectiveness of blended learning in increasing prospective physics teacher students’ learning motivation and problem-solving ability. There were 14 students who participated in this study. They were involved in 70% of face-to-face learning and 30% in online learning. The data of learning motivation were collected by the questioner and the data of problem-solving ability were collected by test. The research hypotheses were tested by non-parametric statistics, namely the sign test. The results of the study indicate that the pre-test score mean of learning motivation was 67.21 (SD= 5.45), which was in the medium level and the post-test score mean was 74.98 (SD=5.93), which was at a high level. The pre-test score means of problem-solving was 33. 43 (SD = 4.90) which was at a lowlevel and the post-test score mean was 63.54 (SD =2.35), which was at a moderate level. The one side sign test shows the calculated ZC= 3.43, which was higher than standard Z at a 5% significance level. The mean score of prospective physics teacher students’ learning motivation and problemsolving ability between before and after learning was significantly different. From this finding can be concluded that blended learning effective in increasing prospective physics teacher students’ learning motivation and problem-solving ability.

Introduction
Mathematical Physics course is one of the compulsory subjects for physics majors and physics education in universities in Indonesia. In the physics education department at the Universitas Pendidikan Ganesha, mathematical physics courses are divided into two courses namely Mathematical Physics I offered in the odd semester and Mathematical Physics II offered in even semester. Mathematical physics courses aim to provide a mathematical foundation for advanced physics courses such as mechanics, electricity and magnetism, optical and wave physics, quantum physics, statistical physics, and solids state physics (Kurikulum Fisika KKNI 2016). This course also provides an introduction to mathematical methods for solving mathematical problems that appear in the above branches of physics.
In general, Mathematical Physics learning in universities is held face-to-face in class. Learners are present in class and all learning activities are carried out in class. The commonly used methods are lectures, discussions, and group work. All of these face-to-face activities require direct responses from class members. All learning transactions are planned, implemented, controlled, and evaluated by the instructor. Learners only follow the learning scenario developed by the teacher. The learning process takes place only in a tightly scheduled time and place. Students get fewer opportunities to plan, implement, and control their own learning. Given the limited learning time, the interaction between students and/or students is very limited. As a result, not all students have the opportunity to be optimally involved. Most students tend to be passive and only wait for the direction/guidance of the teacher. Starting from these weaknesses, there is a need for alternative methods that are more flexible, provide opportunities for students to manage and control their own learning, with learning at anytime, anywhere, and utilize a variety of media and learning resources. However, this alternative learning method still provides opportunities for direct interaction between students and/or students to foster social relations and provide direct guidance.
The development of educational technology today has improved the learning environment that provides a variety of tools that enable the fulfillment of the diverse needs of students. Sophisticated network systems have caused a revolution in education that enables the application of alternative learning methods "anytime and anywhere" for online learners around the world (Oh & Lim, 2005). Through online learning, students can get a variety of educational content and build multi-way communication with other students and teachers. (Uğur et al., 2011). Students control their learning environment, learning speed, information, activities, and time management (Jung, 2001). Advances in web technology have encouraged educators to create teaching methods that appropriate to the learning styles and students' needs (Yeop et al., 2016). While online learning guarantees flexibility and the achievement of competencies that difficult to achieve in real classrooms, face-to-face interaction allows social interaction needed as a guide for students. Integrating the best aspects of e-learning and traditional learning accompanied by the application of the information technology system creates what is called Blended Learning.
Blended learning is a combination of face-to-face learning and online learning (Briggs, 2014;Dziuban et al., 2018;Graham, 2006;Stacey & Gerbic, 2009;Volchenkova, 2016;Wong et al., 2014). The Australian National Training Authority as cited by (Shivam & Singh, 2015) states "blended learning is a combination of traditional learning and a webbased approach". This model will become the main model in the future (Yen & Lee, 2011) and allows the material, students, and teachers not in the same space (Williams, N.A. & Christie, 2008).
