E-MODULE FOR CHEMISTRY ON REDOX REACTION MATERIALS:
DEVELOPMENT OF FLIPBOOK AND STUDENTS' PERCEPTIONS
Munawaroh
,Leni Marlina
,and Moh. Ismail Sholeh
Chemistry Education Study Program, Faculty of Tarbiyah, Raden Fatah State Islamic University Palembang (Indonesia)
[email protected], [email protected], [email protected]
Abstract
21st-century learning demands innovative teaching materials that can take advantage of technology. This study aims to produce chemistry electronic modules (e-module) in redox reaction material-based problem- based learning (PBL) using the Flip PDF Professional application. The method used in the research and development of the Sugiono model, the research instrument in the form of a questionnaire. The implemented research in May 2020. The population research is all student class XI MIA 2 Palembang. The sample research is class XI MIA IV and XI MIA V. The produced e-module consists of a foreword, table of contents, instructions for using the e-module, present the contents of the e-module, Concept maps, discussion of material (oxidation number, oxidation reaction, reduction reaction, redox reaction, auto-redox reaction, compound nomenclature), reflections, glossaries, exercises, and references. The e-module has been validated by material and media experts; small-scale respondent trials were conducted on 5 students and big-scale respondent trials were conducted on 20 students. The results showed that the produced e-module had good interpretations from material and media experts with a percentage of 77.68% and 90.045%. The results were small-scale and big- scale respondent trials with a percentage of 75.935% and 76.99%. Through the results of the trial, it can be concluded that the e-module has a very valid and very practical category. The results showed that the produced e-module had good interpretations from material and media experts with a percentage of 77.68% and 90.045%. The results were small-scale and big-scale respondent trials with a percentage of 75.935% and 76.99%. Through the results of the trial, it can be concluded that the e-module has a very valid and very practical category. The results showed that the produced e-module had good interpretations from material and media experts with a percentage of 77.68% and 90.045%. The results were small-scale and big-scale respondent trials with a percentage of 75.935% and 76.99%. Through the results of the trial, it can be concluded that the e-module has a very valid and very practical category.
Keywords:chemistry, electronic module, flip pdf professional, problem-based learning, redox reaction.
1. Introduction
Education is said to be a lifelong human need. Without education, it will be difficult for humans to develop and make them backward. The definition of education itself has been explained in the Law on the National Education System no. 20 of 2003, Chapter 1 Article 1 Paragraph 1, the definition put forward in the Law, explains that the order of the objectives of the Law above can be ordered, namely the spiritual aspect, affective aspect, cognitive aspect, and psychomotor aspect. The cognitive aspect becomes the third goal to be achieved, while the affective aspect becomes the second goal, meaning that the educational goals that students expect to experience changes in behavior or good attitudes in their lives. If the affective aspect has been achieved well,
Qualified human resources and also have good morals will create great generations of the nation. Therefore, education is said to be an investment in the future, for that education must be adjusted to the objectives of education and also implemented as well as possible to improve the quality of human resources. It is used as a measure of the success of a nation. For this reason, efforts to improve the quality of human resources in the field of education must also adjust to the times.
According to Murtopo (2016), the world is now in agreement that the 21st century is the century of free trade and globalization. This era of globalization causes the development and progress of innovation in the field of science and technology very rapidly. The rapid development of science and technology makes new innovations Translated from Indonesian to English - www.onlinedoctranslator.com
in all fields of knowledge quickly spread. This information is very easy for us to find and we get from existing technology as it is today.
Knowledge becomes easy to obtain from various other sources not only from printed books. These developments certainly have a major impact on education. The impact on education in the teaching and learning process is one of them on the concept of selecting teaching materials used in learning that will be carried out in class. The concept of selecting teaching materials that can adapt to the use of existing technology as it is today.
The selection of teaching materials includes tasks that all educators perform. As said by Harto (2012), that the important thing that must be mastered by teachers is being able to provide learning materials that can be studied by students themselves. This means that the material must be able to provide opportunities for students to be able to measure their learning behavior without the intervention of the teacher or their friends.
This explains that the teacher's function is not only as a teacher, but also designing teaching materials. Like designers, teachers are required to have the ability to develop teaching materials, both those that already exist or those that are not yet available in schools. According to Daryanto & Dwicahyono (2014),
In the learning process, the selection of teaching materials will also determine the direction of learning that will be carried out according to the learning objectives to be achieved. In addition to determining the direction, teaching materials also determine success in achieving learning objectives. The challenges to achieving these goals are problems related to low student motivation during learning and also students are less active in learning because the teaching materials used by teachers in learning are still using ordinary textbooks or textbooks (Raharjo et al., 2017) .
