Research-Based Digital Learning Model in Higher Education

This study aims to determine the transition from conventional learning to digital learning. The research method is Research and Development carried out at IAIN Parepare. The research stages start from FGD, product design, expert validation, product testing, verification, publication and implementation. This research shows that research-based digital learning is very important and must be implemented. Research-based digital learning utilizes digital features in creating content, research as a strategy in implementing learning. The results of the research are made up of content as teaching materials, then setting the evaluation system in the form of assessment tools. Digital collaboration and research in learning can accommodate student learning styles that are independent, thorough, inquiry, problem solving, contextual, authentic, and collaborative Variety content, namely content that must vary in line with the clarity of goals, such as printed, digital, simple content, complex content, or from nature; (3) Methodology based on SCL, which is student-centered; (4) Digital media and learning materials; (5) Assessment tools and ICT support, namely the assessment follows the evaluation principles supported by ICT 23 . The study and results of the discussion in the FGD (2021) show that the application of research-based digital learning requires completeness, both superstructure and infrastructure. The superstructure field is in the form of policies from the leadership of PT, leadership instructions on consistent implementation, starting with the preparation of the vision, mission, goals, and objectives, Master Plan for Higher Education Development, Road Map for higher education, strategic plans (Renstra) from the institutional level to study programs, operational plans from the institutional level to study programs, quality standards and operational standards, curriculum level study programs that KKNI, SNPT, and MBKM standards based on digital and research. All forms of policy are linear and lead to research-based digital learning.


A. Introduction
Universities as par of excellence institutions in the development of science and technology and become agents of civilization and social transformation.
Universities will be creative and become pioneers of change, both in the surrounding community and in the advancement of science 1 . Research is an important means to improve the quality of learning 2 . Higher education actually stands at the forefront of reconstructing the education system that leads to competitive and productive abilities for its alumni. Staron (2014) states that "Lifebased learning proposes that learning for work is not restricted to learning at work" .
Universities are actually able to follow the latest technological trends, which are a barometer of developing education, they need to find methods to develop students' cognitive capacity: higher order mental skills, critical and systemic thinking, and it is very important to survive in the era of the industrial revolution 4.0. The paradigm of the learning system in higher education refers to indicators of self-concept, experience, learning readiness, and learning orientation 3 . Quality learning in higher education if the teaching material is the result of lecturer research 4 . The concept of authentic learning (Roach, 2000) is using data in the field with course content developed by the lecturer.
The Directorate of PTKI encourages PTKI in the era of the industrial revolution 4.0, namely: (1) Preparation of a more innovative learning system; (2) Reconstruction of institutional education policies that are adaptive and responsive to the industrial revolution 4.0; (3) Preparation of human resources, especially lecturers and researchers as well as engineers who are responsive, adaptive, and reliable to face the industrial revolution 4.0; (4) Breakthroughs in research and 1 Hasbullah, Otonomi pendidikan : kebijakan otonomi daerah dan implikasinya terhadap penyelenggaraan pendidikan (Jakarta: Rajawali Pers (RajaGrafindo Persada), 2006). 2 Hasan Subekti dkk., "Patrap Triloka ethno-pedagogy with research-based learning settings to develop capability of pre-service science teachers: Literature review" (1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017), Atlantis Press, 2017), 43-46. 3 Triyo Supriyatno, "Sudiyono, Moh," Padil, Pengantar pada Strategi Pembelajaran Partisipatori di Perguruan Tinggi. Cet. I, t.t. 4 Griffith, Institute for Higher Education (2008). Research-based learning: strategies for successfully linking teaching and research (University of Griffith, t.t.). development that support the industrial revolution 4.0 and its quality and quantity research and development ecosystem; (5) Breakthrough innovation and strengthen the innovation system to increase industrial productivity and increase technology-based start-ups 5 .
