Development Of Electronic Module Research Articles

Development of Electronic Module (E-Module) Based on Case Method in Science Subjects at Junior High School

This study was conducted with the objective of creating an electronic module (E-Module) using the case method for the Science subject, specifically focusing on the topic of Force and Motion. The E-Module is structured in alignment with an independent curriculum, aiming to enhance students' academic achievements. The research methodology employed in this study is Research and Development (R&D), following the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model. Expert evaluations of the content of the electronic module (E-Module) based on the case method reveal that the module falls within the "Highly Valid" category, with an average score of 92.14%. Assessments by media experts on the electronic module (E-Module) using the case method also classify it as "Highly Valid," with an average score of 92.14%. Similarly, language experts' evaluations, categorizing it as "Highly Valid," yield an average score of 90.90. These findings indicate that each aspect of the electronic module (E-Module) is deemed valid and meets the criteria for high validity. Consequently, it can be inferred that the electronic module (E-Module) based on the case method is well-suited for use as a teaching tool incience instruction for seventh-grade junior high school students.

Development of electronic modules using flip pdf professional physics mathematics I folding integral materials course

Development of electronic modules using flip pdf professional physics mathematics I folding integral materials course

The Development of Electronic Modules (E-Module) For Learning Chemical Safety and Security in High School Laboratories

The use of e-learning was very helpful in the distance learning process that was implemented during the COVID-19 pandemic. One of the applications of e-Learning media that can be used is the electronic module (e-Module). The purpose of this study is to develop electronic modules (e-Module) on chemical safety and security in high school laboratories. This study uses a descriptive quantitative method with research and development outlined by Borg and Gall. The instrument used in this study was a questionnaire. The e-Module was validated by experts in media and graphics, and experts in content and language. The e-Module was also tested by chemistry teachers, students in 10th grade, and college students in the chemistry education program. The result from the assessment given by experts, teachers, and students from the validation and trial stage can be interpreted as well up to very good. It can be concluded that the e-Module is feasible to be used as a learning media of Chemistry on Chemical Safety and Security in High-School Laboratories for high-school students.
 Keywords: electronic module, chemical safety, security

Development of Electronic Modules Based on Collaborative Problem Solving on Buffer Solution Materials

The aim of developing an electronic module based on Collaborative Problem Solving is to determine the characteristics and quality of an e-module based on Collaborative Problem Solving on buffer solution material. This research is motivated by the lack of learning processes that utilize e-learning; one e-learning application is electronic modules based on Collaborative Problem Solving. This development research design uses the 4-D model, namely Define, Design, Develop, and Disseminate. The type of data obtained is qualitative data, which contains interview results, comments, suggestions, or input regarding the development of electronic modules. In contrast, quantitative data is obtained using questionnaire scores, which include four categories, namely strongly agree, agree, disagree, and strongly disagree. The quality of electronic modules is assessed based on expert assessments, chemistry teacher assessments, and student assessments. The results of the expert assessment were 96%, the Quality Assessment by the Chemistry Teacher was 86.77%, and the Student Assessment was 81.94%, obtaining very high validity results, so it can be concluded that the development of electronic modules can be used in schools on buffer solution materials.

Development of Electronic Modules (E-Module) Based on Cultural Ethnoscience of Cirebon to Improve the Character of Cultural Love

This study is about the development of e-module as a science teaching material associated with the culture of Cirebon in an effort to improve the character of cultural love that focuses on the typical food of Cirebon. The purpose of this study was to determine the feasibility and effectiveness of this e-module. The method used in this study is Research and Development (R&D) with ADDIE model. Small-scale research subjects in Sdn Kanggraksan with 15 students and large-scale in SDN Kedungkrisik with 30 students. The results of the feasibility test of the media expert 0.839 and the material expert 0.889, which means that both are of the opinion that they are very valid. While the results of the effectiveness test results normality 0.069>0.05, homegenicity test 0.875>0.05, test t0. 000 < 0.05, and test N-Gain 0.757 > 0.7 which means there is a very high impact. Keywords: E-module, Ethnoscience, Culture Cirebon

Development of Electronic Module with Project based Learning

Background: Educators in the 21st century are faced with the demand to integrate technology into the learning process. One example is by using an electronic module (e-module). The electronic module is an innovative learning media presented digitally, including text, images, and video. This study aims to develop a valid and practical e-module based on project-based learning. Methods: The research and development (R&D) method was used in this study by adopting the Alessi & Trollip development model. Alessi & Trollip's model has three stages: planning, design, and development. Results: The results of e-module validation based on content experts show a value of 4.39 with a very valid category, and the percentage of validator assessment is 87.71%, which means that e-module is in the very feasible category. The media expert validator's assessment was 4.48, which means it is in the very valid category. The presentation of the validator's assessment was 89.58%, meaning that the e-module is suitable for use in the learning process. Student response to e-module based on project-based learning was 4.35 and categorized as very good. The percentage of student interest in the e-module is 86.90%. This value indicates that the e-module based on project-based learning meets the criteria of practicality and is feasible for students to use in the learning process. Conclusions: The e-module based on project-based learning developed in this study shows valid validity and practicality, So the e-module is appropriate for use in the learning process. The use of e-modules based on project-based learning also has the potential to increase students' critical thinking skills.