In facing such challenges or problems, it is necessary to renew more creative teaching materials so that learning is more interesting. As stated by Daryanto & Dwicahyono (2014), one of the benefits of teaching materials is that the learning process becomes more interesting. One form of teaching materials commonly used in the teaching and learning process is printed teaching materials. Printed teaching materials commonly used in learning such as modules. Teaching materials such as modules in several schools are usually provided by the teacher. It's just that the modules used have not utilized existing technology, such as making electronic modules.
According to Sugianto et al (2013),e-module is a form of independent teaching material that is systematically arranged and displayed in an electronic format, which includes audio, animation, and others. Also explained in Suarsana (2013), the advantages of e-modules compared to ordinary modules are that they are interactive, easy to use, and also contain pictures, audio, video, quizzes, animations, and others. One of the e-modules can be made using the Flip PDF Professional application. According to Himmah (2019), Flip PDF Professional is an application used to convert PDF publications to digital flipping pages that allow for more interactive learning.
This application is different from the pdf which is usually used, because in this application it can unite material in the form of a pdf with animations, images, videos,
Adjusting the use of information and communication technology, which is no less important in making modules, must also consider the type of module that you want to develop as teaching materials that are adjusted to the learning objectives. The impact is that if you don't pay attention to it, the output of the learning will be the same. Students will only get used to learning the previous way, namely memorizing, while this way of learning does not train students' thinking skills and problem solving abilities.
Judging from these problems, it is necessary to study chemistry that links the problems that exist in everyday life, such as problem-based learning or problem-based learning. According to Gunantara et al (2014), problem- based learning is a learning model that involves students in solving real problems. By linking learning materials to problems in their daily lives, students will more easily digest the information conveyed by the teacher and also make learning more interesting. According to Juniar, et al (2019), one of the chemical materials considered difficult by students is redox reactions, these difficulties are related to the characteristics of chemistry such as concepts, calculations and observations through practicum. Meanwhile, according to Ristiyani & Bahriah (2016), research in several countries shows that science, especially chemistry and physics, is one of the less preferred subjects among students. One of the causes of this state is that science has studied many abstract things, such as the concept of atoms, oxidation numbers, reaction equations and energy.
Several previous studies have developed electronic e-modules as learning resources (Nugroho, et al., 2017;
Raharjo, et al., 2017; Asmiyuda, et al., 2018). However, an e-module has not been developed that uses the Flip PDF Professional application, which has many advantages over other applications. Therefore, it is necessary to develop appropriate teaching materials to develop appropriate teaching materials with 21st century learning, namely chemistry e-modules on Problem Based Learning (PBL)-based redox reaction materials using a professional PDF flip application.
2. Methodology 2.1. Research Design
This type of research is included in the type of development research or R&D (Research and Development).
According to Adib (2016), development research is research that aims to develop and produce products. The development design in this study refers to the Sugiono development model. The research design in the Sugiono development model has ten stages, of the ten stages of development, researchers will only carry out until the fifth stage, because the five stages have been able to answer the research problem formulation, the five stages include potential and problems, data collection, product design , design validation, and design revision.
2.2. Respondents
The subjects of development in this study were e-module chemistry teaching materials on problem-based learning redox materials using a professional flip pdf, while the test subjects in this study were 5 students of class X MIA V MAN 2 Palembang as respondents for a small-scale trial in 20 May 2020 and 20 students of class XI MIA IV MAN 2 Palembang as respondents to the large-scale trial which was held on May 22, 2020.
2.3. Module Development Procedure
The data collected in this study includes qualitative and quantitative data. Qualitative data in this study is data in the form of suggestions and input from the results of interviews, validators, and respondents. Quantitative data is the data obtained in the questionnaire in the development of this e-module, namely a questionnaire of material experts, media, and student respondents.
2.4. Data Analysis Technique
This research uses validity test and practicality test. This validity test is obtained from the results of the validity of material experts and media experts which aims to determine the level of validity of the design and teaching materials of the e-module developed, while the practicality test is obtained from the results of student respondents who are used to determine the level of practicality of the products that have been developed. .
3. Results and Discussion 3.1 Validation Result
3.1.1 Material Expert Validation
Material expert validation aims to test the completeness of the material, the truth of the material, and the systematics of the material. The results on the validation of the material expert stage 1 get an average value of 74.85% in the valid category, while the results on the validation of the material expert stage 2 get an average value of 80.51% in the very valid category, the details of the data can be seen in the table 1 and 2.