With blended learning students still have the opportunity to have direct social interaction and get guidance from the teacher. Kaur, (2013) state "blended Learning is provided by the effective combination of different modes of delivery, models of teaching and styles of learning which are exercised in an interactively meaningful learning environment". Sophisticated network systems have caused a revolution in education that allows the application of alternative learning methods "anytime and anywhere" for online learners around the world (Oh & Lim, 2005).
Studies show that blended learning is effective in various fields. (Wichadee, 2013) indicated that blended learning was effective to develop language skills. Student satisfaction from the four learning style groups differed significantly. In Biology teaching, Asquith, (2011) states that student scores who study with blended learning and face to face differ significantly. Yapici & Akbayin, (2012) conclude Blended learning can significantly improve attitudes towards the internet and contribute more to students' learning outcomes in Biology than traditional learning. In mathematics learning, Lin et al., (2017) state that blended learning has a positive effect on learning outcomes and attitudes toward mathematics learning. Waynick, (2015) has investigated the effectiveness of blended learning in mathematics, of 12th-grade students. He found that blended learning more effective in increasing students' understanding than traditional learning. In pre-calculus algebra course Yushau, (2006) found that students show a positive attitude towards mathematics and computers.
Evidence of the effectiveness of blended learning as above is enough to be used as a reference to implementing blended learning methods in the mathematical physics course. Mathematical physics which focuses on mathematical concepts and their application in physics (Arslan & Arslan, 2010) has a high-level complexity. Because of that, in learning students need guidance through direct interaction with instructors in face-to-face learning activities. On the other hand, natural phenomena formula in mathematical language in the form of simulations and/or animations available widely and freely on the internet. Various media and learning resources of mathematical physics easily accessed at anytime and anywhere via the internet. This means that mathematical physics can also be taught through blended learning methods to develop learning motivation and problem-solving abilities. Increased learning motivation is one indicator of the effectiveness of learning strategies. Meanwhile, problem-solving skills are the ultimate goal of mathematics physics courses.
Motivation to learn is a process that gives enthusiasm, direction, and persistence in behavior (Santrock, 2007). Motivated behavior is behavior that is full of energy, directed, and enduring. Oxford Dictionary, (2013) define motivation "as the desire or willingness to do something, the condition of being eager to act or work, the power or influence that causes someone to do something". Motivation consists of internal and external motivation. Intrinsic motivation is motivation to do something for the sake of something itself (own goals). Extrinsic motivation is motivation wherein doing something to get something else (a way to meet a goal), it is often influenced by external incentives such as rewards and punishment. Student motivation levels will be reflected in their involvement and contribution to the learning environment (Gopalan et al., 2017). Mazumder, (2014) states "to succeed in higher education, a learner must develop a higher level of motivation towards learning and develop proper strategies to meet their respective goals".
Problem-solving is one of the primary goals of physics courses (Shishigu et al., 2018). Toluk & Olkun (Çaliskan et al., 2010) define "problem-solving as a cognitive process that requires memory and uses it to choose the right activities and work systematically". Problem-solving is the process to find the solution of problem. Polya quoted by (Cildir, 2019) state problem-solving consists of four-stage, namely: (1) understanding the problem, (2) state the solution plan, (3) execute the plan, and (4) evaluate the results. Heller et al., (1992) describes more detail the problem-solving in physics into five stages namely: (1) understanding problems, (2) the ability to describe problems into physical descriptions, (3) formulating physical phenomena into mathematical problems, (4) planning solutions, (5) executing solutions, and (6) testing the correctness of the solution. Problem-solving can include operating a mathematical system or operating system involving critical thinking skills. The problem of mathematical physics is a mathematical proposition about physical phenomena that must be solved. So, to solve mathematical physics problems in addition to understanding the problem-solving steps students must also understand the physical phenomena that are represented through mathematical language.
The aim of this study is to analyze the effectiveness of blended learning in increasing prospective physics teacher students learning motivation and problem-solving ability. The effectiveness of blended learning in this study is measured by the difference in students' learning motivation and problem-solving ability between before and after treatment. The questions of the study that will be answered are: (1) is there a difference in prospective physics teacher students' learning motivation between before and after blended learning? And (2) is there a difference in prospective physics teacher students' problem-solving ability between before and after blended learning?

