DOI: 10.30738/union.v11i1.13344 © Author (s), 2023. Open Access
This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International
Sigil application based e-module validity in statistics material for middle school students
R. Rahmida *, Zulfitri Aima, Audra Pramita Muslim
Mathematics Education, Universitas PGRI Sumatera Barat, Jl. Gn. Pangilun, Kota Padang, Sumatera Barat 25111, Indonesia
* Corresponding Author. Email: [email protected]
Received: 20 October 2022; Revised: 14 December 2022; Accepted: 15 December 2022
Abstract: This study aims to evaluate the validity of the Sigil application-based E-Module on statistics material so that it can be used as a source of learning mathematics, especially on statistics material.
This type of research is classified as development research (Research & Development/R&D) with the development model proposed by Plomp. However, this research is limited to the validity stage of the E-Module only. The e-module was validated by 3 experts consisting of 2 material experts and 1 media expert. The instrument used in this research is a validity questionnaire. Data validity was tested using a Likert scale. The results of the study show that the results of the validity of the Android-based E- Module using Sigil are 89,83%.
Keywords: E-Module; Sigil; Statistics; Validity
How to cite: Rahmida, R., Aima, Z., & Muslim, A. P. (2023).Sigil application based e-module validity in statistics material for middle school students. Union: Jurnal Ilmiah Pendidikan Matematika, 11(1), 148- 153. https://doi.org/10.30738/union.v11i1.13344
INTRODUCTION
The teaching and learning process is an activity undertaken by teachers and students to provide and receive information related to learning, one of which is learning mathematics.
Learning Mathematics is a branch of science which is a compulsory subject that must be studied by students for all levels of education (Asmawati et al., 2019). As one of the compulsory subjects, students must have a deeper understanding of mathematics. Understanding of learning mathematics is the ability of students to master the subject matter of mathematics that has been studied (Maulana & Suryadi, 2019). The initial ability of students towards mathematics will influence the next material, because mathematics is a continuous material (Sudarwanti & Harini, 2018). One branch of mathematics that is studied in schools is statistics.
Statistics is simply studied when someone is in high school, while for the advanced level it will be studied in college (Makur & Fedi, 2018). As one of the subjects that must be studied, statistics is also not spared from the current learning constraints in the field. The obstacles that are currently encountered are limited learning time, inadequate teaching materials, and there are still many students who do not bring teaching materials when the learning process takes place.
Efforts that can be made to overcome these problems is the need for effective media in the teaching and learning process. In learning mathematics, it is necessary to have media that is innovative and can attract students' interest in learning through a series of procedures that are appropriate, fun, and can eliminate boredom and increase enthusiasm in learning mathematics (Hartono et al., 2021). Media is one of the factors supporting the achievement of learning (Sari, 2016). Utilization of learning media is essentially aimed at increasing the efficiency and
effectiveness of teaching (Mauladaniyati & Kurniawan, 2018). With the help of the media, students are expected to use as many of their senses as possible to hear, feel, absorb, appreciate and ultimately have a number of knowledge, attitudes, skills as learning outcomes (Fitriana et al., 2021). One of the learning media innovations that can be developed is in the form of technology-based teaching materials in the form of (electronic modules) or so on, abbreviated as E-Modules. E-Modules have several characteristics including self-instruction, self-contained, and stand-alone (Ministry of National Education, 2008). E-Modules are electronic teaching materials designed to be studied independently by students, E-Modules are effective and efficient digital media in the form of audio, images, and audio-visuals that aim to assist students in solving problems in their own way (Fadilah et al., 2021). So, it can be concluded that the E-Module is an effective, efficient medium, and prioritizes student independence.
Researchers chose learning media in the form of E-Modules with the help of Sigil software.
The researcher chose this learning media because Sigil was considered appropriate to be used as a tool in developing E-Modules. According to Ula et al. (2021), Sigils are simple, practical, and can be used anytime and anywhere. The Sigil application has several advantages, including, E-Modules created with the Sigil application can be accessed offline, in the application we can also add images, videos and audio which are directly accessible in Sigil-based E-Modules, and can also be accessed via various devices, be it smartphones, PCs, and so on. Based on research conducted by Maharani et al. (2015) Sigil is an open source epub editor software. Epub (electronic publication) is a digital format which is a standardized format introduced by the International Digital Publishing Forum (IDPF) in 2011. In making the epub itself, the thing that must be considered is the preparation of the material. freedom to access the contents of the book in a non-chronological way or chapter by chapter, and must pay attention to the target device that will be used by readers (Hidayat et al., 2017).
