Development of E-Module for Drawing Body Proportions Based on Size in Basic Design for Grade 10 Fashion Design Vocational Students
DOI:
https://doi.org/10.35445/alishlah.v18i2.9544Keywords:
e-module, body proportion drawing, vocational education, fashion design, instructional mediaAbstract
Drawing body proportions is a fundamental competence in fashion design education, yet many vocational students experience difficulties in understanding measurement relationships and procedural drawing steps. The limited availability of systematic, visual, and interactive learning materials indicates the need for digital instructional media that support independent practice. This study aimed to develop and evaluate an e-module for drawing body proportions based on the 7½-head-height ratio for Grade 10 Fashion Design vocational students. This study employed a Research and Development approach using the 4-D model, consisting of define, design, develop, and disseminate stages. The e-module was designed using Canva and integrated into a Flipbook format. Product feasibility was assessed by five expert validators, while practicality and perceived effectiveness were examined through student response questionnaires. A limited field trial involved 30 students, and an operational field trial involved 100 students from three vocational high schools. Data were analyzed using descriptive statistics. The expert validation results showed that the e-module was categorized as highly feasible. Student responses indicated that the practicality score increased from 80.69% in the limited field trial to 93.71% in the operational field trial. The perceived effectiveness score reached 92%, indicating that students considered the e-module useful, easy to understand, visually clear, and supportive of procedural learning. The findings suggest that the e-module can support vocational learning by providing structured visual guidance, step-by-step drawing procedures, and opportunities for independent practice. However, effectiveness was measured through student perceptions rather than objective performance outcomes; therefore, future studies should use experimental designs and practical drawing assessments to examine its impact on students’ drawing competence.
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