Method
The one-group pre-test-post-test design was used to answer the research questions. There were 14 prospective physics teacher students participated in this study. They took the mathematical physics course in the third semester of the 2019 academic year. Blended learning was carried out with a portion of 70% face-to-face and 30% online with Google Classroom platform.
The data collected in this study were the prospective physics teacher students' learning motivation and problem-solving ability score. Both data were collected by the test technique. Learning motivation data were collected by the questionnaire that includes 5 dimensions, namely (1) self-efficacy, (2) active learning strategy, (3) learning values, (4) performance goals, (5) achievement goals, (6) learning stimulation environment. Each item of the questionnaire consists of 5 alternative answer choices, namely: strongly agree, agree, fairly agree, disagree, strongly disagree. Scores for each alternative answer choice are as follows: strongly agree =5; agree= 4, fairly agree= 3, disagree= 2, and strongly disagree=1. The reliability of this questionnaire is r=0.83. The data of problems solving ability scores were collected by problem-solving ability test, which has a reliability index r= 0.80. This test in the form of essays consisting of 5 items. The scoring for each item based on problem-solving aspects namely (1) problem visualization, (2) mathematical description, (3) plan of the solution, (4) executed the plan; and (5) check of the solution.
Data on prospective teacher students' learning motivation and problem-solving abilities were analyzed with non-parametric statistics and descriptive techniques. Descriptive analysis was performed to describe the mean score and standard deviation (SD). The level of the mean score qualification was determined by criteria as shown in Tabel 1. There are two null hypotheses tested in this study, namely: (1) there is no difference in the learning motivation of prospective physics teacher students between before and after blended learning, (2) there is no difference in the problem-solving of prospective physics teacher students between before and after blended learning. The research hypotheses were tested with non-parametric statistics, the sign test. The formula is  Table 2 shows the summary of students' learning motivation and problem-solving ability data analysis. From Table 2 appears the pre-test score mean of students' learning motivation was =67.21 (SD=5.45), which was at a low level, and the post-test mean score =74.98 (SD=5.93), which was at a high level. These evidences indicate that blended learning method can increasing students learning motivation from the low level to the high level. The one-sided sign test indicated that the calculated Z value ZC =3.42. In this case, ZC>1.96 at the significance level of 5%. This means that the null hypothesis which states "there is no difference in students' learning motivation between before and after blended learning" was rejected. In other words, there was a significant difference in the learning motivation of prospective physics teacher students between before and after blended learning.

Results and Discussion
In detail the post-test score means of the dimensions of students learning motivation can be seen in Figure 1. Figure 1 shows that there were increases of all of the learning motivation dimension mean score from before the treatment and after treatment. This consistent with the increasing of learning motivation in general. From these facts, can be concluded that blended learning can increasing prospective physics teacher students' learning motivation on mathematical physics course. Table 01 also indicates the pre-test mean score of students' problem-solving ability was =33.43, with SD=4.90, which was a very low level. Meanwhile, the post-test mean score was =63.54, with SD=2.35, which was at a medium level. These facts indicate that blended learning methods can increase students' problem-solving from the low level to the medium level. All students can pass the prescribed limit of 60.0. The one side sign test indicates that the calculated Z was 3.42, where the Zα>1,96 at a significant level of α=0.05. This evidence indicates that the null hypothesis which states "there is no difference in students' problemsolving ability scores between before and after blended learning" was rejected. In other words, there was a significant difference in the score of the problem-solving ability of prospective physics teacher students between before and after blended learning. Figure 2 shows problem-solving ability mean score for each dimension namely: dimension 1= problems visualization, dimension 2= physics/mathematics descriptions, dimension 3= plan of solution, dimension 4=execute the plan, and dimension 5= check the solution.

