Evaluasi Model Addie Pada Pelatihan Media Pembelajaran Inovatif Foundation School Thailand

Abstract

The rapid development of digital technology in the 21st century requires educators to continuously improve their competencies in designing innovative and engaging learning experiences. To support this need, Saengtham Wittaya Foundation School, Thailand, organized an innovative learning media training program focused on the use of innovative learning media. However, preliminary observations revealed several challenges, including low participant enthusiasm, limited optimization of training facilities, and the absence of a formal evaluation framework to measure training effectiveness systematically. Therefore, an evaluation of the training program was considered necessary to identify its strengths, weaknesses, and areas for improvement. This study aimed to describe the evaluation of the innovative learning media training program using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model at Saengtham Wittaya Foundation School, Thailand. A descriptive qualitative approach was employed in this study. The research site was selected using purposive area, while informants were determined through purposive sampling. The participants consisted of the Head of Human Resources, the training instructor, and two teachers who attended the training program. Data were collected through structured interviews, observations, and documentation. The data were analyzed using the Miles and Huberman interactive model, including data collection, data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings indicated that the training program had implemented all five stages of the ADDIE model. The analysis stage identified participants’ learning needs, profiles, competency gaps, and environmental conditions. The design stage formulated learning objectives, methods, and materials, although no written evaluation instrument was developed. The development stage involved the creation and peer validation of Canva-based learning materials. The implementation stage demonstrated active participation, direct practice activities, and adequate technical support despite several technical obstacles. The evaluation stage focused on participants’ perceptions and learning outcomes through oral assessments. In conclusion, the training program was generally implemented effectively and aligned with the ADDIE framework. Nevertheless, improvements are needed in developing formal evaluation instruments, enhancing technical facilities, and facilitating the third level of evaluation to support sustainable training programs in the future.