Development of Project-Based Digital Learning Modules for Legal Dutch Courses

Abstract

The Dutch Law course is a compulsory subject in the law study program, but students who get a score of 80, not all can pronounce and understand legal terms that use legal Dutch. This study aims to create project-based learning (PjBL) using design and learning materials from digital modules so that students are accustomed to pronouncing and reading legal terms in legal Dutch. Digital module development uses 4-D research and development methods, namely: define, design, develop, and disseminate, data collection, using questionnaires, and expert validation. The limitations of the study, the respondents were 50 students who took Dutch law courses. Analysis using mix-method methodology. Learning effectiveness is collected through the completion of all learning activities on digital modules. Findings on the effectiveness aspect with learning completeness indicators reaching a score of 92.78% are said to be completed, student activities reaching a score of 87.63% are in the active category, student responses to the use of digital modules reach a value of 3 meaning a positive response. The practicality of digital modules implementing the overall project-based learning syntax is 97.65% included in the excellent category. Lecturer activities in learning by applying project-based learning strategies resulted in a score of 85.06% in the active category. The study results found that learning PjBL for the Dutch law course was proven to make students active, and students could pronounce and understand legal terms correctly.