Figure 1. The Post-test Score Mean of Learning Motivation Dimensions
In Figure 2 appears that there were increasing all of the problem-solving ability dimensions from before the instruction to after the instruction. Before the instruction, all dimensions were at a low level. But, after the instruction, except dimension 1 (visualization) all the other dimensions were at a medium level. The highest mean score occurs at the problem visualization dimension, which was at a high level, and the lowest mean score occurs at the check the solution dimension. From these finding can be concluded that blended learning increasing students' problem-solving ability. Jurnal Pendidikan Indonesia (JPI) | 441 The enhancement in learning motivation of prospective physics teacher students can be seen as a result of the positive response of students to blended learning. The interview results state that by online assignments students can increase their discipline, discuss online more freely without having to feel uncomfortable with classmates, study at any time and wherever, and access material online from various sources. Positive responses of students not only have an impact on increasing prospective physics teacher students' learning motivation but also increasing prospective physics teacher students' problem-solving abilities.
Through blended learning, learning carried out in offline or online mode, lecturers, and students get more time to discuss issues in class. Some topics can be studied online, while topics that feel heavy are learned face to face activities. By online learning students can access the various learning material, and interact to other students and teachers via various media quickly and easily, while through face-to-face learning, students get the guidance needed through direct social interaction (Uğur et al., 2011).
Blended learning provides broader, more complete, and freer communication coverage than traditional learning. With blended learning, students get strengthening professionalism in developing self-qualities such as self-motivation, self-responsibility, and self-discipline. Self-motivation, responsibility, and self-discipline are critical determinants of learning success. Through blended learning, students can learn according to their rhythm. They can learn wherever and whenever they want. Blended learning increases the involvement of students in learning (UNESCO, 2017), provide a wider range of educational opportunities for students (Krasnova & Shurygin, 2019). The higher the involvement of students in learning, the learning outcomes tend to be higher. This form of blended learning helps balance learners' knowledge in groups through independent learning and assignments provided for learning and done by the instructor. There is an opportunity for students to train at a better level, to learn more complex material. So, the principle of individual approach for students can be achieved.
The findings of this research are supported by several studies such as (Alsalhi et al., 2019;Ceylan & Elitok Kesici, 2017;Ekosiswoyo, 2016;Fazal & Bryant, 2019;Harahap et al., 2019;Hesse, 2017;Kazu & Demirkol, 2014;Lee et al., 2016;Oweis, 2018;Vernadakis et al., 2012;Yapici & Akbayin, 2012). They showed that students' learning achievement who get blended learning are higher than those who study traditionally or face-to-face learning. In mathematics learning for Junior High School Students, Tseng et al., (2014) found that blended learning is significantly more effective than traditional learning. Blended learning can develop the character of preservice mathematics teacher students (Fisher, D. & Kusumah, 2018). Concerning learning motivation and attitude, (Ghazali et al., 2018;Lin et al., 2017;Oweis, 2018;Yushau, 2006) found that blended learning can develop students' motivation and attitude . Hesse, (2017) found that blended learning is effective in increasing the involvement, learning outcomes, and students' perceptions of learning. Students also develop other skills such as the ability to self-peace and self-direction. Maskar & Wulantina, (2019) found that students feel Blended Learning makes the learning process interesting, effective, fosters motivation, fosters an attitude of independent learning, active, and creative, improve students' understanding, and learning outcomes.
The research evidence above is empirical support for the effectiveness of blended learning in a mathematical physics course in the context of developing learning motivation and problem-solving abilities. Base on this evidence, it is recommended blended learning in various subjects, to make learning more efficient, easily accessible, and improve students' ability to apply information technology. Behind the success of proving the effectiveness of blended learning in this study, there are some weaknesses that can reduce the validity of this study. First, the weaknesses of the research design. The design of this study is the onegroup pre-test post-test design. This design is not able to control other variables that can affect student learning outcomes, so whether this learning outcome is really only caused by the treatment given, it still needs to be further investigated. Second, the limitations of blended learning tools. In this study, the teaching materials provided are only textbooks, modules, lecture dictates, and sources downloaded from internet links. While there are no learning media developed according to the characteristics of participants. Third, the research time is relatively short because it follows the university's academic calendar. As a result, the mathematical physics topics used in blended learning was relatively limited. To apply blended learning, it is very important to find the characteristics of learning material, so that the learning material is suitable for online and face to face learning. This identification has not yet been carried out comprehensively and automatically not all of the mathematical physics topics have been taught with blended learning. Fourth, in this study student learning styles were not considered in the design and application of blended learning. Each student has their learning style that may be suitable for blended learning.

