Analisis Kebutuhan Pengembangan Modul Elektronik (E-Module) IPA Terintegrasi Islam

Abstract

Pengembangan e-module pada pembelajaran IPA perlu dilakukan pada saat pandemi covid-19 sekarang ini untuk membantu siswa memahami pembelajaran. Penelitian ini bertujuan untuk: 1) mengidentifikasi sumber belajar yang digunakan siswa dalam memahami materi pembelajaran fisika selama masa pandemi covid-19; 2) mengidentifikasi sumber belajar yang perlu dikembangkan dalam pembelajaran fisika; 3) mendeskripsikan analisis kebutuhan pengembangan e-module terintergrasi Islam materi energi tingkat SMP. Penelitian ini menggunakan pendekatan kuantitatif dan kualitatif (mix method research). Metode pengembangan yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan (R&D) dengan model 3D (define, design, development). Namun penelitian ini dibatasi hanya sampai tahap define (definisi). Metode pengumpulan data dengan angket secara online kepada siswa kelas VII di SMP Negeri 1 Parenggean yang berjumlah 19 orang. Metode analisis yang digunakan adalah analisis deskriptif kualitatif. Hasil pengumpulan angket dapat disimpulkan bahwa; 1) sumber belajar yang digunakan dalam memahami materi pembelajaran fisika selama masa pandemi covid antara lain: Buku paket, E-book, LKS, dan media internet; 2) sumber belajar berupa e-module perlu dikembangkan dalam pembelajaran fisika khususnya materi energi guna membantu siswa dalam belajar dan memahami materi. 3) sebanyak 74% siswa tidak mengetahui modul dapat dijadikan sebagai sumber belajar, sebanyak 100% siswa memerlukan pengembangan e-module terintegrasi Islam pada materi energi, dan sebanyak 89% siswa menyatakan bahwa e-module terintegrasi Islam dapat membantu dalam memahami materi pembelajaran fisika khususnya materi energi. The development of e-modules on science learning needs to be developed during the current Covid-19 pandemic to help students understand learning. The research aims to: 1) know the source of learning that students use in understanding the materials for learning physics during the tenure of proverbs covid-19; 2) knowing what learning resources need to be developed in the study of physics; 3) describe an analysis of Islam's deep-space energy materials needed e-module development analysis. The type of research done is research and development (R&D) with research methods used is 3D research methods (define, design, complexity); it is restricted to the level of define. Data collection method with a questionnaire online to class VII in public school 1 Parenggean group of 19. The method of analysis used is qualitative descriptive analysis. The completion of the questionnaire collection was concluded that; 1) the source of learning that is used in understanding physics learning materials during the sub cubed is among these: the package books, e-books, student worksheet, and the internet media; 2) learning resources of an e-module need to be developed in special physical study of energy materials to help students learn and understand the material; 3) as many as 74% of students do not know the module can be used as a learning source, as many as 100% students require the development of an Islamic integrated e-module on energy materials, and as many as 89% of students state that Islamic integrated e-module can help in understanding the physics in particular energy-matter.

E-Module Based on Tri Kaya Parisudha Effectively Improves Science Learning Outcomes

“…This finding is strengthened by previous research, which states that interactive e-modules on the content of science sub-theme 1 theme 8 for fifth-grade elementary school with water cycle material have very good qualifications (Pratama et al, 2021)-making E-Modules during the current covid-19 pandemic to help students understand learning (Vitrianingsih et al, 2021). The integrated e-module of Islamic values is suitable for respiratory system learning activities with a very good assessment.…”

“…Furthermore, the development of the local wisdom E-module is valid, appropriate, and effective. Electronic modules effectively improve learning outcomes (Larasati et al, 2020;Vitrianingsih et al, 2021). The existence of E-modules whenever learning student assignments are determined, and following students' abilities, students achieve results according to their abilities, the subject matter is more evenly distributed in one semester, and the level of education is more efficient because learning materials are arranged according to academic level, and practically accessible through electronic media computers, tablets and others, such as job sheets, video audio tutorials, and an evaluation.…”

“…There is a gap between the lack of teaching materials that use technological sophistication in their manufacture and the lack of integrating characters in teaching materials. Previous research findings stated that e-modules in science learning needed to be carried out during the current covid-19 pandemic to help students understand learning (Vitrianingsih et al, 2021). The integrated e-module of Islamic values is suitable for respiratory system learning activities with a very good assessment.…”

Analisis Kebutuhan Pengembangan Elektronik Modul Berbasis Education For Sustainable Development Untuk Siswa di Sekolah Dasar

“…Inovasi dari pengembangan bahan ajar diantaranya adalah modul yang dikemas secara elektronik (e-modul). Sebelumnya memang telah dilaksanakan penelitian yang dilakukan juga oleh (Purwoko et al, 2020;Utami & Yuwaningsih, 2020;Vitrianingsih et al, 2021) yang membahas mengenai analisis kebutuhan pengembangan elektronik modul hanya saja ditujukan untuk siswa SMP bukan SD dan tidak berbasis ESD. Selain itu, terdapat juga penelitian mengenai analisis kebutuhan pengembangan modul untuk siswa Sekolah Dasar yang dilakukan oleh (Deviana, 2018), namun dalam penelitian tersebut analisis kebutuhan pengembangan modulnya tidak dalam bentuk elektronik dan berbasis kearifan lokal.…”

Module of Renewable Energy from the Earth's Gravity Based on Islam as Teaching Materials for Tadris IPA Study Program

“…Some have researched modules related to energy (Aulianingsih et al, 2021;Faizah, 2022). However, it does not list gravity as a renewable energy source and does not study it in depth, even though students need an integrated Islamic science module (Vitrianingsih et al, 2021).…”