Prospective job opportunities are more directed to the world of Robotics, Internet on things (IoT), autonomous vehicles, 3-D printing, nanotechnology, biotechnology, materials science energy storage, and quantum computing. The trend of learning leads to lecturers using various facilities such as multimediabased 6 . The characteristics of the industrial revolution 4.0 include digitization, optimization and customization of production, automation and adaptation, human machine interaction, value added services and businesses, automatic data exchange and communication, and integrating the use of internet technology. The concept of developing Cyber University, admitted Anis, requires no small amount of money. "Such as bandwidth, online laboratories, computers, the internet, those are still obstacles. because it is still an expensive item in Indonesia 7 .
Research that is relevant to the proposed research plan. The research in question is as follows: (1)  Research-based digital learning is the expectation of higher education as an integrated distinction and projection in learning values of religiosity, humanism, research-based, and cutting-edge technology.

B. Method
The type of research used is qualitative, namely studying, exploring, and constructing a research-based digital learning system that is relevant to the era of the industrial revolution 4.0 which can be adapted to the IAIN Parepare campus.
This research approach is carried out by Research and Development (R & D). The steps of this research are: (1) research and information gathering, (2) planning, (3) development of the initial form of the product, (4) initial field test, (5) main revision of the product, (6) main field test, (7) operational product revision, (8) operational field test, (9) final product revision, and (10) dissemination and implementation 8 .
Data collection can be done in various settings, various sources, and in various ways 9 . This research instrument is in the form of interview guide, observation guide, document study, FGD guide, discussion guide with experts, product trial guide, and publication guide. The data analysis technique used in this study is the approach applied by Miles and Huberman (Sugiyono, 2009), which is carried out in three activity lines which are one unit (interrelated), namely; (1) word reduction; (2) data presentation; (3) drawing conclusions/verification. Activities in qualitative data analysis are carried out interactively and take place continuously until complete, so that the data is saturated (complete) 10 . The validity test of data in qualitative research according to Sugiyono includes credibility (internal validity), transferability (external validity), dependability (reliability), and confirmability (objectivity) 11 . 8 Meredith D Gall, "The use of questions in teaching," Review of educational research 40, no. 5 (1970): 707-21. 9 Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D (Bandung: Alfabeta, 2008). 10 Sugiyono. 11 Sugiyono.

Result a. The trend of digital-based research learning
Digital learning in higher education is very important to be developed as an effort to use ICT in creating a conducive academic atmosphere. Campus as a vehicle for the transformation of science and technology that can be utilized for the benefit of society and civilization, can be more effective if using digital in the application of learning. ICT-based learning or digital learning is important to underlie learning theory in order to develop the personality of students in a balanced and proportional manner. Weller, in Ishak, explains that electronic learning, including mobile learning, is at least supported by constructivism theory, resource based learning, collaborative learning, problem based learning, narrative based teaching, situated learning 12 .
Utilization of ICT can support the learning process, namely: (1) Improving the quality of learning; (2) Expanding access to education and learning; (3) Reducing education costs; (4) Responding to the obligation to participate in ICT; and (5) Develop ICT skills that students need when working and in later life 13 .
Learning that utilizes ICT then develops into the digital realm as a result of technological acceleration through the industrial revolution 4.0. Adaptation of learning to the development of ICT has implications for digital learning. Digital learning provides new implications for the learning process between educators and students, both in content, interaction, mobile classes, digital teaching materials, evaluation systems, and so on.
In education, including in universities, the application of digital learning is carried out on several factors, namely: (1) The demands of the 4.0 industrial revolution such as big data, cloud computing, internet, artificial intelligence, and telefortace; (2) The existence of digital literacy that needs to be elaborated, both lecturers and students, such as media literacy, information literacy, and digital literacy, commonly called multiple literacy; (3) Mobile technology that is developing rapidly and is more practical, economical, capable, and portable; (4) 12 Ishak Abdulhak, E-Learning: Concept and Implementation, II (Bandung: UPI Press, 2020). 13 Mamad Kasmad, Information Technology-Based Learning and Learning (Bandung: UPI Press, t.t.).
