P-ISSN: 2808-5957

E-ISSN: 2808-6724

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849

DEVELOPMENT OF INTERACTIVE E-MODULES USING FLIP PDF

PROFESSIONAL BASED ON A CONTEXTUAL APPROACH TO BUILDING FLAT

SIDE SPACE MATERIALS

Wando Satria Parapat

, Prihatin Ningsih Sagala

Mathematics Education Study Program, FMIPA, Medan State University, Indonesia

1, 2

email : wando.satria21@gmail.com, prihatinningsih@unimed.ac.id

Abstract

The development of this learning media is carried out to produce contextual-based interactive e-

modules with the help of a professional flip pdf application that meets the valid, practical, and effective

categories. So that it is useful for students in improving understanding of the flat-sided geometry

material, especially the cube and beam submaterial. The research instruments used were lesson plans,

material validation sheets and e-module media, pretest and posttest, as well as student and teacher

response questionnaires. After all instruments, lesson plans, and e-modules are in the valid category,

then they are tested in small groups and in the field. The results showed that: (1) the E-Module was in

the valid category in terms of material and media, namely (92.70% and 90.97%) with a very feasible

category; (2) the E-Module has met the practical value of the responses of students and teachers,

namely (87.05% and 87.5%) in the very practical category; (3) The E-Modul meets the criteria of

being effective with the completeness of student learning outcomes reaching 90% of students who get a

score of 75 and the achievement of each indicator/learning objective that exceeds 75% of the total

students. Based on the analysis of the research results, the N-Gain was 0.72, so it was included in the

high category providing the effectiveness of student learning outcomes.

Keywords: interactive e-module flip PDF professional contextual approach build flat side space

under CC BY-SA 4.0

INTRODUCTION

According to the Law of the Republic of Indonesia Number 20 of 2003 concerning the

National Education system, Chapter II Article 3, explains that National Education has the function

of developing capabilities and forming dignified characters in the context of educating the nation's

life, aiming at developing the potential of students who believe and fear God Almighty. Almighty,

noble, knowledgeable, healthy, capable, creative, independent, and formed to become a democratic

and responsible citizen. Likewise, some of the functions of National Education must be applied to

mathematics lessons, because mathematics is one of the most important subjects, because studying

mathematics is not only to understand the concepts or procedures, but there are still many things

that can be found from the results of the mathematics learning process (Siagian, 2016). Awareness

of what is being done is a sign of the meaning of learning, as well as what is understood and not

understood by students regarding facts, concepts, relations, and mathematical procedures that are

very closely related to the daily lives of students (Mawaddah & Anisah, 2015).

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Mathematics is very closely related to everyday life. So that in mathematics, a person is

trained to find solutions to problems faced in life and in the scope of education. This is in line with

the statement of (Ruseffendi, 2010) who argues that "mathematicsis the queen of the sciences". On

the other hand, mathematics also contributes greatly to the development of technology. The world

of mathematics that involves calculations, measurements, data processing, and other parts plays a

major role in the discovery of new things in the form of new science, problem solving,

development and technology (Faridah & Aeni, 2016). Mathematics is always taught from

elementary, junior high, and high school levels with the aim that students are expected to have the

ability to think logically, analytically, systematically, critically, and creatively. To achieve some

of these goals, learning techniques should continue to be improved until they reach a better quality

level (Mufidah, Effendi, & Purwanti, 2013).

In fact, the world of mathematics education is often considered a difficult subject to master.

Besides that, some students think that mathematics is a boring subject and often causes problems

in learning (Siregar, 2017). Such conditions, increasingly resulted in the subject of mathematics is

not liked, ignored and even ignored. Even though mathematics has an important role in everyday

life, such as increasing reasoning power, thinking logically, creatively, and systematically, but on

the other hand there are still many students who do not like mathematics subjects (Siagian, 2016).

Included in the material for building a flat side that really requires real reasoning in everyday life.

The same thing was also expressed through the results of interviews and questionnaires by

Mr. Azka Hidayat S.Pd I as a mathematics teacher at SMP Gajah Mada Medan that the use of

learning media such as printed books, and cardboard/paper props has not fully attracted the

attention of students to study mathematics, especially building materials. flat side space. This is

evident from the learning outcomes of students which show that there are still some students whose

scores do not meet the minimum completeness criteria (KKM) that have been set, which is 75.