Conclusion
This study has combined face-to-face learning and online learning and tested its effectiveness in increasing students' learning motivation and problem-solving ability. Referring to the results of this study can be concluded: (a) The implementation of blended learning in mathematical physics course effective in developing prospective physics teacher students' learning motivation (b) Blended learning method effective in developing prospective physics teacher students' problem-solving ability. The mean score of prospective teachers' students' learning motivation was increasing from medium level to a high level. Likewise, the problem-solving ability increased from low to moderate levels. Through Blended learning, students can learn flexibly anywhere and anytime, manage their learning environment individually, and access learning material from various sources by using various media.


Modeling the construction of an individual learning path

In this paper, the most important aspect is touched upon - the principle of constructing an individual learning path in the system of open education. At the moment, there is no clear implemented construction method that satisfies both the learner and the teacher. The method proposed in this paper is based on the use of neural network technologies to determine significant input parameters that affect the success rate. At the first stage of determining an individual trajectory, proceeding mainly from theoretical ideas about the diagnosed set, a “draft” version of the list of parameters is formed. This option includes parameters that, according to the expert, should reflect the individual psychological differences of the subjects. The definition of a “draft” version of the initial set of diagnostic features is a difficult formalized task.

Introduction
In this paper, the most important aspect is touched upon -the principle of constructing an individual learning path in the system of open education. At the moment, there is no clear implemented construction method that satisfies both the learner and the teacher. The method proposed in this work finds a compromise of the problem posed: on the one hand, it does not burden the student with exhausting tests, and on the other, it does not completely shift the problem of constructing trajectories to the teacher [1,2,3,4].

Materials and methods
In the paper, there were used general scientific and special research methods to solve mentioned aim. There are graphical analysis, statistic, techno-economic, expert estimation method. It was studied theoretical and applied papers on the research topic , also official statistics data. For developing the neural network used Matlab and Nnstar module.

