Using of sigil software in math education: e-module development and effects on self-regulated learning skills

Abstract

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.

Development of natural sciences e-modules based on android with a science, environment, technology, and society approach in the earth structure chapter

“…This shows that in e-modules by the curriculum, there are already media components that help to learn, there are practice questions, and the presentation of the material is brief and systematic [53]. The coherent delivery of material and the setting of the science e-module help strengthen theory and clarify concepts and suitability of material [54].…”

E-Module Design Using Kvisoft Flipbook Application Based on Mathematics Creative Thinking Ability for Junior High Schools

“…E-module as a result of technological advances is not a panacea, but if its use is combined with a pedagogical approach, it has the potential to contribute to student learning outcomes [65]. Based on the results of research and theoretical studies, it can be defined that an e-module is a tutorial activity from the author in this case is a teacher delivered in writing so that its effectiveness is the same as face-to-face learning [66], [67]. Therefore, the e-module must be rich in activities designed by the teacher accompanied by clear instructions so that students can learn independently.…”

Effectiveness of Hand-Out Based on a Scientific Approach in Improving the Numeracy Literacy Skill of Class V Elementary School Students

“…Alwa'id (2021) defines teaching materials as broadly consisting of knowledge, skills and attitudes that students must learn in order to achieve predetermined competency standards. Yaniawati et al (2021) argues that the purpose of teaching materials is structured to provide teaching materials for teachers that help students obtain alternative information. Thus, it makes it easier for teachers to carry out learning.…”