During the mid-semester test (UTS) and the end-semester test, it was recorded that from 20

students it was known that 70 % or 14 students meet the minimum completeness criteria, but 30%

or 6 students have not met the minimum completeness criteria.

The low learning outcomes and student interest when learning mathematics mostly occurs

because of the application of teaching techniques and the use of monotonous teaching media,

causing student saturation (Silviana, Mikrayanti, Jauhari, & Furqan, 2021). In addition, the current

world conditions and including the country of Indonesia are being hit by the Covid-19 pandemic.

The COVID-19 (Corona virus disease 2019) first appeared at the end of 2019, precisely in Wuhan,

China. COVID-19 is a virus that transmits very quickly and it is difficult to know the

characteristics of people who have contracted the virus because it is a disease that cannot be seen

with the naked eye. Almost all countries are experiencing the impact of the current pandemic, so

many countries have set a lockdown and other anticipations to break the chain of spreading

COVID-19 (Putria, Maula, & Uswatun, 2020). The impact has also penetrated the world of

Indonesian education. As a result, schools were closed with the aim of preventing the spread of

COVID-19. This of course worsens the motivation and absorption of students towards learning

mathematics which cannot be carried out directly in the classroom.

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To increase the interest and motivation of students in learning, it is necessary to develop a

teaching material that can overcome problems in the learning process. The success of an

educational goal depends on how the teaching and learning process is experienced by students. An

educator in addition to being required to be careful in choosing and applying teaching methods

that are in accordance with the goals to be achieved, is also able to choose media that is appropriate

to the material to facilitate the delivery of material (Satriawati, 2015). So we need a learning media

such as a module. The use of the module as a learning support is considered very necessary,

because its characteristics that can be used independently can be an alternative or solution to

learning problems from home due to COVID-19 so as to help improve the mastery of material for

both educators and students (Marisa, Yulianti, & Hakim, 2020).

In the current era of technological development, modules are often combined with

technology to produce a product called e-module. E-Modul is an electronic version of a print

module that can be read on a computer and designed with software supporting E-modules basically

contain material, limitations, methods, ways of evaluating which are arranged regularly and

attractively to achieve the desired competence according to the level of complexity electronically

(Maryam, 2019). In the e-module , various features such as video, audio, and links can be added

that make students more interactive with the program with the aim of enriching the student learning

experience. The development of e-module also has a positive impact on students to use computer

labs and projectors that were rarely used before. However, in making e-module , it needs to be

designed using software with adequate features (Laili, 2019).

For this reason, one of the software that can be used is Flip PDF Professional software. Flip

PDF Professional software is software that supports the creation of e-modules that can be

converted into (.exe), (.app), (.fbr), and (.html) formats. With the help of a professional flip pdf, it

is very practical to use in the learning process, it can also be used to make teaching materials, and

the operation is very simple so that it can be used by anyone regardless of how proficient they are

at using computers (Nisa, Mujib, & Putra, 2020). Flip PDF Professional can produce modules that

have the advantage of being easily accessible and content that is integrated by video, audio, and

images that support the learning process. Therefore Flip PDF Professional Software can help

students in learning because it has interesting features that can create a more cheerful and

meaningful learning atmosphere (Aulia, Patmantara, & Handayani, 2016).

In addition to e-modules that have been packaged in an attractive manner, the learning

approach used by educators is also very much needed to determine the effectiveness of learning

(Agung, Suyanto, & Aminatun, 2020). Based on the results of interviews by researchers with

several students of SMP Gajah Mada (2021) that learning in class or online is delivered using

lecture methods and group discussions. The presentation of the material is applied with the help

of printed books and an explanation of the outline formulas of the material being studied. Teachers

still use old methods such as giving students memorized formulas and are more likely not to relate

lessons to life or contextual problems faced by students. As a result, students become bored and

often ignore learning mathematics in class or in online learning models without following it

properly.

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One of the learning models that can facilitate students is a contextual approach. The

contextual approach is a learning concept that can help teachers relate the material they teach to

students' real-world situations and encourage students to make connections between their

knowledge and its application in their lives as family and community members (Agung et al.,

2020). Contextual learning as a learning model that provides facilities for student learning

activities to seek, process, and find learning experiences that are more concrete (related to real life)

through the involvement of students' activities in trying, doing and experiencing themselves

(Zakiyah, Purnomo, & Sugiyanti, 2019).