Based on the background of this problem, the researcher conducted a study by developing an E-Module based on Sigil Software. This study aims to test the validity of the E-Module that has been developed so that later it can be used as one of the mathematics teaching materials in schools.
METHOD
This research was conducted at SMP N 24 Padang, the development of this E-Module was focused on statistics material in class VIII because when carrying out observations the researchers saw that class VIII students' understanding of statistical material was very low, this was because students' understanding when learning introductory statistics in class VII still not optimal. This type of research is research and development (Research and Development R&D).
The development model used in this research is the Plomp development model which consists of 3 stages: preliminary research, prototyping phase, and assessment phase. The explanation can be seen in Table 1.
Table1. Evaluation criteria at each stage of development
Phase Criteria Stage Description
Preliminary
research Emphasis on content validity Problem analysis and literature study Prototyping
phase Focus on consistency (construct validity) and practicality.
Furthermore, prioritizing
practicality and gradually moving towards efficiency
Prototype development that will be tested and revised based on formative evaluation
Assessment
phase Practicality and efficiency Assess whether the user can use the product (practicality) and is willing to apply it, as well as whether the product is effective
Note. Adapted from Plomp, (2013)
Preliminary research is a stage that emphasizes content validity, this can be seen from the problem analysis and literature study. The second stage, namely the Prototyping phase, at this stage the development is more focused on consistency (construct validity), practicality gradually towards efficiency. This second stage can be seen from the development of the prototype which was tested and revised based on the formative evaluation. In the third stage, namely the Assessment phase, at this stage the development looks at the practicality and effectiveness of the products that have been tested before, this is the goal to assess whether E-Module users can use the product practically and are willing to apply it.
This study aims to develop an Android-based E-Module using Sigil on statistics material.
This research consists of 2 stages, namely the preliminary research stage (initial investigation), and the prototyping phase (development phase). At the initial investigation stage, the process of observing learning conditions was carried out, gathering information related to problems learning mathematics in class, and analyzing learning tools such as syllabus, printed books, and LKS, as well as conducting interviews with students and teachers. The development phase consists of several stages, namely designing the developed E-Module, realizing the design, self- evaluation, and expert review.
The instruments used in this study were interview guidelines used during the initial investigation, self-evaluation guidelines, and validation sheets by media and material experts.
The validation sheet by media experts contains the aspects that are assessed, namely the appearance aspect, the ease-of-use aspect, and the language feasibility aspect. The validation sheet by material experts contains aspects of content feasibility, presentation feasibility aspects, language feasibility aspects. The level of validity of the developed E-Module is interpreted with several criteria which can be seen in Table 2.
Table 2. E-Module validity category Percentage (%) Validity Category
0 ≤ V ≤20 Invalid
20 < V ≤ 40 Invalid
40 <V ≤ 60 Valid Enough
60 <V ≤ 80 Valid
80 < V ≤100 Very Valid
Note. Modified from Hamzah, (2014:89) RESULTS AND DISCUSSION Preliminary Research Stage Data (Initial Investigation)
At this stage, an initial investigation is carried out to determine the needs in the learning process. The initial investigation phase covers several aspects including syllabus analysis, analysis of printed books and student interviews. The analysis was carried out through observation at SMP N 24 Padang. Observations were made during learning during the New normal period where learning was carried out in blended learning or a combination of offline and online.
Data Prototyping Phase (Prototyping Stage)
At this stage the researcher makes a story board/module initial design that will be developed through word. This designed story board covers the beginning of the module which includes a cover, preface, introduction, instructions for using the module, IC, KD, indicators, and a concept map. The core section contains material descriptions, audio, video, and exercises. In the closing part of the module final test, bibliography, answer keys, and researcher biographies. The following shows the Android-based E-Modul story board display which can be seen in Figure 1. On Figure 1, the initial appearance of the E-module which is the characteristic or the cover of the E-module that will be developed is shown, the cover of the E-module contains pictures
related to statistics. Foreword from researchers related to Android-based E-module using Sigil.
After the preface, next is the table of contents and instructions for use to make it easier for readers to access the E-module. After the preface there are core competencies, basic competencies, achievement indicators, and learning concept maps. Furthermore, in the core part of the E-Module there is material, sample questions, formative exercises/tests, videos, and pictures that support the learning process. The closing section contains the answer keys to the existing practice questions so that students can evaluate learning outcomes independently first, bibliography/reference list.