Results
The principle of constructing an individual trajectory is proposed as follows: based on the predicted success rate of passing each module for a particular student, the modules are arranged in a chain in descending order of this indicator, which corresponds to the transition from simpler to more complex modules for this student. The method proposed in this paper is based on the use of neural network technologies to determine significant input parameters that affect the success rate. [6,7,8,9,10]. At the first stage of determining an individual trajectory, proceeding mainly from theoretical ideas about the diagnosed set, a "draft" version of the list of parameters is formed. This option includes parameters that, according to the expert, should reflect the individual psychological differences of the subjects. The definition of a "draft" version of the initial set of diagnostic features is a difficult formalized task.
Assessment of the selected parameters was carried out expertly, however, at the next stage of development, the use of psychodiagnostic tests and the results of the final control in the form of tests formed by the training system are implied. Such a system should reduce the time for creating training modules, control knowledge at various stages of training, and ensure the storage of material of the most common (hierarchical) structure [11,12,13,14,15].
The features of the developed system are the presentation of theoretical material in the form of a hierarchy of sections, some of which can be weighted (laborious) and assigned to a certain discipline (for example, power electronics) through a type of theory; can have practical tasks of various types, the result of which for each user is logged, where not only the result is recorded, but also the number of attempts and the date of execution. There are interdisciplinary relations, the connection of students with their courses, the composition of the courses [16 ,17, 18].
The following parameters were selected as parameters of the modules and the student. Student Options: • full name; • Module parameters: • course volume (hour); • volume of lecture material (hour); • the amount of practical work (hour); • independent work (hour); • number of illustrations; • number of definitions; • complexity (for a typical representative of the target group).
A separate database has been created to store data on students and modules. At the moment, it is an independent product along with software for working with it and is a specialized pre-processor. This approach is primarily due to the fact that initially the success of the new method for constructing individual learning paths was not known. Its introduction into an already working system was not advisable, the parameters of the students were determined expertly, and therefore, entering these data into the existing database is much more complicated, i.e. to requires its restructuring, in addition, the neuroimulator is not able to work with some databases and related tables.
The entire population is represented by the entire multitude of students studying electrical engineering disciplines from the moment they were last modified by one of the selected experts. During the work, statistics were collected for the student and test sample among students of the V.I. Vernadsky Crimean Federal University. To solve the problem, 78 students were selected from the general population. The selection criterion was students of the last two years of study who completed all the It is believed that the higher the criterion that the set for training the network corresponds to, the more global the network will be (however, conflicting examples and methods for eliminating them should be taken into account). When distributing the examples to training and test, taking into account the criterion and preference for training the network, the parameters were distributed in a ratio of 1:2. The selection was carried out by selecting every third student, that is, every 6 records through 12 from the resulting table sorted by student code.
To simplify data entry, an automatic transition to a new parameter, "hot keys" and protection from incomplete information are provided.
The connection of the tables with the parameters of the student and the parameters of the module is carried out according to the "many to many" scheme by means of the communication table with the following fields The model built in the Neural Network Toolbox (NNT). From the currently available neural network software products, this product is distinguished by the availability of targeted simplification of the neural network for the subsequent generation of a verbal description. It is the presence of developed capabilities to simplify the network, together with the construction of its verbal description, that gives the proposed product new consumer properties.
The model showed the best results when using the hyperbolic tangent function for the input, output layers and the hidden layer on which 3 neurons are located. As the learning algorithm, an elastic propagation algorithm was chosen. After training, a neural network test was run on a test set in order to calculate the average model error. In order to be able to compare the results of the two models, the model error was calculated using the following formula: where is -the actual value of the output parameter; -obtained forecast value. The error was estimated according to the following principle: we consider the model suitable for building a forecast if the error is not more than 5%, while accurate results are achieved when the error value is less than 3%.
The error of the model built in the NNT relative to the real value is 2.89%. We consider this model suitable for forecasting.
Next, a study was made of the significance of the parameters using the built-in function of the NNT. The results, sorted in descending order, are presented in figure 1.
The rank of the significance of the input parameters for each network is determined, which will allow a more adequate analysis of the influence of the parameters on the output field. In most cases, the ranks of significance coincide with the average values of significance of the parameters, but sometimes they differ. The average value can be small (averaged over all networks), nevertheless, the rank shows the great importance of this parameter. The rank more precisely determines the order of the parameters according to the degree of their influence on the output field.
It can be seen from the figure1 that the most significant parameters are:  From the results obtained, it is obvious that in the case of using elements of open education the concepts of "course volume", "perseverance" (the ability to continuously assimilate more information) and "mindfulness" (the ability to assimilate details and basic aspects "on the fly") are erased that first of all, it is connected with the features of open education -individual dosing of information and the lack of a rigid time frame (the student himself determines when and how much information he wants to study, guided by only the maximum time allotted for the module, which, as a rule, significantly exceeds the average required) .
As for the parameters, initiative, organization, mentality, gender and date of birth, their significance is explained by the concept of professional suitability. It is proved that to work in certain professions a person must possess a number of qualities (this concept is most widely used in the selection of personnel in law enforcement agencies). Such a parameter as the number of illustrations is a criterion, first of all, for visibility and, consequently, for material availability, which contributes to a better and much faster assimilation.
The principle of constructing an individual trajectory is assumed as follows: based on the predicted success rate of passing each module for a particular student, the modules are arranged in a chain in descending order of this indicator, which corresponds to the transition from simpler to more complex modules for a student.
The effectiveness of the method allows the transition to the next round of system development: • creating a gateway for exporting data to create new neural networks; • restructuring the database of the training system, taking into account the parameters of students and modules (and also taking into account the fact that for different courses this set will be different); • creating a tool for importing verbal descriptions of a neural network into a training system with its subsequent use as a model for constructing trajectories.
The proposed method for determining the individual trajectory will allow to determine: • a mechanism for constructing an individual trajectory based on the forecast of the success rate of the module; • tests to determine the parameters of students and their implementation in the system in order to automate the process of collecting parameter data; • a high percentage of correctly defined examples (from 70.8% to 84.3% across five networks) allows us to state the possibility of using this method for forecasting; • the most significant input parameters affecting the success rate, most of which show a fairly stable effect (included in the top five most significant parameters in each of the trained neural network).

