Validation Of Module Research Articles

Development of Gender-Based Digital Modules As A Supplement to Learning Indonesian Language Level in Denpasar

Integrating gender-based modules in language learning is important for creating inclusive and equitable learning environments, valuing the diversity of gender experiences, reducing stereotypes and biases, increasing student engagement, and supporting gender equality and sensitivity in society. So this research aims to develop a gender-based digital module as a supplement to Indonesian language learning and describe the validity of the digital module as a supplement to Indonesian language learning. This research is a type of research and development (Research and Development) with the ADDIE model approach, namely Analyze, Design, Development, Implementation. Six expert validators, two teachers, twenty-five and seventy-five pupils from class X are the subjects of this study, which aims to evaluate the usefulness and efficacy of the designed module. In this study, questionnaires, student essays, interviews, and observation were all used as data gathering methods. Both qualitative and quantitative data analysis methodologies were used in this investigation. According to the study findings, the digital module's validity scored 4.08 in the very good category. Teachers' and students' practicality results also received a very good rating of 4.13, suggesting that gender-based digital modules can be used to enhance high school Indonesian language instruction. With a score of 71% on the N-Gain effectiveness test, it can be concluded that the gender-based digital module is beneficial for teaching Indonesian language proficiency. As a result, it is determined that the gender-based digital module is legitimate and useful for use as an addition to high school Indonesian language instruction.

PEMBANGUNAN MODUL LATIHAN GURU TENTANG PENDEKATAN PEMBELAJARAN STEM TERADUN

This article delineates the process of instructional design, utilizing the ADDIE model, to create a comprehensive Teacher Training Module focused on Blended STEM Learning Approaches. Serving as a guide for educators, this module is specifically tailored for teacher training. The primary objective of this article is to elucidate the application of the ADDIE model in crafting the Teacher Training Module for Blended STEM Learning Approaches and to expound on its content, designed for secondary school Science teachers. Led by the primary researcher, the research group engaged in extensive discussions and briefings throughout the six-month development period, spanning from May to October 2021. Subsequently, the module's validity was sought from six experts with substantial experience in the STEM field. The findings underscore the integration of all phases of the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—in the creation of the Teacher Training Module on Blended STEM Learning Approaches.

Development of Local Wisdom-Based Literacy Modules for Reading Comprehension in Elementary School

This research is motivated by 21st-century learning which is centred on patterns of students' reading literacy comprehension, which is linked to the concept of local wisdom as a strategy for implementing local wisdom-based reading literacy in the form of teaching materials or modules as an effort to build insight, knowledge, personality, mentality and morality for students. This study aims to develop local wisdom-based literacy modules for teaching reading comprehension in elementary schools that are feasible to use. This research is a Research and Development (RD), using the 4-D Model (Define, Design, Development, and Disseminate). The results of product validation data by media, material and language experts using percentage and category descriptive techniques to show the module's validity, practicality/feasibility. This research was carried out in an elementary school in Pekanbau. The results of the validation by the media expert validator and the material and language expert validator obtained a score of 0.848 in stage II and 0.924 in stage II, so it was categorized as very valid for use. The content and language validation results achieved a score of 0.578 in stage I and 0.800 in stage II, indicating a categorization ranging from valid to highly valid. The local wisdom-based literacy module testing yielded student learning results with an average score of 84.54, indicating excellent performance. The results of the student practicality test obtained an overall average of 90.67% and the teacher's practicality test of 88.33%. From the overall average practicality test, students and teachers are categorized as very practical and feasible to use or disseminate. Based on the data above, this research is expected to have implications academically, especially to elementary school as a reference source in developing literacy modules based on local wisdom in literacy learning.

Module-Based Training for Teacher Professional Development in Madrasah

In the era of Industry 4.0, teachers are expected to exhibit a professional attitude in fulfilling their educational responsibilities. Despite their involvement in numerous activities, the level of professionalism among teachers has not seen significant growth. This research aims to analyze the effectiveness of using the SKI (Sejarah Kebudayaan Islam/Islamic Culture and History) Module in enhancing the professionalism of SKI teachers. The study was conducted in a madrasah affiliated with the Ministry of Religion in the Maluku Province. A total of 20 SKI teachers from the madrasah in Ambon City and Central Maluku Regency were selected as research participants. The research utilized a quantitative-qualitative approach, collecting data through observations, interviews, and product assessments. The results indicated that the module's validity score was 90.38, indicating high validity. The product rating was 3.563.56, demonstrating a very high level of quality. Additionally, the assessment of learning tool preparation scored 7.84, representing a high level of proficiency. The mastery of learning material achieved a score of 82.04, signifying a very high level of competence. The preparation of research proposals scored 69.269.2, indicating a medium level of readiness. Overall, the findings suggest that training using modules can effectively enhance the professionalism of SKI teachers within the Ministry of Religion in the Maluku Province.

