Empirical Analysis of E-Module Based on Science Literation as a Source in Learning Electromagnetic Radiation Material

Abstract

E-module based on scientific literacy of electromagnetic radiation material has been validated by experts, but this e-module has not been applied to students in learning in schools. This research aimed to determine the empirical validity of e-modules based on scientific literacy as a source of learning material for electromagnetic radiation. The research method used is the 4D method, namely: defining, design, development and dissemination. This research focuses on the development stage, that limited testing. The research data analysis technique used is descriptive analysis. Respondents from this research were class X students and teachers of Riau Province Integrated Agriculture Vocational School, totaling 23 students and 2 teachers. The research data were obtained using an empirical validity questionnaire instrument. The results of the analysis of the empirical validity test data of e-module based on scientific literacy which include design aspects, content aspects, pedagogical aspects, and technical aspects obtained an average score of 4.34 with a high validity category. So, it can be concluded that e-module based on scientific literacy as a source of learning material for electromagnetic radiation, is declared valid and can be used in learning for students in senior high schools or agriculture vocational high school.

Literature Review: The Role of E-Modules in Improving Vocational Students’ Scientific Literacy Skills

“…Unlike the other four articles, Syahputri et al, (2019) presents the results of the development of the scientific literacy e-module that emphasized 4 aspects of scientific literacy as content in the e-module. The aspects consist of science as the body of knowledge, science as a way of investigation, science as a way of thinking, and interaction between science, technology, environment, and society (Rusilowati et al, 2016).…”