Therefore, it is necessary to create and develop a teaching material in the form of an e-

module using Flip PDF Professional based on a Contextual approach. With this development,

students will be more interested in studying the subject matter of the material Build a flat side

space. Because of the above background, the researcher wants to do a study with the title

"Development E-Modules Using Flip PDF Professional Based on Contextual Approaches on Flat

Side Space Building Materials".

METHOD

This research uses research and development (R&D) using software Flip PDF

ProfessionalResearch and Development (R&D) is a research method used for research to produce

a new product and then test the effectiveness of the product (Sugiyono, 2012).

The subjects in this study were students of class VIII SMP Gajah Mada Medan in the

2021/2022 academic year. The trial class in this study was class VIII-B, totaling 20 people.

Meanwhile, the object in this research is an interactive e-module which was developed using a

professional flip pdf based on a contextual approach to the material for building flat sides. The

teaching material development model used in this research is the ADDIE model.

The ADDIE development model has 5 stages: Analysis, Design, Development,

Implementation and Evaluation. At the development stage, it requires several tests by a team of

experts, individual research subjects, on a limited scale and on a wide scale (in the field) as well

as revisions to improve the final product so that even though it includes the testing process and

product revision, the developed product has met the criteria for a good product, it is empirically

tested. and there are no errors. The stage of the ADDIE model development model can be seen in

the following figure Branch in (Hidayatullah, 2019).

Figure 1. ADDIE Development Model Stage

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The development procedure carried out by researchers in developing the e-module follows

the stages of the ADDIE development model which are described as follows:

Analysis stage. According to Branch in Ratumanan and Rosmiati (2018: 70), the purpose of

the analysis phase is to identify possible causes of performance gaps. The activities carried out at

the analysis stage are as follows: (1) Validation of work gaps carried out to produce a statement of

objectives based on the specified performance gap. This analysis was carried out by observing the

teaching and learning process and by interviewing mathematics teachers at SMP Gajah Mada. (2)

Establish instructional goals aimed at achieving goals that address performance gaps that lead to

the causes of poor knowledge and skills. The priority of action set by the researcher is to develop

teaching materials in the form of contextual-based e-module development on the material Build

flat side space with the help of Flip PDF Professional software. (3) Audience confirmation (student

analysis) is carried out with the aim of knowing the abilities and uniqueness of students personally.

Considerations in analyzing the characteristics of students such as study habits, access to

technology and information, and economic conditions. This stage of analysis is carried out by

direct interviews with students. (4) Identify the resources needed to define all types of resources

that will enhance the ADDIE process. The resources needed for this research are: materials

(covering the 2013 revised 2017 curriculum book and material sources from other books), the

technology used at Gajah Mada Junior High School, learning facilities (such as the availability of

a computer laboratory and the zoom application when using online learning at the time of

implementation). research), human resources (including researchers, teachers of mathematics

subjects for class VIII of Gajah Mada Junior High School, material and design experts who will

validate the e-modules that have been developed, and students of class VIII B of Gajah Mada

Junior High School being studied). (5) The potential delivery system aims to determine the

potential delivery system and estimate costs. The introductory system in this study uses a

combination of face-to-face meetings and internet-based learning.

Design Stage. Aims to guide the expected performance as well as the appropriate test

method. The stages of contextual-based e-module development related to the design phase are

described as follows: (1) The design of the module framework includes the preparation of the

initial module design and material preparation. The flat side chamber construction was used during

product development. (2) Determining the design of the e-module display in accordance with the

contextual approach which includes: constructivism (constructivism), finding (inquiry), asking

(questioning), modeling (modeling), actual assessment (authentic assessment), and reflection

(reflection). has been explained in the previous chapter. (3) A collection of references for the

material developed in the module. (4) Prepare assessment instruments for use in research. And

arrange a pretest and posttest which consists of 6 questions on cubes and blocks.

