Titis Angga Rini, Bagus Cahyanto, Puri Selfi Cholifah, Yuniawatika, Rofik Jalal Rosyanafi
Instructional design competencies need to be considered for teacher education study program students as prospective learning designers. The teaching of instructional design is still being researched to find the best practices to be mastered maximally by prospective teacher students, especially during distance learning through e-learning. Likewise in this study, the results of the needs analysis show that there must be a solution that can maximize the mastery of instructional design by maximizing the active involvement of students through e-learning. From this need, the research objectives were formulated to develop and test the product of online self and peer assessment instructional designs instruments as e-learning material. The product has been successfully developed and has been tested for its feasibility in terms of validity, reliability, and practicality to experts and users. The results received a positive response from students as users because it can help them learn instructional design better, facilitate online sharing of experiences when being assessed or assessing their partner's lesson plan, and evaluate their mastery of instructional design. Although in practice, students' interpretive understanding of the determined assessment indicators must be good to be able to assess accurately. © 2021 IEEE.
Universitas Negeri Malang, Faculty of Education, Malang, Indonesia; Universitas Islam Malang, Faculty of Islamic Science, Malang, Indonesia; Narotama University, Faculty of Education and Teacher Training, Surabaya, Indonesia