Conclusions
Based on the testing program included in the training system, comprehensive testing of students was conducted. The developed system is introduced into the educational process. In addition to the direct use of the computerized training system in educational institutions, it can be used at industrial enterprises for certification of personnel, in the selection of personnel. The individual components of the system can be used for making presentations, technical documentation, descriptions of technological processes.


extfieldsofstudy:
Computer Science
Physics

text:
The proofing validation of conventional mechanical drawing job sheet

The research aims to develop and assess the feasibility of a Job Drawing course in Mechanical Drawing (MD) in the Department of Mechanical Engineering Education, Yogyakarta State University (DMEE-UNY). This study uses the 4-D Thiagarajan model. The study was conducted at DMEE-UNY. Research subjects were media expert lecturers, content experts, and student responses. Data collection techniques using interviews and questionnaires. The questionnaire was used to evaluate the validation of expert lecturers and student responses. Data were analysed descriptively quantitatively. The results showed that the development of the job sheet was successfully carried out by the MD Semester Learning Plan (SLP) in DMEE, consisting of 43 drawing tasks divided into 13 sections. The level of eligibility of the MD course’s job sheet from the validation of content expert lecturers, media experts, and student responses stated that it was very feasible.

Introduction
Industrial Revolution 4.0 is the right era to develop the science of drawing. Currently, drawing techniques are done with computers with CAD (Computer-Aided Design) software [1]. Through computer assistance, the drawing process can be done more quickly and practically in revising images [2], [3]. CAD is software to assist in creating, modifying, and analysing a product or part. [4]. Other functions are making designs, collecting ideas, making sketches, making models, making detailed drawings, analysing designs to making simulations or animations. Today, the industrial world already uses 3-dimensional CAD software instead of using manual drawings [5].
The world of engineering, especially in the field of Machining Engineering has several vendors to draw 3-dimensional CAD, including Solid Works, Autodesk Inventor Professional, and CATIA [6]. Although it is considered quite easy and fast in using the software, a drafter must not forget the basic rules in Mechanical Drawing (MD) [7]. Before being able to operate CAD, a drafter is required to have to understand the basics and rules in MD. These basics are needed because international standard rules are a way to communicate. This can convey messages through working drawings made by draftsmen [8].
Department of Mechanical Engineering Education (DMEE) UNY is a department that prepares its graduates to become educators and workforce in the industrial world, especially manufacturing. DMEE-UNY students are required to take MD courses before obtaining a 3-dimensional CAD course, and this is intended so that all students can understand and comprehend the basic rules in drawing techniques. The material provided in MD courses is in the basics of drawing techniques such as drawing equipment, The problem found in the department is not yet upgrading the job sheet used in drawing techniques. In terms of content, it does not accommodate the needs of drafter graduates at this time. For this reason, the use of instructional media in MD lectures needs to revise and validate job sheet modifications to fit the characteristics of student needs. Job sheets can be used as teaching materials that are arranged systematically, including assigning and evaluating, to achieve competence. [9]. However, the use of job sheets as a reference for giving MD assignments to students is expected to be a solution to the problems at DMEE-UNY

Research Method
This research uses research and development with the Four-D model development step (define, design, develop, and disseminate) [10]. The define stage consists of four steps: initial analysis, student analysis, material analysis, and analysis of learning objectives. The design phase consists of 3 steps including the preparation of the content outline, format selection, and scriptwriting. The develop phase consists of 2 steps, namely the product feasibility test by expert lecturers and field trials. Disseminate stage is the distribution of products that have been developed after being declared eligible for use. The research subjects were content experts, media experts, and 2018 DMEE Bachelor Program students. The object of the study was the MD job sheet. Determination of the number of study samples using the Slovin formula with a 5% error margin. The total population is 82 with a total sample of 68 people.
The research data is divided into two, namely quantitative data based on an assessment questionnaire by research subjects using a Likert scale and qualitative data in the form of comments, criticisms, and suggestions from research subjects which are concluded as input for revising the product being developed -data collection techniques in the form of a questionnaire with four answer choices on a Likert scale. The instrument validator validated the questionnaire. Data is collected after being validated and declared valid by the validator. The questionnaire was used to collect respondent data related to the level of feasibility of the resulting job sheet and classify the level of product viability. The data analysis technique uses descriptive statistics with the following table classification.