NO Aspect Validator Percentage Amount (%) Average (%) Criteria
1 2 3
1. Self- Instructional
82.5 77.5 80 240 80 Very Valid
2. Self-Contained 66.67 60 66.67 193.34 64.44 Valid
3. Stand Alone 40 66.67 60 166.67 55.55 Valid
4. Adaptive 80 80 80 240 80 Very Valid
5. User Friendly 80 85 80 245 81.66 Very Valid
6. Language 76.92 72.30 73.84 223.06 74.35 Valid
Assessment 7. PBL .
Assessment
92 84 88 264 88 Very Valid
Average All Aspects 74.85 Valid
Table 1. Results of phase 1 material expert validation
NO Aspect Validator Percentage Amount (%) Average (%) Criteria
1 2 3
1. Self- Instructional
85 80 80 245 81.66 Very Valid
2. Self-Contained 93.33 73.33 80 246.66 82.22 Very Valid
3. Stand Alone 60 80 73.33 213.33 71.11 Valid
4. Adaptive 80 80 80 240 80 Very Valid
5. User Friendly 80 85 80 245 81.66 Very Valid
6. Language Assessment
83.07 73.84 80 236.91 78.97 Very Valid
7. PBL . Assessment
92 84 88 264 88 Very Valid
Average All Aspects 80.51 Very Valid
Table 2. Results of phase 2 material expert validation
The material expert validation was carried out by 3 validators including 1 lecturer at UIN Raden Fatah Palembang, 1 chemistry teacher at SMA Muhammadiyah Palembang, and 1 teacher at MAN 2 Palembang.
Based on the results of the validation of the material expert stage 1 the average value in all aspects is 74.85%
so that the e-module is in the "valid" category. In stage 2 validation, there was an increase in all aspects with the average value in all these aspects of 80.51% so that the e-module was included in the "very valid" category and was not revised again. The average in stages 1 and 2 in all aspects of 77.68% is included in the "highly validated" category.
A significant increase that occurred in stages 1 and 2 occurred in the self contained average stage 1 of 64.44%
while stage 2 was 82.66%, stand alone stage 1 averaged 55.55% while stage 2 was 71, 11%, and the average language assessment of stage 1 is 74.35% while stage 2 is 78.97%. This increase occurred because the e- module was repaired in accordance with reviews obtained from material expert validators such as some language errors from the material that were not standardized, the use of sentences in concepts that could trigger misconceptions, and reactions that were not equipped with phases, can be seen in Figure 1 below.
below:
Self-Instructional
Self-Contained
Stand Alone
Adaptive
User Friendly
language assessment
PBL 0
10 20 30 40 50 60 70 80 90
comparison of expert validation results of stage 1 and stage 2 materials
stage 1 stage 2
Figure 1. Comparison graph of material expert validation results phase 1 and phase 2
3.1.2 Media Expert Validation
This validation aims to determine the quality of the teaching materials developed. The results of media expert validation get an average value of 90.045% which is included in the very valid category. The details of the data can be seen in Table 3.
NO Aspect Validator
Percentage
Total number
(%)
Average
(%) Criteria
1 2
1. Format 88 96 184 92 very valid
2. Organization 84 86 170 85 Very valid
3. Attractiveness 96 84 180 90 Very valid
4. Shape and Size 95.55 80 175.55 87.77 Very valid
5. Empty space 96 80 176 88 Very valid
6. Consistency 95 100 195 97.5 Very valid
Average All Aspects 90.045 Very valid
Table 3. Media expert validation results
The media expert validation was carried out by 1 validator, namely the lecturer of UIN Raden Fatah Palembang.
Based on the results of media expert validation, the average value in all these aspects is 90.045% so that the e- module is in the "very valid" category. Media expert validation gets a high score in one validation, this is because according to media expert lecturersthe presentation of e-modules with YouTube features and exercises that appear such as quizzes make it easier to present and increase the attractiveness of e- modules.Graphics are generally attractive and not too overwhelming, so they are suitable for children with high school (SMA) cognitive levels and the colors presented are also not monotonous.. It can be seen in Figure 2.
below:
Format
Organization
attraction
shape and size
free space
consistency 0
20 40 60 80 100
MEDIA EXPERT VALIDATION RESULTS
Validator 1 Validator 2
Figure 2. Media expert validation results graph
3.1.3 Respondent Result
3.1.3.1 Small-Scale Respondent Result
After being validated by material and media experts, the next step is to test respondents. The first respondent test is a small-scale respondent test. Based on the results of small-scale student respondents in Table 4 of 5 respondents from class XI MIA 5 MAN 2 Palembang. It can be seen that the results of small-scale student respondents obtained an average value in all aspects of 75.935% included in the very practical category, the details of the data can be seen in Table 4.