Development Stage. To build and validate learning resources. The general procedure

associated with the development phase is described as follows: (1) Preparing materials based on a

contextual approach; (2) Selecting and developing supporting media, the aim is to select or develop

adequate media to support the learning process; (3) Developing e-modules for students. In making

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e-modules, researchers did several things, namely: typing material and practice questions, making

animations or videos related to the material, selecting audio, making navigation buttons, and

unifying all components with the main application; (4) Conduct expert trials and revisit formative

tests, the aim is to revise the initial design of the product and learning process to be implemented.

The lesson plans, pretest & posttest questions will be assessed by material experts, while e-

modules will be validated by media and material experts. It is intended to receive suggestions and

then be revised. Revisions were carried out many times until the lesson plans, pretest & posttest

questions, and digital books were obtained with good criteria to be implemented.

Implementation stage. Aims to prepare a learning environment and involve students. In this

study, the implementation stage was carried out, where at this stage the e-module was tested on 20

class VIII students of SMP Gajah Mada in learning mathematics for cube and block sub-materials.

The test plan used in this research is One-Group Pretest-Posttest Design. In terms of objectives,

the results of the implementation can be known more precisely, because it can be compared with

the situation before the implementation. This concept can be formulated as follows:

Figure 2. One-Group Pretest-Posttest Design (Sugiyono, 2017:303)

Keterangan:

Uji awal (pretest)

dilakukan sebelum diberi e-

modul

Perlakuan melalui

pembelajaran dengan

menggunakan e-modul berbasis

pendekatan kontekstual

Uji akhir (posttest)

dilakukan setelah treatment.

Pelaksanaan uji coba

pembelajaran dilakukan oleh

peneliti

The implementation is carried out directly by the researcher. In every implementation of

learning, observations are made to the teacher (researcher) and the class will always be controlled

by an observer (teacher).

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Evaluation Stage. Aims to see the quality of the process and learning outcomes before and

after implementation. At each stage of development with the ADDIE model an assessment is

carried out to produce educational materials in the form of good electronic modules. The

assessment carried out is formative assessment and summative assessment. Formative assessment

in the form of assessments obtained from the product validation team and examiners of educational

materials in the form of electronic modules. While the summative assessment is done by collecting

the evaluation of each student in the form of a questionnaire on student perceptions of teaching

materials.

In this study used data collection methods in the form of observation, interviews, distributing

questionnaires and the last is a test. The data used in this research and development are quantitative

data (obtained from the assessments of validators, teachers, and students who act as respondents

to e-module ) and qualitative (in the form of suggestions, criticisms, suggestions and responses

from design experts and material experts used). to improve e-module ) which is then analyzed

descriptively and concluded statistically as input for improving or revising the products that have

been developed.

Based on the research objectives, a tool is developed and compiled and evaluated in terms

of feasibility, practicality and effectiveness. The data collection instruments used in this research

and development are presented in table 1.

Table 1. Data Collection Instruments

Valuation

Criteria

Assessment Instruments

Valid

a. Learning Implementation Plan (RPP)

b. Learning Media validation sheet for Media

Experts

c. Learning Media validation sheet for

Practical

a. practicality sheet E-module (teacher's

response questionnaire to interactive e-

module)

b. practicality sheet E-module (student

response questionnaire to e-module

interactive

Effective

a. Student learning outcomes assessment

sheet

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Data Analysis Techniques

Data analysis techniques are a method of processing data into information in a research

process. Data analysis in this study aims to determine the validity, practicality and effectiveness

e-module. Data analysis in this study includes qualitative data analysis and qualitative data

analysis.

1. Validity The

Data analysis technique was carried out according to the data collection device.material

validation questionnaire e-module uses an evaluation scale as a verification tool to evaluate the

feasibility of the product being tested, and for product improvements there are comments and

suggestions. In the technique of filling out the questionnaire, the researcher modified it by using

four categories as shown in table 2.

Table 2. Category Assessment Sheet Validation

Score Assessment

Category

Very good, very interesting, very easy to understand, very easy to

find, very interested

Good, interesting, easy to understand, easy to find, interested

Not good , less interesting, less easy to understand, less easy to

find, less interested

good, not interesting, not easy to understand, not easy to find,

Not notinterested )

The data obtained from the teacher's response questionnaire and the remainder will be

calculated on average and then converted according to practicality criteria. The analysis of the

practicality of the product in the questionnaire can be calculated by the following formula:

: Percentage of practicality

: Total empirical score (validation result from validator)

: Total maximum expected score

The practicality criteria according to Akbar (2013: 155) can be seen from Table 5.

