Analisis Komparatif Model ADDIE, ASSURE, dan Dick dan Carey dalam Desain Pembelajaran Perguruan Tinggi: Kajian Kepustakaan

Wati Wati

doi:10.59996/cendib.v3i4.1273

Authors

Wati Wati Sekolah Tinggi Ilmu Tarbiyah (STIT) Iqra' Kapuas Hulu

DOI:

https://doi.org/10.59996/cendib.v3i4.1273

Keywords:

instructional design, ADDIE, ASSURE, Dick and Carey, higher education

Abstract

Selecting an instructional design model in higher education requires attention to learning outcomes, pedagogical alignment, and implementation conditions. This study compares ADDIE, ASSURE, and Dick and Carey to explain their characteristics, contributions to outcome-oriented course design, and contextual suitability. A qualitative literature study was conducted through comparative analysis and thematic synthesis of 15 journal publications, including one conceptual editorial, and five books or guidebooks published between 2009 and 2026. Sources were selected purposively and examined for conceptual relevance, educational context, methods, findings, and evidential limitations. The analysis shows that ADDIE provides an overarching development framework, ASSURE explicitly connects media use with learner participation, and Dick and Carey elaborates instructional analysis and the relationship between objectives and assessment. All three can support alignment among outcomes, learning activities, and assessment when applied with appropriate pedagogical judgment. The reviewed evidence concerns design processes, learner perceptions, and product quality, with limited grounds for a universal ranking of effectiveness. Model selection should therefore consider design needs, prerequisite skills, technology access, lecturer capability, and resources. The study proposes six comparative dimensions to guide context-sensitive selection and subsequent evaluation in higher education.

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