E-Module Development Assisted by Sigil Software and Analysis of Students' Critical Thinking Ability. This development research aims to: (1) produce e- module assisted by sigil software on enumeration rules material, (2) analyze students' critical thinking skills in using e-module assisted by sigil software after enumeration rules material. This research and development refers to the development design steps developed by Alessi & Trollip. The development design consists of three stages, including: (a) the planning stage, (b) the design stage, and (c) the development stage. Product trials consist of alpha test and beta test. The alpha test was carried out by two material experts and two media experts. While the beta test consists of two stages of data collection, namely the beta test 1 and beta test 2. The beta test 1 involves 30 students of class XII. Beta test 2 involves 27 students of class XI SMKN Animal Husbandry Lembang. Data collection used questionnaires for material experts, questionnaires for media experts, student response questionnaires, and test instruments. This study (1) produces an e-module assisted by sigil software on the material of enumeration rules, (2) the resulting product is effective for use in improving critical thinking skills, as evidenced by the material expert's assessment of 4.19, media expert's assessment of 3.97, and the effect size value. amounting to 4.37.
In the delivery of content, it is important to have multimedia elements so that the learning material delivery can be well received by students. One of these elements is the e-module. This study aims to create an e-module based on Sigil software on enumeration principles, as well as to examine the effects on self-regulated learning (SRL) using the e-module. In this study, action research techniques were used. Some of the researchers are both practitioners and researchers in the research. This e-module development focuses on the development design phases of Alessi & Trollip (2001), which consist of three stages, namely: the planning stage, the design stage, and the development stage. Product tests were performed at the production stage to assess the feasibility of the e-module. The validation test performed was an alpha test and a beta test. The alpha test was carried out by seven content experts and two media experts. The beta test was carried out through a beta-1 test involving 30 students and a beta-2 test involving 27 students of Vocational High School, Lembang, Indonesia for the 2020/2021 academic year. Data were collected through interview guidelines, questionnaires for material experts and media experts, students who responded to questionnaires, and questions’ tests. Data analysis techniques for assessing the viability of e-modules used descriptive data analysis, Cochran Q Test for three or more paired samples As a result of the study, an increase has been observed in students' ability to design e-modules for mathematics lessons. At the same time, it supported the development of student's cognitive and affective factors related to the mathematics course. It has been determined that e-module design is a very effective instructional design in the development of students' self-regulated learning skills. In future research, the effects of e-module design stages on students can be examined in detail. In addition, it can be examined in detail which self-regulated learning skills are developed and to what extent.
This study aimed to determine the ability of mathematics teachers to use computers, smartphones, and the internet according to their birth years (generation) and gender. The ability of teachers to use computers, smartphones, and the internet is beneficial to support mathematics learning using information and communication technologies. The research method was mixed research by surveying 92 mathematics teachers, 35 junior high school mathematics teachers, and 57 high school mathematics teachers in West Java. The results show that: (1) the ability of mathematics teachers in using computers, smartphones, and the internet has supported the application of technology-based learning in mathematics learning; (2) there are differences in the ability to use computers, smartphones, and the internet among the X, Y and Z generation of mathematics teachers. The ability in using computers, smartphones, and the internet of the Y and Z generation of mathematics teachers is better than that the of X generation; (3) there are differences in the ability in using computers, smartphones, and the internet between male and female teachers; male teachers are better than female teachers; (4) there is no significant difference in the ability in using computers, smartphones and internet between mathematics teachers at the high school and junior high school levels; (5) there is no interaction effect between teacher generations and levels of educational institution, on their achievement of the abilities in using computers, smartphones, and the internet
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