Development of Electronic Module Using TAI to Improve HOTS of High School Students in Fluid Dynamic Materials

This research aims to produce independent learning materials in the form of an electronic module using a cooperative model the Assisted Individualization Team (TAI) type equipped with HOTS questions in a dynamic fluid material. The method used in this study is the development research with developmental stages of ADDIE (Analyze, Design, Development, Implementation, and Evaluation). The cooperative model type Assisted Individualization Team (TAI) has five learning stages: team formation, initial test, group learning, final test, and scoring. This electronic module is equipped with HOTS questions, where HOTS is a high-level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The results of the validation of the due diligence of the electronic module by media experts gained a score of 82.60%, the validation in the material aspect by the material experts gained score of 79.92%, the learning experts obtained 87.92%, and the calculation of n-gain test was 0.48 which means moderate category. These scores mean that the electronic physics module using cooperative model Team Assisted Individualization (TAI) type is equipped with HOTS questions in dynamic fluid materials as independent teaching material.

PENGEMBANGAN E-MODUL UNTUK PEMBELAJARAN ILMU PENGETAHUAN ALAM MATERI SISTEM PENCERNAAN MANUSIA DI MADRASAH TSANAWIYAH

AbstractThis study aims to produce an e-module for science learning materials for the human digestivesystem at MTS, find a profile of electronic modules for learning science for the humandigestive system at MTS, and determine learning outcomes using electronic modules forlearning science for materials for the human digestive system at MTS. The research methodused is a combination research and development method Borg and Gall and ADDIE. Theresearch population in this study were students of class VIIIA, VIIIB and VIIIC. The profileof the development of e-modules for learning science on human digestive system materials injunior high schools includes 3 main parts, namely introduction, content and evaluation. E-module development consists of several stages consisting of expert validation consisting ofmaterial experts, design experts and media experts. Individual trials with 3 students in grade8A, revision of test results, small group trials with 12 students, namely 6 students in each class8A and 8B, product revision, large group trials with 30 students, namely 15 students. ongrades 8A and 8B, respectively, and revision of the final product. The implementation wascarried out on 27 students of class VIIIC. The results showed that the development of theelectronic module developed in this assessment was considered valid in the range of values0-4 with an average value of 3.77 material expert validity, 3.93 design expert validity and3.54 media expert validity, which means that the electronic module can used. The electronicmodule profile includes an introduction section, a content section and an evaluation sectionKeywords: Electronic Module Development, Natural Science, Human Digestive System.

The development of electronic modules with science literature through direct instruction of impulse and momentum materials

This research aims to produce an electronic module with scientific literacy through direct instruction on impulse and momentum materials and describe its feasibility. The specific objective of this study is to describe the validity, practicality and effectiveness of the electronic module. The research method used is research and development using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The test subjects in this study were ten students at one of the senior high schools in Banjarmasin. The data were obtained through the electronic module validity sheet instrument, student response questionnaire sheets, and student learning outcomes tests. The results show that: (1) the electronic module is declared valid with a very high category, (2) the electronic module is declared practical in the good category, (3) the electronic module is declared effective with a gain score of 0.64 in the moderate category. In this study, it can be concluded that the electronic module with scientific literacy through direct instruction on impulse and momentum material is declared fit for use in learning.

Electronic Module Development with Project Based Learning in Web Programming Courses

Abstract—In this era of the Covid-19 pandemic, students are getting used to online learning or daring. In supporting online teaching and learning activities, electronic modules have been developed so that the learning system can run in two directions and be more interesting. For this reason, this study aims to (1) Design and implement the development of electronic modules based on learning projects in Web programming courses at ITB AAS Indonesia. (2) To find out student responses to the development of project-based e-modules based on Web programming courses at ITB AAS Indonesia. This study uses research and development methods. with the development of the ADDIE model. To determine student responses to the electronic module, the researcher uses questionnaires. The results of the study show that: 1) The results of the design and implementation of e-modules that have been developed on web programming courses that use learning project-based learning models can be applied. 2) The results of the percentage of students who gave a very good response really good were 58,1%, good 22,5% %, sufficientt 19,4% and there were no students who gave less, or very less responses.