DEVELOPMENT OF ELECTRONIC MODULES FOR DERIVATIVES OF ALGEBRAIC FUNCTIONS TO FACILITATE MATHEMATICAL COMPREHENSION ABILITY OF CLASS XI SENIOR HIGH SCHOOL STUDENTS

This study aims to produce an electronic module for derivatives of algebraic functions to facilitate the mathematical comprehension ability of class XI senior high school students who have met the requirements for validity and practicality. The development model used is the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The sample in this assessment is class XII MAN 2 students in Pekanbaru City. Two data collection instruments for the electronic module development are a validation sheet to see the electronic module's validity level and a student response questionnaire to see the electronic module's practicality level. Based on the validation results from three experts, it was obtained that the electronic module has an average score of 3.47 with a very valid category. The trials conducted on students were carried out twice, namely small group trials and then large group trials. Based on the results of a small group trial of students, it was obtained that the electronic module had an average score of 3.67 with a very practical category. Based on the results of a large group trial of students, it was obtained that the electronic module had a score of 3.78 with a very practical category. Therefore, it is concluded that the electronic module of derived material of algebraic functions developed has met the requirements of validity and practicality to facilitate the mathematical comprehension ability of class XI SMA / MA students.

DEVELOPMENT OF ELECTRONIC MODULES FOR DERIVATIVES OF ALGEBRAIC FUNCTIONS TO FACILITATE MATHEMATICAL COMPREHENSION ABILITY OF CLASS XI SENIOR HIGH SCHOOL STUDENTS

This study aims to produce an electronic module for derivatives of algebraic functions to facilitate the mathematical comprehension ability of class XI senior high school students who have met the requirements for validity and practicality. The development model used is the ADDIE model, which includes analysis, design, development, implementation, and evaluation. The sample in this assessment is class XII MAN 2 students in Pekanbaru City. Two data collection instruments for the electronic module development are a validation sheet to see the electronic module's validity level and a student response questionnaire to see the electronic module's practicality level. Based on the validation results from three experts, it was obtained that the electronic module has an average score of 3.47 with a very valid category. The trials conducted on students were carried out twice, namely small group trials and then large group trials. Based on the results of a small group trial of students, it was obtained that the electronic module had an average score of 3.67 with a very practical category. Based on the results of a large group trial of students, it was obtained that the electronic module had a score of 3.78 with a very practical category. Therefore, it is concluded that the electronic module of derived material of algebraic functions developed has met the requirements of validity and practicality to facilitate the mathematical comprehension ability of class XI SMA / MA students.

PENGEMBANGAN MODUL MATEMATIKA BERBASIS DISCOVERY LEARNING MATERI STATISTIKA UNTUK PENINGKATAN LITERASI NUMERASI SISWA SMP NEGERI 1 SEKAMPUNG

The research conducted is in the form of development research which aims to produce a mathematical module based on discovery learning statistics material to improve students numeracy literacy that is valid and practical. This study aims to determine the quality of the product developed through validity tests by validators and practicality by students. The research method used in development research is the ADDIE model with steps; (Analyze, Design, Develop, Implement, and Evaluate). The product trial was carried out at SMP Negeri 1 Sekampung with a small group trial of 10 students to determine the practicality of the developed module. Based on the results of the study, the quality of the resulting product based on the module's validity met the valid criteria with a percentage of 77.43% obtained from the material and design aspects. The results of practicality were obtained from the results of the student response questionnaire with a percentage of 90.77% which was included in the very practical category. The conclusion of this study is that the mathematical module based on discovery learning statistics material for increasing student numeracy literacy that was developed is valid and practical to use in learning. Before using the module, it is better to explain the instructions for using the module first.

