Pengembangan Modul Pembelajaran Biologi Berbasis Reading, Questioning, And Answering (RQA) Materi Virus Kelas X

Abstract

This study aims to: (1) describe the feasibility of a biology learning module based on Reading, Questioning, and Answering (RQA) virus material based on the value of validation results by material experts; (2) describe the feasibility of a biology learning module based on Reading, Questioning, and Answering (RQA) virus material based on the value of the validation results by instructional media experts; and (3) describe the students' responses to the readability of the biology learning module based on Reading, Questioning, and Answering (RQA) of the virus material developed. This research is a development research that uses the ADDIE development model. The research procedure refers to the stages in the ADDIE development model, namely: Analysis, Design, Develop, Implement, and Evaluate. The analysis stage is a needs analysis activity for the development of an RQA-based module on virus material. The design stage is carried out to compile the design of the module being developed, including technical and substantive specifications. The develop stage is the creation of modules and expert validation. The implement stage is a small group trial stage to determine the readability of students. The last stage (evaluate) is an activity to evaluate the results of all the stages that have been carried out. The data collection techniques used were interviews and questionnaires. The instruments used include: interview guides, student needs analysis questionnaires, material expert validation sheets, learning media expert validation sheets, and student response questionnaires. Validators are material experts and learning media experts who validate each one who has expertise in their field. The number of respondents who responded to the readability of the module developed was 10 people. The data obtained were analyzed descriptively. The results of this study indicate that the RQA-based biology learning module on virus material is considered very feasible. The results of this eligibility were obtained from the results of the validation of material experts with an average percentage of 92.18% (very feasible criteria), the results of the validation of learning media experts with an average percentage of 93.42% (very feasible criteria), and the average percentage of student responses. amounting to 93% (very good criteria).

Analisis Kelayakan Modul Virus dalam Kehidupan sebagai Bahan Ajar Biologi Kelas X SMA/MA

“…Hal demikian juga dilakukan oleh peneliti lain yang memperoleh persentase validasi materi Modul sebesar 92% dengan kriteria sangat layak. [12] Modul pembelajaran ini dilengkapi dengan gambar atau foto yang jelas (Gambar 4), sehingga materi dapat tersampaikan dan mudah dipahami siswa. [13] Modul berbasis kehidupan membahas fenomena yang ada di sekitar (Gambar 3) yang belum banyak diketahui oleh masyarakat terutama siswa.…”

Media Kartu Permainan Berbasis Truth or Dare Play (TODP) pada Materi Virus

“…Media dengan unsur kegrafikan yang menarik tentunya akan menarik minat siswa untuk mempelajari serta mengamatinya (Darmawan & Nawawi, 2020). Selain itu, penggunakan font, tata letak, dan gambar yang sesuai juga akan membantu siswa untuk memahami isi kartu tesebut (Ummah, 2021). Font merupakan aspek yang berkaitan dengan jenis, ukuran, serta warna huruf yang digunakan.…”

Development of Reading, Questioning, and Answering (RQA)-Based Modules in Biology

“…Learning media is a supporting tool in the teaching and learning process, learning media is designed to attract or stimulate student interest and make it easier for students to understand the material (Setyosari, 2017;Eliana et al, 2022;Gultom et al, 2022) . Modules are one of the learning media that can be used in the learning process, modules are teaching materials that are arranged systematically in language that is easily understood by students so that students are required to learn independently and be able to solve problems by generating new ideas ( Sari et al, 2016;Rahayu et al, 2017;Ami et al, 2021).…”

“…This RQA learning module can encourage students to read, understand the material and find important parts of the material. The RQA module requires students to be able to create questions and answer them so that they are expected to be able to optimize the empowerment of students' creative thinking abilities and train students' abilities in cooperation and collaboration between students (Afrila & Yarmayani, 2018;Ami et al, 2021;Samudera & Hadi, 2022). It is also like doing the experiment (Istiana et al, 2019;Pertiwi & Saputri, 2020;Saputri & Pertiwi, 2021), the students read the procedure, questioning the problem, and answering it after finishing the experiment.…”