Regulations are getting stronger, both international, national, and at the level of the Education unit, through regulations and legislation from the government, the ministry of education and culture, the ministry of religion, and the level of educational institutions; The background for applying digital learning is as follows; (1) demands for the needs of the all-digital era, (2) forcing conditions due to the Covid-19 pandemic that does not allow offline learning, and (3)  Research-based digital learning experienced various problems, especially during the Covid-19 pandemic, because it was revolutionary, lecturers and students were 'forced' to use ICT in learning due to social distancing considerations. Sutrisno explained that:The problems of implementing digital learning in universities, among others: (1) Limited ICT infrastructure owned by universities, lecturers and students, (2) Internet network that is less stable, (3) Limited quota for students who are economically disadvantaged, (4 ) The PLN electricity network that often shuts down, (5) The limited skills of senior lecturers in the IT field, and (6) The time difference between students in East, Central and West Indonesia 16 .
Research-based digital learning is an alternative solution to the learning approach in the industrial revolution 4.0 era in universities. The application of research-based digital learning is considered very important to give birth to digital learning innovations so that innovation products are more valid, scientific, and generalizable 17 . The birth of new products that can be accounted for academically is more effective with the use of digital-based cloud computing. The results of scientific research are easier to do, especially in data analysis and browsing reference links and access to scientific publications. However, The perception of research-based digital learning in general is still relatively in-depth and comprehensive 18 .
One approach that is important to consider in learning is student-centered and based on completeness. The learning approach in the era of the industrial revolution 4.0 is also referred to as heutagogy as first coined by Stewart Hase and Chris Kenyon (2000). Heutagogy emphasizes how a learner finds his learning experience through learning how he learns, multiple cycle learning, providing universal learning opportunities, the process is non-linear and leads to a true learner 19 .
Riyana explains the added value for lecturers to the application of researchbased digital learning, namely: (1) Learning is based, scientific, and objective; (2) Effective optimal learning in achieving competence; (3) Actualization of lecturer performance, namely conducting research related to learning; (4) The research product becomes a portfolio of works; (5) Research products will be published; (6) The research product will be registered as IPR. The use of digital learning media 16 Sutrisno, Professor of Islamic Rel¬igious Education. 17 Riyana, MEDIA PEMBELAJARAN. 18  has an impact on, namely (1) It can increase students' learning motivation; (2)  (1) According to the characteristics of students, namely learning styles, interests, motivations, ideals, and so on; (2) The test results will be valid and reliable, namely the validity of the instrument and can be scientifically justified so that it can be used to collect data scientifically; (3) Repeated review, namely the examination of research results is carried out repeatedly to obtain saturated and perfect data; (4) Tested, ie research results can be verified on an ongoing basis so that they can be generalized to be applied to different places; and (5) very high eligibility 21 .

b. Research-based digital learning design in universities
Academic response to the application of research-based digital learning as a mindset transformation of the academic community during the online learning process during the Covid-19 pandemic (FGD, 2021). Where did the Covid-19 pandemic start?digital-based learning transformation has implications for culture shock 22 by most lecturers because they were previously used to conventional media. The Covid-19 pandemic urges and forces the academic community to carry out online learning because it is related to health protocols that must maintain distance and stay away from crowds (social distancing). On the other hand, learning activities in universities should not stop because they have big implications for the competence of the younger generation. This condition encourages lecturers and students to understand and master ICT and design digital-based learning.
