Pengembangan E-Modul Berbasis STEM untuk Meningkatan Kemandirian Belajar dalam Pembelajaran Jarak Jauh pada Mata Pelajaran Ekonomi

Mulyasari, Pingki Jelita; Sholikhah, Ni’matush

doi:10.31004/edukatif.v3i4.1158

Cited by 17 publications

(19 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The development of learning modules is needed because it is one solution to overcome problems that arise, especially during online distance learning. The results of this study are in line with the results of previous studies which state that the learning module is a necessity to develop students' independence (Mulyasari & Sholihah, 2021;Rufii, 2015). The development of learning modules is feasible to be applied in overcoming problems in learning (Muttaqin et al, 2019).…”

Section: Discussionsupporting

confidence: 90%

APPLICATION OF THE TPACK APPROACH THE PPKn MODULE TO IMPROVE CONCEPT UNDERSTANDING

Widjajanti¹,

Rufi’i

Suhari

2021

JTP

View full text Add to dashboard Cite

This research was conducted to develop a TPACK-based module (Technological Pedagogical and Content Knowledge) to support the development of students' concept knowledge in PPKn (Pancasila and civic education) online learning for grade 7th. The development of the module adopts the steps of the ADDIE model. To test the feasibility level of the module, material experts, learning design experts, teachers and students as users of the product were tested. To measure effectiveness of TPACK module to develop students' concept knowledge, paired t-test is adopted. The results of data analysis show that the learning module developed has a very high level of feasibility, namely according to material experts 95.8%, learning design experts 82.4%, teachers 97.2%, students in individual trials 90.8%, small group validation 92.6% and field validation 88.1%.

show abstract

Section: Discussionsupporting

confidence: 90%

APPLICATION OF THE TPACK APPROACH THE PPKn MODULE TO IMPROVE CONCEPT UNDERSTANDING

Widjajanti¹,

Rufi’i

Suhari

2021

JTP

View full text Add to dashboard Cite

show abstract

“…Perbedaan modul dengan e-modul yaitu terdapat pada perangkat yang digunakannya, dimana e-modul menggunakan perangkat lunak dalam pengaplikasianya dan tambahan media lain untuk melengkapi modul (Qomalasari & Respati, 2021). E-modul yang disajikan dengan format elektronik tidak terikat oleh waktu tempat sehingga peserta didik mudah dalam mengakses materi pembelajaran saat pembelajaran jarak jauh dengan diimplementasikan secara mandiri di rumah (Mulyasari, 2021). Kelebihan e-modul sebagai bahan ajar elektronik adalah e-modul disajikan dengan materi dan latihan soal yang bervariasi tidak hanya teks namun dilengkapi dengan gambar serta video yang mendukung proses pembelajaran, e-modul memudahkan peserta didik dalam proses pembelajaran sesuai dengan materi yang diinginkan.…”

Section: Pendahuluanunclassified

Meta-Analisis Praktikalitas Penggunaan E-modul Oleh Guru Dan Peserta Didik Dalam Pembelajaran

Utama

Zulyusri²

2022

JB&P

View full text Add to dashboard Cite

The development of science and technology requires teachers to use information technology-based learning media in the learning process. One of the efforts made by teachers is the use of electronic modules (e-modules). The e-module is an innovation from the print module that can be accessed via smartphone or personal computer (PC). E-modules can display images, videos, audio, and animations, so that the learning process become interactive. This study aims to analyze the practicality of using e-modules for teachers and students. Practicality is the ease of use of the product being develop. Meta-analysis is done by collecting similar articles by searching for articales from several journals via the internet. The sample used in this study was 10 articles related to the use of e-modules. The result of the study found that the average practicality level of using e-modules. The result of the study found that the average practicallity level of using e-modules by teachers was 0,893 in the very practical category, while the average practicality level by students was 0,879 in the very practical category. Based on the result of the analysis of the use of the developed e-module, it can be categorized as practical so that it is suitable for use in the learning process.

show abstract

“…MABAR will help students to learn independently because basically, the module is a teaching material that aims to make students learn independently without or with the guidance of educators [42]. In addition, MABAR which is presented in digital format makes it easier for students to access its features in it [43]. Modules in digital form are essentially the same as e-books, namely digital files containing text, images, and videos that are distributed electronically and displayed on a monitor screen [44].…”

Section: Recheck Subject Predicate Object Description and Letter Errorsmentioning

confidence: 99%

Development of Augmented Reality Practicum Modules to Grow Independent Learning in Cultural Anthropology Courses

Ratnawati

Wahyuningtyas

Habibi

et al. 2022

Int. J. Interact. Mob. Technol.

View full text Add to dashboard Cite

The specific purpose of this development is to develop a practicum module containing augmented reality (AR) which is used for Cultural Anthropology courses which are arranged systematically, and refers to clearly measurable learning objectives. The specification of the innovation product developed is in the form of a practicum module containing augmented reality (AR) which is used for the Cultural Anthropology course in the even semester with the name Augmented Reality Based Cultural Anthropology Module or Modul Antropologi Budaya Berbasis Augmented Reality (MABAR). This development is of course also based on several other reasons, namely based on the results of interviews with several students who have taken the Cultural Anthropology course, it was revealed that: 1) students have difficulty understanding one of the materials about anthropological works (ethnography), 2) when doing practical going to the field to conduct mini-research based on ethnography, students find it difficult because there is no systematic practicum guide. The research method used is the research and development method with the Borg and Gall development cycle model. There are 10 steps in R & D developed by Borg, Gall, and Gall. The conclusion in this development research is the feasibility of MABAR. The results of the development refer to the results of the assessment of material experts, media experts, and limited trials in the form of student responses. The average score of expert validation results, namely material experts is 85% in the very feasible category, while the results of media expert validation are 88% in the very feasible category, and the average student test results are 86.5% in the very feasible category. Thus MABAR is declared feasible to be used in the learning process.

show abstract

Pengembangan E-Modul Berbasis STEM untuk Meningkatan Kemandirian Belajar dalam Pembelajaran Jarak Jauh pada Mata Pelajaran Ekonomi

Cited by 17 publications

References 5 publications

APPLICATION OF THE TPACK APPROACH THE PPKn MODULE TO IMPROVE CONCEPT UNDERSTANDING

APPLICATION OF THE TPACK APPROACH THE PPKn MODULE TO IMPROVE CONCEPT UNDERSTANDING

Meta-Analisis Praktikalitas Penggunaan E-modul Oleh Guru Dan Peserta Didik Dalam Pembelajaran

Development of Augmented Reality Practicum Modules to Grow Independent Learning in Cultural Anthropology Courses

Contact Info

Product

Resources

About