Table 5. Practical

Criteria

Practicality

Level

85.01% - 100.00%

Very practical, or can be used without revision

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70.01% - 85.00%

Quite practical, or can be used but needs minor revision

50.01% - 70.00%

Not practical, it is recommended not to use it because it

needs revision

01.00% - 50.00%

Not practical, or should not be used

1. Effectiveness

The results of the effectiveness of interactive e-modules based on a contextual approach

using Flip PDF Professional can be seen from three aspects, namely pretestscores posttest, and N-

Gain Data from these three aspects were obtained at the implementation stage by conducting a trial

using the pre-experimental One Group Pretest-Posttest Design method because it only used one

class group, namely class VIII-B without a comparison class group.

The increase in student learning outcomes, namely the increase in students' knowledge and

understanding of the cube and block submaterials can be seen from the pretest and posttest

obtained by students. Student learning test results are assessed based on scoring guidelines. The

maximum score for this test is 100. The formula for calculating student scores is.

Then look for the percentage of students who complete. The minimum completeness criteria

for mathematics subjects in class VIII-B Gajah Mada is 75.

In addition, the effectiveness e-module is also assessed based on the analysis of achievement

indicators or completeness of learning objectives. To find the category of indicator achievement

or completeness of learning objectives, the total score of each indicator in the question is used.

Here are the steps.

1. Determine the score of each indicator on each item with reference to the predetermined

scoring guidelines

2. Summing up the scores of each indicator for each item

3. Calculate the percentage of question scores from each indicator by:

Determine the percentage of students who complete (achieve a minimum percentage of 75%) for

each indicator.

Seeing the achievement of learning indicators with indicators of completeness, there is a

minimum of 65% of students who are able to achieve a minimum of 75% of the formulated

learning objectives (Leung & Hasratuddin, 2018).

Meanwhile, the effectiveness of learning using e-modules based on a contextual approach to

improving student learning outcomes can be seen from the normalized gain value (N-gain). For

data analysis on the effectiveness e-modules based on a contextual approach using Flip PDF

Professional , use the normalized gain equation mentioned in the formula Hakke in (Febrianti,

2021)

Description:

g = Gain normalized

f= Average posttest score

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Si = Average pretest score

100 = Ideal score

calculation results S gain is then converted into a normalized gain with the following criteria:

Table 6. Normalized Gain Classification

Criteria

Conclusion

0.7

High

0.3 < 0.7

Medium

< 0.3

Low

Module based on a contextual approach using Flip PDF Professional is considered effective if the

results of the normalized gain are in the medium and high categories.

RESULT AND DISCUSSION

This research is a research and development (research and development) that produces a

product that is valid, practical, and effective. The product is a contextual-based interactive e-

module on the material for Constructing Flat Sided Space, especially the Cube and Block sub-

materials in class VIII SMP.

The development of contextual-based interactive e-modules in class VIII of this junior high

school uses the ADDIE development model. This model consists of 5 stages, where the first stage

is analysis, the second stage is design, the third stage is development, the fourth stage is

implementation, and the last stage is evaluation. The results of the contextual-based interactive e-

module development based on the five stages are described as follows:

1. Analysis Results

Analyze (analysis) stage consists of job gap validation analysis, instructional objective

analysis, audience confirmation (student analysis), identifying the required resources , and

potential delivery systems.

Based on observations, learning mathematics at SMP Gajah Mada is expository. The boring

lecture method results in a loss of motivation to learn which makes mathematics a difficult subject.

The right solution was carried out by researchers by developing contextual-based interactive e-

modules so that students were more motivated in learning mathematics. This is supported by the

availability of technological tools such as mathematics laboratories and infocus which are rarely

used and can later be used as introductory media.

2. Design Results

Then the design stage was carried out, namely making lesson plans, making e-module

designs, making student ability tests, making validation instruments and response questionnaires

that were in accordance with the state of Gajah Mada Junior High School which were obtained

from the data from the previous analysis.

