E-Modules with A Contextual Approach to Natural Science Content Improve Student Learning Outcomes

Abstract

The learning process for science content is still teacher-centred; students tend to accept what the teacher explains, but it needs to provide opportunities for students to develop independently. So, if learning is left like that, student learning outcomes will stay the same. This research aims to develop e-module media with a contextual approach to class V elementary school science content. This research is development research using the ADDIE model. The subjects of this research consisted of learning content experts, learning design experts, learning media experts, 3 individual trial students, 6 small group trial students and 37 field trial students. The data collection methods used were questionnaire, pre-test and post-test methods. Data analysis techniques use qualitative, quantitative analysis and inferential statistics. The research results show that the e-module developed is valid based on learning content experts, learning design experts, and learning media experts; the results obtained are in the very good category, and individual trials and small group tests are in the very good category. Testing the effectiveness of e-modules using a contextual approach, there was a significant difference in learning outcomes for science content before and after using e-module learning media with a contextual approach. The research conclusion is that the e-module is feasible and valid to use.