Pengembangan Modul Elektronik Menulis Teks Cerpen Berbasis Project Based Learning bagi Siswa Kelas XI SMA

This study aims to describe the process of developing an electronic module for learning to write short stories based on project-based learning that is valid, practical, and effective, which class XI high school students use. This research and development (R&D) use a 4D development model, which includes definition, design, development, and deployment. The results of this study indicate that the electronic module improves student learning outcomes. It is evidenced by the results of the electronic module's validity, practicality, and effectiveness. The validity of the electronic module by experts is 95.1%, so the electronic module is categorized as very valid. The practicality of the electronic module by the teacher is 93.05% in the very practical category, and the practicality by students is 85.8% in the very practical category. Student learning activities are 97.5% in the very active category. The effectiveness of the electronic module is based on the results of the student knowledge test, the average score obtained is 87 with an A predicate. Based on the student skills test results, the average score obtained is 87 with an A predicate (very effective).

The development of a micro-teaching module for online learning

The purpose of this research was to develop a module of micro teaching-based technology for online learning for students at STKIP Muhammadiyah Muara Bungo and to analyze the module's validation and appropriateness for online learning. The development procedures for this research utilized a 4-D model (Define, Design, Develop, and Disseminate), as demonstrated by the validation analysis conducted with learning material experts, learning media experts, and students. The average score for all aspects combined is 82.6. It demonstrates an excellent category. This means that the microteaching module in online learning serves as instructional material for improving teaching ability through the use of technology. The microteaching online learning module is valid and appropriate for use.

An Individual-Difference-Aware Model for Cross-Person Gaze Estimation.

We propose a novel method on refining cross-person gaze prediction task with eye/face images only by explicitly modelling the person-specific differences. Specifically, we first assume that we can obtain some initial gaze prediction results with existing method, which we refer to as InitNet, and then introduce three modules, the Validity Module (VM), Self-Calibration (SC) and Person-specific Transform (PT) module. By predicting the reliability of current eye/face images, VM is able to identify invalid samples, e.g. eye blinking images, and reduce their effects in modelling process. SC and PT module then learn to compensate for the differences on valid samples only. The former models the translation offsets by bridging the gap between initial predictions and dataset-wise distribution. And the later learns more general person-specific transformation by incorporating the information from existing initial predictions of the same person. We validate our ideas on three publicly available datasets, EVE, XGaze, and MPIIGaze dataset. We demonstrate that our proposed method outperforms the SOTA methods significantly on all of them, e.g. respectively 21.7%, 36.0%, and 32.9% relative performance improvements. We are the winner of the GAZE 2021 EVE Challenge and our code can be found here https://github.com/bjj9/EVE_SCPT.

Development of a Science Module on Temperature and Heat Topics to Improve Critical Thinking and Collaboration Skills

This study aims to produce a science module based on mobile-collaborative-based science learning (m-CBSL) with the topic of temperature and heat and describe the resulting module's validity and practicality. The research design was Educational Design Research (EDR). The data collection techniques used were literature study, walkthrough, interview, and questionnaire. The instrument used in this study was a questionnaire of validity and practicality. Data analysis techniques include descriptive data analysis, validation sheets, and questionnaires. Module validation sheets were given to 5 validators. In contrast, practicality sheets were given to 9 students of class VII SMP Negeri 12 Banjarmasin (small group) and 62 students and three science teachers at SMP Negeri 6 & 12 Banjarmasin field test. The validity questionnaire analysis results concluded that the validity of the module was 3.71 "very valid" categories. The practicality level based on the teacher's questionnaire scored 87.04 in the "very practical" category. The small group questionnaire scored 85.19 in the "very practical" category, and the field trial questionnaire scored 86.42 in the "very practical" category. It means that the m-CBSL based science module is valid and practical in the learning process to improve critical thinking skills and collaboration.

Ethnomathematics Based Geometry Module Development With a Scientific Approach to Improve Students' Metacognition Ability

This study aims to develop a geometry module based on ethnomathematics with a scientific approach, test the module's validity and feasibility, and determine the effect of using modules in learning on students' metacognitive abilities. This study uses a research and development (R&D) approach with a 4D model (define, design, develop, and disseminate). The research subjects were students of 8rd Junior High School in Malang. Data analysis of the effect of the use of modules on metacognition abilities using the paired sample t-test. The research results showed the ethnomathematics based geomery module with a scientific approach is valid, developed by with a 4D model. The module is also categorized as effective for use in learning activities. The ethnomathematics based geometry modules with a scientific approach has an effect on metacognition abilities.

Design of an HTS Fault Current Limiting Module for an MVDC Power Grid

We have studied a DC circuit breaker with an HTS fault current limiting (FCL) module for MVDC(Medium-Voltage Direct Current) power grid. The attached FCL module can reduce the burden of the circuit breaker to make the system break the fault current faster as well as safer. In this paper, we will present the design of an HTS fault current limiting module with 2G REBCO conductor for the MVDC power grid with the rated voltage of 15 kV. Among several different type of 2G REBCO conductor from different suppliers, we selected the most suitable conductor, which was SuNAM's stabilizer free REBCO conductor, based on the overcurrent test results. And we performed the circuit simulation to verify the module's validity for rated current of 3 kA in 15 kV class DC grid.