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The design of the mathematical e-module using a professional flip pdf based on a contextual

approach to the flat-sided spatial structure based on the structure of the e-module is as follows:

cover/title page, preface, table of contents, concept map, KI page, KD, and Achievement

Indicators, page of contextual-based learning steps (construct (let's understand), inquiry (let's find),

questioning (let's answer), learning community (let's discuss), modeling (let's think), reflection

(let's recall), authentic assessment ( let's practice)), instructions for using e-modules, a glimpse of

history, learning activity pages, quiz pages, summaries, glossaries, bibliography, author biodata.

3. Development Results

The development stage is the process of realizing what has been done at the design stage. At

this development stage there are two main activities carried out, the first is to prepare all

instruments such as questionnaires, questions, and lesson plans, and media elements which are

then combined into a complete e-module. While the second activity is the assessment or validation

stage by experts on various components that have been completed previously.

4. Preparing and Combining E-Module

Components Various media components are needed and prepared to support the explanation

of cube and block material in the e-module product. The media needed include: modules in the

form of pdf, images, animated videos, audio, interactive quizzes. If the components above have

been prepared, then enter the merging process. The incorporation of interactive teaching material

components is carried out according to the story board using a professional flip PDF application.

Interactive e-modules using a professional flip pdf based on a contextual approach to the

material for building a flat side space based on the previous design stage are as follows:

Table 7. Results of Interactive E-Module Development

Part E-Module

Display

Cover/Title Page

Figure 4. Cover Page Design E-module

Interactive

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Foreword

Figure 5. Preface Page Design

Table of Contents

Figure 6. Design of Contents Page

Concept Map

Figure 7. Concept Map

KI KD Pages, and Achievement

Indicators

Figure 8. KI and KD

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Pages of Contextual-Based

Learning Steps

Figure 9. Learning Steps Page

Instructions for Using E-Modules

Figure 10. Instructions Page of E-

Module

History Overview

Figure 11. Design Pages at a Glance

History

Pages of Learning Activities

Figure 12. Design of

Pages Quiz

Figure 13. Quiz

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Summary

Figure 14. Design of Summary Page

Glossary

Figure 15. Design of Glossary Page

Bibliography

Figure 16. Bibliography Page Design

Author Biodata

Figure 17. Author Biodata Page Design

Validation by the Expert Team

After the activity of combining the components of interactive teaching materials was

completed, draft I was formed which consisted of a questionnaire instrument, Learning

Implementation Plan (RPP), a contextual-based interactive e-module product for cube and block

material and test instruments.

Draft I was then validated by expert validators in the field of mathematics to obtain

corrections, criticisms, and suggestions that were used as the basis for revising and improving the

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products developed. The revised product is a device that meets the valid criteria and is hereinafter

referred to as draft II.

a. Contextual-Based Interactive E-Module Validation Results

The developed e-module must go through a validation stage to see the suitability of the

substance with the expected learning outcomes. Contextual-based e-module validation consists of

material validation and media validation. Validation was carried out by a lecturer in the

mathematics department of UNIMED and a mathematics teacher at the Gajah Mada Foundation.

Based on the calculation results of the validation of 3 material experts and 3 media experts

on the contextual-based interactive e-module above, the average percentage is 92.70% for material

validation and 90.97% for media validation. Where the two percentages state that contextual-based

interactive e-modules can be said to be valid in the very worthy category for testing. From the

validator's assessment, corrections and suggestions for improvement are obtained which are used

as consideration for revising the e-module. Suggestions for improvement can be seen in table 8.

Table 8. Validator's comments and suggestions on the E-Module

1. Change class VII to Class VIII

a. Before revision b. After revision

2. Command questions fix, delete the word "continue"

a. Before revision b. After revision

3. Correct the first sentence to "a rubik's cube is made up of smaller cubes"

a. Before revision b. After revision

2. The e-module has not added a summary, while in the validation

questionnaire there is a point to assess the presentation of the summary

in the e-module.

Add summary to e-module

a. Results of RPP Expert Validation

Expert validation of the RPP is carried out to pay attention to the RPP that will be presented

in the learning process, whether the use of the RPP is in accordance with the learning process

carried out. The validators for the lesson plan consist of 1 lecturer in mathematics education from

UNIMED, and a teacher in mathematics from SMP Gajah Mada.

Based on the assessment given by the expert to the lesson plans for learning media through

questionnaires, the average percentage is 92.26% which indicates that the lesson plans contained

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in the learning process are said to be very feasible, even though it is said to be very feasible there

are still improvements suggested by experts in order to maximize the use of lesson plans in the

learning process using learning media that have been developed. The revision of the RPP

assessment can be seen in table 9.