Picture 1. Initial story board design
After making the story board, we then enter the stage of realizing the E-Module design according to what is stated in the basic design with the design that has been prepared. After realizing the next design, the researcher must carry out a Self-Evaluation. The results of observations at the time of making the prototype were evaluated independently by researchers according to self-evaluation guidelines, to then be analyzed and revised. Aspects to be assessed from this self-evaluation include content feasibility, presentation of material, language, and graphics. Based on the results of the self-evaluation there were several improvements, namely writing that was not neat and the layout was still not neat, then revisions were made. After the self-evaluation is carried out, it will then enter the expert review stage. Data from validator assessment results are described and analyzed qualitatively and quantitatively. This Expert Review was conducted by 3 experts, divided into 2 material experts and 1 media expert. This validation is carried out by providing validation sheet questionnaires to material experts and linguists for a more in-depth review and suggestions for improving the E-Module to make it better.
Table 3. Validation Results by Media and Material Experts
Assessment Aspects Final score Category
Content Eligibility Aspects 95% Very Valid Presentation Feasibility Aspects 96.67% Very Valid Aspects of Language Feasibility 90% Very Valid Final Value Validation by subject matter expert 93.89% Very Valid
The results of the validation questionnaire sheet for Android-based E-Modul learning media using Sigil by material experts can be seen in This validation is carried out by providing validation sheet questionnaires to material experts and linguists for a more in-depth review and suggestions for improving the E-Module to make it better. The results of the validation questionnaire sheet for Android-based E-Modul learning media using Sigil by material experts can be seen in This validation is carried out by providing validation sheet questionnaires to
material experts and linguists for a more in-depth review and suggestions for improving the E- Module to make it better. The results of the validation questionnaire sheet for Android-based E-Modul learning media using Sigil by material experts can be seen in Table 3.
Based on Table 3, the value of media validation is assessed through 3 aspects. The content feasibility aspect obtained a validation percentage of 95% with a very valid category. This indicates that the material contained in the E-Module is systematic, there are exercises related to daily life and the practice questions presented are relevant to the material. In the aspect of presentation feasibility, the percentage of validation results was obtained at 96.67%, this shows that the E-Module is in accordance with the competencies to be achieved by students.
In the language feasibility aspect, the percentage of validation results is 90%, this shows that the language used in the E-Module can be understood and is in accordance with Indonesian language rules. The final value of learning media validation from the two validators is 93.89%
with a very valid category.
Table 4. Validity results by material experts
Assessment Aspects Final score Category
Feasibility Aspects of Display 83.33% Very Valid
Ease of Use Aspect 86.67% Very Valid
Aspects of Language Feasibility 85% Very Valid Final Value Validation by subject matter
expert 85% Very Valid
After being validated by material experts, it will then be validated by media experts. The validation results by media experts were assessed through 3 aspects, namely the feasibility of display, the feasibility of ease of use and the feasibility of language. The results of validation by media experts can be seen in Table 4.
Based on Table 4 the value of media validation is assessed through 3 aspects. The display feasibility aspect obtained a percentage of validation results of 83.33% with a very valid category, this shows that the E-Module is interesting, and the audio and video display is in accordance with the material presented. In the aspect of ease of use, the percentage of validation results was obtained at 86.67%, this shows that the E-Module is easy for students to access. In the aspect of language feasibility, the percentage of validation results is 85%, this shows that the language used in the E-Module can be understood and is in accordance with Indonesian language rules. The final value of learning media validation from the validator is 85% with a very valid category,
Based on the research phase that was carried out at the initial investigation stage, it was found that in the learning process there were still many students who were passive and did not understand the material provided if it was not supported by home learning and the need for learning innovations in accordance with technological developments, the researchers developed materials teaching E-Module using sigil software on statistics material. After carrying out the initial investigation stage, the next step is the product design stage. The product design stage is making a storyboard which will then be developed into an E-Module using sigil software on statistics material. The design that has been realized will then be carried out in the validation and practicality stages by experts, mathematics teachers and students.
The purpose of validation by experts is to obtain criticism and to improve the perfection of the developed E-Module so that the product is suitable for use. Expert validation was carried out by material experts and media experts. The validation results from experts obtained a percentage of 89.83% which was categorized as very valid. This is in accordance with the theory put forward by Hamzah, (2014) which states if the product has reached the range of 80
< x < 100 then it is categorized as very valid.
CONCLUSION
Based on the research and data analysis that has been done, it can be concluded that the Android-based E-Module learning media using Sigil in statistics material obtained a final score of 89.83% with a very valid category from the validator. So, the Android-based E-Modul learning media using Sigil on statistics material is valid for use in the learning process.
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