NO Aspect Amount (%) Average (%) Criteria
1. Material Presentation 708 74.67 Practical
2. Media/view 1320 80 Very Practical
3. Learning with e-modules 400 74.40 Practical
4. Benefit 228 74.67 Paktis
Average All Aspects 75,935 Very Practical
Table 4. Results of small-scale student respondents
3.1.3.2 Large-Scale Respondent Result
After completing the results of small-scale respondents, then the large-scale respondent test is then carried out. Based on the results of small-scale student respondents in Table 5 of 20 respondents from class XI MIA 4 MAN 2 Palembang. It can be seen that the results of large-scale student respondents obtained an average value in all aspects of 76.99% included in the very practical category, the details of the data can be seen in Table 5.
NO Aspect Amount (%) Average (%) Criteria
1. Material Presentation 690 76.67 Very Practical
2. Media/view 1271 80.43 Very Practical
3. Learning with e-modules 370 75,20 Very Practical
4. Benefit 207 75.67 Paktis
Average All Aspects 76.99 Very Practical
Table 5. Results of large-scale student respondents
Student respondents were conducted online with small and large-scale student respondents. The small scale was carried out with 5 students of class X MIA 5 MAN 2 Palembang as respondents and the large scale was carried out with 20 students of class X MIA 4 MAN 2 Palembang as respondents. The results on small-scale respondents obtained an average value of all aspects of 75.935% included in the "very practical" category, because the results were very practical, the student respondent test was continued on large-scale respondent trials. The results of the large-scale test of student respondents obtained the average value of all aspects of 76.99% included in the "very practical" category.
The average value of student respondents' results on a small and large scale of 76.46% is in the "very practical"
category. The practicality test on a large/small scale got pretty good results with a very practical category, this was due to the very good response of students regarding e-module teaching materials, which can be seen in Figure 3. below:
presentation of materials media/view learning with e-modules benefit 71
72 73 74 75 76 77 78 79 80 81
COMPARISON OF SMALL AND LARGE SCALE STUDENT RESPONDENT RESULTS
Small-scale Large-scale
Figure 3. Comparison graph of the results of small and large-scale student respondents
4. Conclusion
The results of the validation of the material expert stage 1 average value in all aspects of 74.85% so that the e- module is in the "valid" category. In stage 2 validation, there was an increase in all aspects with the average value in all these aspects of 80.51% so that the e-module was included in the "very valid" category. The average in stages 1 and 2 in all aspects is 77.68% so that the results of the expert validation of e-module materials fall into the "very valid" category. In the validation results of media experts 1 and 2, the average value in all these aspects is 90.045% so that the e-module is in the "very valid" category. The results on small-scale respondents obtained an average value of all aspects of 75.935% included in the "very practical" category, because the results were very practical, the student respondent test was continued on large-scale respondent trials. The results of the large-scale test of student respondents obtained the average value of all aspects of 76.99%
included in the "very practical" category. The average value of the results of small and large scale respondents of 76.46% is in the "very practical" category.
Declaration of Conflicting Interests
The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The authors received no financial support for this article's research, authorship, and/or publication.
References
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Appendix
1. Create a new project
Appendix 1.1 display create a new project, select menu “New Project”
Appendix 1.2 select HTML5 and click “OK”
Appendix 1.3 select the pdf file to be used as a project by clicking “browser”
→
select where you save the pdf file→
click "Import Now"Appendix 1.4 start editing with a click “edit pages”.
Appendix 1.5 displays if ready to edit 2. Create a link “go to page”
Appendix 2.1 click open link → Drop into the selections in the table of contents
Appendix 2.2 display after click“add action” on the top right 3. Add a link and direct it to the browser (article/blog/web site/other)
Appendix 3.1 click Open Link → drop the desired link text → select “add action” on the to right
Appendix 3.2 select “open link” → copy paste the desired link → click Ok.
4. Make a youtube image image display in the box provided
Appendix 4.1 click the youtube logo at the top
→
fill in the ID according to the desired youtube link 5. QUIZ makingAppendix 5.1 click open link
→
drop according to the desired partAppendix 5.2 display after click add action
→
open quizAppendix 5.3 click add question → click add image (local file/image link from web site)
Appendix 5.4 ready question display
Appendix 5.4 display test questions
6. Add image to e-module
Appendix 6.1 click image → drop according to the desired part
Appendix 6.2 Click select animage(local file/image link from web site) 7. Export product to CD/DVD
Appendix 7.1 Click publish
Appendix 7.2 Click *exce
→
create file name→
HTML5-Flash→
Tick on “Create basic MTML version for search engines” and “burn CD”→
create disc title→
Click on make it automatically play theflipbook in CD