Table 9. Revision for RPP

Validator

Suggestion

· The steps of learning activities that have been made

in the RPP must be appropriate when applied in front

of the class.

· The indicator is replaced with GPA (Competency

Achievement Indicator)

· technique

· The tools used by students are cellphones/laptops

a. Test Validation Results

Expert validation of the test is carried out to pay attention to the tests that will be

presented in the learning process, whether the use of the test is in accordance with the learning

process carried out in the classroom. The tests carried out consisted of pretest and posttest.

The validator for the test consisted of 1 lecturer in mathematics education from UNIMED, and

1 teacher in mathematics at Gajah Mada Middle School. The results of the expert's assessment

can be seen from the following table.

Table 10. Expert Validation Results for Pretest

Validator

Assessment Validator for each Pretest

Que

stio

n 1

Questi

on 2

Questi

on 3

Questi

on 4

Questi

on 5

Questi

on 6

Validator

Description:

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V: Valid VDR: Valid with TV revision : Invalid

Based on the assessment given by the expert on the pretest used in the learning process,

it shows that the pretestt contained in the learning process is said to be feasible, although it is

said to be feasible there are still improvements suggested by experts in order to maximize the

use of pretest in the learning process in the classroom.

Tabel 11. Revisi Pretest

Validator

Assessment Validator for each Pretest

Questio

n 1

Questio

n 2

Questio

n 3

Quest

ion 4

Quest

ion 5

Quest

ion 6

Validator 1

Validator 2

Adapun hasil analisis validasi posttest disajikan pada tabel 12.

Table 12. Expert Validation Results for Posttest

Validator

Assessment Validator for each Pretest

Quest

ion 1

Questio

n 2

Questio

n 3

Quest

ion 4

Questio

n 5

Questio

n 6

Validator 1

Validator 2

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Based on the assessment given by the expert to the posttest used in the learning process, it

shows that posttest contained in the learning process is said to be feasible, even though it is said

to be feasible, there are still improvements suggested by the experts in order to maximize the use

of the posttest in the classroom learning process.

Table 13. Revision for Posttest

Validator

Suggestion

 Item number 1 is adjusted again with

the question indicator

 The assessment is more attention

4. Implementation Results

After making revisions in stages and all the instruments and e-modules developed are valid,

the next stage is implementation. The Learning Implementation Plan (RPP) will be used during

field trials to see its practicality and effectiveness in learning. The following is a description of the

results of the implementation phase.

Small Group Test

In the small group trial intended to test the attractiveness of the product, students in this small

group test saw the e-module provided, and at the end of the product trial involving 8 students who

were selected heterogeneously based on class ability and gender then students given a

questionnaire to assess of the e-module.

The small group test was conducted at the Gajah Mada Foundation class VIII-B. The results of

student responses to the e-module obtained an average percentage of 86.45% with the

interpretation criteria achieved, namely "very feasible" to be used as a tool in teaching and learning

activities on cube and block material for class VIII SMP/MTs.

Field Trial

After being declared eligible by the validator, the e-learning module is applied in the

classroom. In the implementation of this stage, 20 students participated and realized 3 meetings in

class, where at the first meeting it was used for introductions and preparation for all technical

implementation of learning in the next 2 days for 2 x 40 minutes. Learning is done in the classroom.

The data obtained are student learning outcomes, namely pretest and posttest on cube and block

material, student response questionnaire data, and teacher response questionnaire data to e-module

the developed interactive

The results of the trial show e-module meets the criteria for practicality, so the trial is only

carried out once.field trials e-module the developed

a. Practicality Analysis

The practicality of learning media that has previously been validated can be seen through

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student response questionnaires and teacher response questionnaires that have been filled out by

students and teachers when researchers implement implementation in schools.

The results of the questionnaire analysis of student responses to e-modules were 87.05% from 20

respondents in class VIII-B to 14 questionnaires, so that e-modules can be categorized as very

practical. This means e-modules interactive which was developed was responded positively by

students. Also, the results of the questionnaire analysis of the teacher's response to e-modules were

87.5% by a teacher in the field of mathematics at Gajah Mada Junior High School to 26

questionnaires, so that e-modules can be categorized as very practical. This means that the e-

module developed was responded positively by the teacher.

b. Effectiveness Analysis

Effectiveness of the learning media in this study can be seen from the students' ability to

complete the test. The first test is called pretest which is done before using e-module and completes

posttest after learning to use e-module interactive professional flip pdf on cube and block material.