Revalidation of Adjustment Disorder-New Module-4 screening of adjustment disorder in a non-clinical sample: Psychometric reevaluation and correlates with other ICD-11 mental disorders.

In line with the new conceptualization of adjustment disorder (AjD) in the 11th revision of the International Classification of Diseases (ICD-11), a new 20-item self-report questionnaire was developed and validated - the Adjustment Disorder-New Module (ADNM). However, such a long research tool has the potential to become problematic for use in epidemiological and clinical settings. Therefore, an ultra-brief measure for AjD (ADNM-4) was established and validated in a recent study conducted with a representative national sample. The aim of the present study was to revalidate the ultra-brief ADNM-4 Scale, as well as to reestablish cutoff scores for clinical use. An online survey was conducted with a convenience sample of 484 Israelis aged 18-65 years, who were recruited via social media. Participants filled out self-report questionnaires dealing with diagnostic criteria of stress-related disorders, that is, AjD (the original and ultra-brief modules), prolonged grief disorder, depression, anxiety, and hypochondriasis. Construct, discriminant, and convergent validity were assessed via confirmatory factor analysis and correlation coefficients, while cutoff scores were established through receiver-operating characteristic analysis. The findings confirmed the ultra-brief module's validity. The high fit indices indicated construct validity, and the correlations with the various stress-related disorders indicated good convergent and discriminant validity. Cutoff scores resembled earlier cutoff scores calculated with a representative national sample, indicating a consistent and accurate diagnostic ability. These findings provide additional evidence for the psychometric characteristics of the ADNM-4, which seems to be a suitable brief screening tool for assessing AjD symptoms according to the ICD-11 definition. Therefore, the ADNM-4 is recommended in cases where prompt screening is required, as well as for research purposes.

Interview-based assessment of avoidant/restrictive food intake disorder (ARFID): A pilot study evaluating an ARFID module for the Eating Disorder Examination.

Although avoidant/restrictive food intake disorder (ARFID) has been included as a new diagnostic entity of childhood feeding and eating disorders, there is a lack of measures to reliably and validly assess ARFID. In addition, virtually nothing is known about clinical characteristics of ARFID in nonclinical samples. The present study presents the development and validation of an ARFID module for the child and parent version of the Eating Disorder Examination (EDE) in a nonclinical sample of N = 39 children between 8 and 13 years with underweight and/or restrictive eating behaviors. For evaluating the ARFID module's reliability, the convergence of diagnoses between two independent raters and between the child and parent module was determined. The module's validity was evaluated based on the full-length child version of the EDE, a 24 h food record, parent-reported psychosocial functioning and self-reported quality of life, and objective anthropometric measures. In total, n = 7 children received an ARFID diagnosis. The ARFID module showed high interrater reliability, especially for the parent version, and high convergence between child and parent report. Evidence for the module's convergent, divergent, and discriminant validity was provided. Specifically, children with versus without ARFID reported significantly less macro- and micronutrient intake and were more likely to be underweight. This pilot study indicates the child and parent version of the EDE ARFID module to be promising for diagnosing ARFID in a structured way but still necessitates a validation in a larger clinical and community-based sample.

Development and integration of a user friendly validation module within whole building dynamic simulation

Despite the advancements in validation methodologies for building energy simulation tools, the validation process is still time consuming and difficult. This is mainly because the validation process has inherited the inadequacies of the associated simulation tools. In order to alleviate much of the limitations and obstacles encountered with current validation methods, a new validation module is developed. This paper describes the development and integration of a user friendly validation module (VLD) that is integrated within a state-of-the-art, whole building simulation code. The simulation code, the ESP-r, has been selected by the European Commission as a reference program for building energy simulation. The module is designed in such a way that novice simulation users can easily use it, and it contains a number of features that enable potential simulation users to validate the simulation tool even before learning how to use it. Because of its speed and ease of use, the module can also be used by professional simulationists as a quality assurance tool and can be used by software developers to speed up validation of the simulation program after each major modification. The VLD is based on a general solution of the dynamic heat flow through opaque multi-layered building construction. The module is verified by comparison with exact analytical solutions. In addition, the practical application of the module for multi-layered construction is demonstrated.