Development of electronic module using inquiry based learning (IBL) model integrated high order thinking skill (HOTS) in 21st century physics learning class X

The purpose of this study is to produce an electronic module using IBL integrated model HOTS in 21st century of Physics learning class X with valid and practical criteria. The thinking ability of students in learning physics is still not in accordance with the thinking skills that are needed in the 21st century. One of the reasons is because of the modules used by students still do not contain model steps that are integrated with the level of thinking skills. This type of research is a development research using the ADDIE model which consists of five phases, those are Analysis, Design, Development, Implementation, and Evaluation phase. Which in this research only carried out the development and implementation phase. The research instrument included are a validity questionnaire and practicality questionnaire. Data analysis techniques for validity used the Aiken’s V formula and for practicality using descriptive percentages. The results of the development stage show that the electronic module has an Aiken’s V value of 0.86 with the valid category. The results of the implementation stage show that the practicality of the electronic module is in the very practical category with a value of 93.27% for teacher responses and 87.86% for student responses. Thus, it can be concluded that the module electronic using IBL model integrated HOTS in the 21st Century Physics Learning of Class X meets the criteria of being valid and practical. The results of the implementation stage show that the practicality of the electronic module is in the very practical category with a value of 93.27% for teacher responses and 87.86% for student responses. Thus, it can be concluded that the module electronic using IBL model integrated HOTS in the 21st Century Physics Learning of Class X meets the criteria of being valid and practical. The results of the implementation stage show that the practicality of the electronic module is in the very practical category with a value of 93.27% for teacher responses and 87.86% for student responses. Thus, it can be concluded that the module electronic using IBL model integrated HOTS in the 21st Century Physics Learning of Class X meets the criteria of being valid and practical.

Development of Electronic Module Using Creative Problem-Solving Model Equipped with HOTS Problems on The Kinetic Theory of Gases Material

This research aims to develop and produce an e-module of physics using a creative problem-solving model equipped with HOTS problems on the kinetic theory of gases material as independent teaching material for high school students of class XI IPA. The research method used in this study is the Research and Development (R & D) method using the model of Dick & Carey. The creative problem-solving model has six learning stages. The electronic module is equipped with HOTS questions, where HOTS is a high- level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The instrument used in this study is a questionnaire using a Likert scale. This e-module has gone through a validation test involving material experts, media experts, and learning experts. The results of expert validation are 82.83%. The result in the field-test by physics teachers shows an average score of 83.05%. The field-test results by the students of SMAN 16 Jakarta shows an average score of 93.44%. The result of the effectiveness test had a gain score of 0.502 indicates that the e-module can increase students’ high order thinking skills in the middle classification. These results show that the e-module of physics using a creative problem-solving model equipped with HOTS questions in the kinetic theory of gases material can be feasible as independent teaching material and can increase students’ high order thinking skills.

Development of electronic modules by scientific approach to train science process skills

The aims research is to design and implement the development of E-modules based on scientific approach and to analyse the effectiveness and feasibility using e-modules to train science process skills in SMAN 65 Kebun Jeruk West Jakarta of XI Mathematics and Natural Science grade. Research models used in this study is research and development of Borg and Gall models with stages: planning, initial product development, initial testing, major product revisions, large group trials, product operational revisions, operational trials, final product revisions, dissemination and distribution. The instruments are field test questionnaire filled out by students, teachers, and experts. The research results get a good percentage interpretation based on the effectiveness and test feasibility where is feasible category that can be concluded that the e-modules by scientific approach is effective and very feasible to train the science process skills.

Preliminary analysis of development electronic module using inquiry based learning model for 21st century

The 21st century sign by the development of science and technology rapidly. In this century, all information can be accessed easily any time and anywhere. Physics learning in the 21st century should be able to take advantage fully of technology development. Unfortunately, the using of technology in physics learning activities was not going well. In fact, the printed teaching materials still used in learning. These teaching materials can only be used by students during Physics learning activities in the classroom. This cause the learning objectives have not reach fully. Module is one of teaching materials that can help student to study independently. Therefore it is necessary to develop module that is integrated with technology. The purpose of this study is to describe the physics learning condition include performance, graduation standard, learning difficulties and student characteristic. This research is descriptive qualitative research by processing data using descriptive statistic. The sample of this research were students and teachers form two senior high school in Padang. The data collected using questionnaires and interview sheet. The result of this research is development of electronic module using inquiry-based learning model for physic learning in 21st century needs to be done.