Publication Search

This research is a development research that aims to develop PBL-based chemistry learning E-Modules on electrolyte and non-electrolyte solution materials that are valid, practical and effective for use in the learning process. The development model used in this study refers to the Hannafin and Peck development model which consists of 3 stages, namely: (1) needs analysis (Needs Assessment), design stage (Design), and development/implementation stage (Develop and Implementation). This learning E-Module has gone through the validation stage by validators/experts and has gone through small-scale trials and field trials so as to produce a learning E-Module that is valid, practical and effective. Based on the results of data analysis, the average validity of the material was 0.91 and the validity of the media was 0.92 and was in the valid category. The practicality of the E-Module is obtained from the assessment of observers by 100% being in the very practical category, teacher responses of 94.64% and being in the very practical category, and student responses of 91% and being in the practical category. The effectiveness of the E-Module was obtained by 86.36% of students who achieved learning completeness scores. Based on the results of the study, it was concluded that the development of PBL-based chemistry learning E-Modules on electrolyte and non-electrolyte solution materials developed was valid, practical and effective for use in learning.

This research is development research which aims to develop a learning E-Module using a guided inquiry model in reaction rate material to determine the validity, practicality and effectiveness of the E-Module. The development model used in this research uses the ADDIE development model which consists of 5 stages, namely Analyze, Design, Development, Implementation and Evaluation. This E-module has gone through a validation stage by validators/experts and has gone through food trials, resulting in an E-Module that is valid, practical and effective. The results of the research are 1) E-Module validity assessment by material experts obtained a score of 0.77% in the medium validity category, and media experts obtained a score of 0.81% in the high validity category; 2) the assessment of the practicality of the e-module in student responses obtained a score of 83.75% and teachers who obtained a score of 94.64% were categorized as very practical; 3) The assessment of the effectiveness of the E-Module was seen from the learning results test on 20 students and received a score of 94% so it was categorized as very effective. The conclusion is that the development of a learning E-Module using a guided inquiry model in reaction rate material is valid, practical and effective for use in learning.

This study aims to obtain a constructivism-based e-module that is valid, practical, and effective, so that it can assist students in understanding the material for a two-variable linear equation system. The research instruments used were lesson plans, material validation sheets and e-module media, learning outcomes tests, and student and teacher response questionnaire sheets. After all instruments, lesson plans, and e-modules were declared valid by the validator, then readability tests and field trials were carried out. The results showed that: (1) the developed E-Module had met the validity values, namely (3.37 and 3.25) with a very feasible category; (2) The developed E-Module has met the practical value (79.75% and 90.5%) with very practical category; (3) The developed E-Module meets the effective criteria with the completeness of student learning outcomes that meet the criteria, namely 85% of students have obtained a score of 75 and the achievement of each indicator/learning objective is more than 65% of the total students.

The rapid development of technology 5.0 requires teachers to have competence in utilizing technology optimally. Teachers are expected to innovate in the learning process, such as developing interactive and interesting teaching materials. Apart from that, there is still a lack of effective learning resources that are ready to use and suit learners’ needs. Moreover, the use of the Merdeka Curriculum requires stakeholders and students to move as dynamically as possible. This certainly hinders the teaching and learning process. Through this activity, teachers are able to create digital teaching materials in the form of e-modules with the help of bookcreator application. The method of this activity is in the form of delivering material, training as well as mentoring, and evaluation. The results of this activity include increasing teachers' skills in creating digital teaching materials. The materials can be used as a learning resource for students. This is in line with the increasing creativity of teachers in utilizing all digital sources as needed as teaching materials

The aim of the research is to develop learning media in the form of electronic modules that are suitable for high school students to use. The development of this e-module product also aims to improve understanding of the material. This type of research is included in research and development. The research stages using the ADDIE model consist of: (1) needs analysis and material analysis stage, (2) design stage for making e-modules, (3) development stage by carrying out material validation and media validation, (4) implementation stage by carrying out tests extensive and limited testing, (5) evaluation stage. The research subjects for the limited test were 7 students of class XI IPS 2 and the broad test involved 36 students of class XI IPS 3. The data collection technique used was observation and using questionnaires and tests. The research data analysis technique goes through stages: (1) validity analysis, (2) practicality analysis, (3) effectiveness analysis, (4) gain test. The research results show that the e-module developed is suitable for use and can be said to be able to improve understanding of the material. Based on the research results, it shows that: (1) the average media expert score is 3.504 in the "very valid" category and the average material expert score is 3.22 in the "valid" category, (2) student questionnaire responses in limited trials with an average of an average of 3.14 is included in the "practical" category and the test response is broad with an average of 3.42 and is included in the "very practical" category, (3) the calculation of learning completeness reaches 75%, which is included in the "good" criteria, (4) The average gain test score was 0.5367 in the "medium" category.

Penelitian ini bertujuan untuk menganalisis kebutuhan mahasiswa terhadap bahan ajar yang digunakan dalam kegiatan perkuliahan Pembelajaran Koperasi. Penelitian ini merupakan penelitian deskriptif eksploratif dengan subjek penelitian adalah mahasiswa pendidikan ekonomi semester enam FKIP Universitas Musamus sebanyak 25 orang mahasiswa. Data penelitian diperoleh dari kegiatan observasi awal dan pengisian angket kebutuhan terhadap bahan ajar yang diinginkan. Hasil observasi awal menunjukkan bahwa pada materi perkuliahan Pembelajaran Koperasi akan lebih banyak melakukan praktik dalam membuat perhitungan SHU namun dikarenakan waktu perkuliahan yang terbatas hanya dua sks disetiap pertemuan membuat dosen kesulitan untuk memberikan penjelasan materi secara rinci kepada mahasiswa. Hasil analisis angket mahasiswa menunjukkan bahwa mahasiswa lebih membutuhkan bahan ajar jenis digital berupa modul agar dapat menjadi penunjang dalam kegiatan perkuliahan mahasiswa dan dapat digunakan mahasiswa dalam kegiatan perkuliahan secara mandiri maupun dengan pendampingan dosen mata kuliah.

Penelitian ini bertujuan untuk mengetahui: (1) Hasil pengembangan e-modul berbasis flip PDF corporate edition pada Kompetensi Dasar puff pastry kelas XII SMK, (2) Kelayakan modul elektronik berbasis flip Pdf corporate edition pada kompetensi dasar puff pastry, (3) Respon siswa kelas XII SMKN 8 Surabaya pada kelayakan e-modul berbasis flip PDF corporate edition. Metode penelitian ini adalah R&D dengan model pengembangan 4D dengan empat tahapan (define, design, develop, disseminate), namun karena keterbatasan waktu penelitian, maka penelitian ini dilaksanakan sampai tahap ke-3 yaitu develop. Validasi e-modul melibatkan dua orang ahli materi, satu orang ahli bahasa dan satu orang ahli media. Objek penelitian berupa e-modul puff pastry. Instrumen yang digunakan untuk kelayakan e-modul meliputi lembar validasi ahli materi, bahasa, media dan angket untuk melihat respon siswa. Adapun teknik analisis data dilakukan secara kuantitatif. Hasil penelitian  menunjukkan: (1) hasil e-modul yang sudah dibuat berupa link berbentuk online mencakup materi puff pastry, (2) e-modul dengan nilai rerata 94%, 95%, 88%;  termasuk kedalam interpretasi sangat layak dan (3) respon siswa diperoleh skor rerata pada tahap satu dan dua sebesar 92% dan 91% dengan interpretasi sangat layak. Hal ini mengimplikasikan bahwa e-mdoul hasil penelitian dapat digunakan dalam pembelajaran.