Result and Discussion
The development product of the research was MD job sheet packages printed on A4 size paper. The total page is 128 with 70 grams HVS paper for the contents and A4 size ivory paper as a cover with a blue base colour. The resulting job sheet package consists of a cover, procedure, general instructions for use, table of contents, main part and bibliography. This job sheet package consists of 43 drawing tasks that are divided into 13 parts. In Part 1, the subject matter covered is letters, numbers and various etiquette. Part 2, the subject matter covered is drawing lines, technical drawing tools, functions and uses of drawing tools. Section 3, the subject matter discussed is geometry construction. Section 4, the subject matter discussed is the drawing of the pipe opening, the cone and the shape of the transformer. Section 5, the subject matter covered in the quadrant perpendicular projection I (European projection). Section  6, the subject matter that is discussed is the projected perpendicular quadrant III (American projection). Section 7, the subject matter covered is axonometric projection. Section 8, the main material discussed is front views, aids and detailed views. Section 9, the subject matter discussed is the view of sliced objects. Section 10, the subject matter covered is affixing sizes, measuring lines, arrows, notations and working drawings symbols. Section 11, the subject matter discussed is the mark of work, price and linear tolerance area. Section 12, the subject matter discussed is tolerance of geometry and welding symbols. Section 13, the subject matter discussed is designing and producing working drawings of machine components.
The compilation of parts of the job sheet package is sorted according to the MD Course Semester Learning Plan (RPS), which contains the number of lecture meetings, sub-subjects of learning (SLA), subject matter, learning models, time, achievement indicators, and weighting of grades. Each of these main sections contains competencies, a list of subject matter, learning objectives, tools and materials, work steps, assessment rubrics, grading tables, and drawing assignments.
The results of development research refer to the Four-D development model. This product consists of 13 sections which each section contains competencies, a list of subject matter, learning objectives, tools and materials, work steps, assessment rubrics, grading tables and drawing assignments. The material loaded is adjusted to the RPS of technical drawing subjects, namely letters and numbers, lines and drawing tools, geometric constructions, openings, quadrant I projections, quadrant III projections, axonometric projections, auxiliary and detailed views, sliced views, affixing sizes, linear tolerances and work marks, geometry tolerances and welding symbols, and designing working drawings. The results of the MD Job Sheet Package assessment by expert lecturers and overall student responses are included in the very feasible category. Data on the results of the MD job sheet package are presented in Table 2. Content expert lecturers stated that the products developed were in the very feasible category, viewed from the aspect of content eligibility with a percentage of eligibility of 86%, a linguistic aspect with a percentage of 95%, a display aspect with a percentage of 95%, and a 96% benefit aspect with an overall average of content expert are 93%. Percentage histograms of content expert ratings are presented in Figure 1 below.

Figure 1. Histogram percentage of content expert assessment
Media experts claim that the products developed are in a very feasible category. This is based on an assessment of the display aspect with a percentage of 88%, the ease of use aspect with a percentage of 94%, the consistency aspect with a percentage of 83%, the format aspect with a percentage of 83% and   Figure 2 below.

Figure 2. Histogram percentage of media expert assessment
Student responses stated that the product developed was in the very feasible category, seen from the aspect of presentation with a percentage of 85.5%, the language aspect with a percentage of 82.5%, the aspect of graphic with a percentage of 88.5%, the aspect of convenience and benefits of the percentage of 83.5 % with an overall average of 85% student responses. A percentage histogram of student response assessments is presented in Figure 3 below. The results in the figure above show that MD requires an improvement in job sheets with comprehensive material [11]. The next challenge is how to develop MD worksheets that can be sustainable to produce a variety of various drawing work problems. Job sheets can be a suitable medium for students to make drawing practice easier [12]. Also, an upgraded job sheet will always enrich the student experience by adjusting the needs of the drawing world in the industry. Provision of these skills can be a capital for students to step in the process of drawing technical work with the help of 3D CAD software.

Conclusion
MD course job sheets are developed according to the Four-D development model, including define, design, develop and disseminate. The product of this research is a technical drawing job sheet package. The level of eligibility for a job sheet is determined by the content expert assessment, media expert rating and student response. The results of the assessment by content experts obtained a total score of 139 with a percentage of 93%, which is included in the very feasible category. The results of the assessment by media expert lecturers obtained a total score of 69 with a percentage of 86.2% which included in the very feasible criteria. Assessment of student responses obtained an average score of