The components that need to be considered in digital learning design are as follows: (1) There must be a clarity of competence that must be achieved; (2) 20 Riyana, MEDIA PEMBELAJARAN. 21  Variety content, namely content that must vary in line with the clarity of goals, such as printed, digital, simple content, complex content, or from nature; (3) Methodology based on SCL, which is student-centered; (4) Digital media and learning materials; (5) Assessment tools and ICT support, namely the assessment follows the evaluation principles supported by ICT 23 . The study and results of the discussion in the FGD (2021)  Information from the informant (UN, 2021) stated that, although in general it is adequate in the context of LMS, there are aspects that need to be addressed, such as Edlink which is one-way between lecturers and students, such as zoom applications, reciprocal interaction between lecturers and students is necessary. the form is opened so that the educational process can run effectively, the choice is limited to evaluation, namely multiple choice. However, Edlink can store digital teaching materials and can be connected to institutional repositories, videos, youtube, or online journal links as learning resources. Furthermore, the Edlink platform is quite good, and we are students, there are many things we can do through Edlink. However, the Edlink Platform is often inaccessible even though the internet network is good, 23  The study of themes in FGDs resulted in information that the aspects that need to be developed by lecturers in research-based learning are the ability to formulate course problems that are accumulated into lecture themes, adapt these themes to be more actual, relate the themes to the student's daily environment, how to formulate problems. , how to compile relevant theoretical concepts, how to collect data, how to analyze data, and how to compile research reports, convert research reports into journal manuscripts, and submit manuscripts to online scientific journals (FGD, 2021). Competencies needed by students in researchbased digital learning include digital presentation applications, digital teaching materials, digital references, digital learning media, assessment tools, and Edlink.
Digital learning that is applied Some lecturers use certain applications with assistance such as table pens, Canva, digital power points, the Moodle platform as an LMS that elaborates on Edlink, some use zoom, google meet, and Video Call WA.

Discussion
The learning trend in the industrial revolution 4.0 era leads to researchbased digital learning. The use of ICT is a must in learning, especially during the Covid-19 pandemic. Digital learning can cross time and place in learning interactions. The formulation of research-based digital learning concepts gave birth to Semester Learning Plans (RPS). The learning design is carried out in consultation with education experts, educational technology experts, and research experts. Furthermore, FGDs were conducted to absorb aspirations, ideas, and proposals for the design of research-based digital learning devices. Then the product trial was carried out while getting responses and responses from students after the product trial was carried out. The three activities were carried out to obtain a research-based digital learning device design in the form of RPS. The following is a description of the RPS developed in the tested courses, namely: (1) Name of study program, name and course code, semester, credits, name of supporting lecturer; (2) Graduate learning outcomes charged to courses; (3) The final capabilities planned at each learning stage to meet graduate learning outcomes; (4) Study materials related to the capabilities to be achieved; (5) learning methods; (6) the time provided to achieve the ability at each stage of learning; (7) Student learning experience embodied in the description of tasks that must be done by students for one semester; (8) Criteria, indicators, and assessment weights; Graduate learning outcomes (CPL) of the Study Program reduce CPMK, namely Course Learning Outcomes. The CPMK formulation must contain elements of ability and learning materials that are selected and the level of depth and breadth is determined in accordance with the CPL imposed on the course. After CPMK is formulated, Sub-CPMK is formulated as a final ability formulation that is planned at each learning stage that is specific and measurable, and demonstrated at the end of the learning process. A good Sub-CPMK has the following indicators: (1) Specific, ie the formulation must be clear, using specific terms describing abilities: desired attitudes, knowledge, and skills, using concrete action verbs; (2) Measurable, namely the formulation must have a target student learning outcomes that can be measured, so that it can be determined when it can be achieved by students; (3) Achievable, namely the formulation stating the abilities that can be achieved by students; (4) Realistic, namely the formulation stating realistic abilities to be achieved by students; and (5)    Aspects of assignment-based learning evaluation (assignments), namely attendance (10%), attitude/character (10%), scientific work (10%), responsibility (15%), publication in journals (10%), UTS (20%) , and UAS (25%). Description of tasks such as making papers, presentation materials (power point or video), and other tasks.