1) Student Learning Completeness

Score Pretest

Figure 3. Diagram of Pretest

Based on the pretest on the flat-sided geometrical material in the table above, it can be seen

that of the 20 students who did pretest , only 2 students, and the rest did not reach the specified

KKM, which was 75. In this case, students' individual learning completeness met the criteria.

classic by 10%.

Nilai Posttest

Figure 4. Diagram of Posttest Score Results

Based on the calculations that have been discussed previously, it can be concluded that

the learning outcomes from pretest to posttest in the field test have increased through the

application e-modules based on the contextual approach that was developed and is included in

the effective category.

1) N-Gain Score

Tidak Tuntas

90%

Tuntas

10%

Pretest

Tidak Tuntas Tuntas

Tidak Tuntas

Tuntas

Posttest

Tidak Tuntas Tuntas

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Untuk mencari nilai gain score dilakukan analisis dengan menggunakan rumus:

𝑔 =

𝑆𝑓 − 𝑆𝑖

100 − 𝑆𝑖

𝑔 =

83,25 − 40

100 − 40

43,25

= 0,72

Berdasarkan pencapaian nilai pretest, posttest serta n-gain dapat diperoleh analisis

peningkatan hasil belajar siswa yang disajikan pada tabel 14.

14. Analysis of Student Learning Outcomes Improvement

Material

Class

Mean

Pretest

Posttest

N-

Gain

Cubes and

Blocks

VIII-

83.25

0.72

Based on the analysis of student learning outcomes, the N-Gain is 0.72, if g > 0.7, it is

included in the high category. Based on these data, it can be concluded that e-module on the

cube and block material developed provides the effectiveness of student learning outcomes.

1) Learning Objectives

Based on the achievement of learning objectives through the completion of the test, it is

obtained for the learning objectives of the first question of 87.5%, the second 80%, the third 85%,

the fourth 82.5%, the fifth 83.75%, and the fourth last 81.2%. With the acquisition of completeness.

In accordance with the criteria for achieving learning objectives, it is said that the learning

objectives are achieved with the criteria of 75% of the maximum score for each item. Thus the

achievement of learning objectives has been achieved for each item.

Based on the calculations that have been discussed previously, it can be concluded that the learning

outcomes from pretest to posttest in the field test have increased and obtained an N-gain of 0.72

through the application e-module based on a contextual approach that was developed and is

included in the effective category. Meanwhile, the students' response to the e-module was 87.05%

of the total students who responded positively to the e-module that was developed. Thus e-modules

are effectively used in learning the material for building flat sides, cube and block sub-materials.

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CONCLUSION

The results of this development research are in the form e-module interactive a professional

flip pdf based on a contextual approach to the material for building flat sides, cubes and beams in

class VIII SMP. e-module can provide convenience in understanding the concept through the given

contextual problems. Based on the results of research and discussion, it can be concluded as

follows:

1. The procedure for developing e-module using a professional flip pdf based on a contextual

approach to the submaterial of cubes and blocks in class VIII SMP, using the ADDIE development

model (Analysis, Design, Development, Implementation, Evaluation). The analysis carried out was

validating the work gap, setting instructional goals, analyzing students, identifying the required

resources, potential introduction systems. Based on observations, learning mathematics at SMP

Gajah Mada is expository. The boring lecture method has an impact on the loss of learning

motivation which makes mathematics a difficult subject. The right solution was carried out by

researchers by developing interactive e-modules so that students were more motivated in learning

mathematics. This is supported by the availability of technological tools such as mathematics

laboratories and infocus which are rarely used and can later be used as introductory media. Then

the design , namely making lesson plans, making e-modules, making student ability tests, making

validation instruments and response questionnaires that were in accordance with the state of Gajah

Mada Junior High School which were obtained from the data from the previous analysis. Next is

the development namely preparing and combining e-module, validation by a team of experts

(material validation, media validation, RPP validation, and validation of pretest and posttest). An

interesting media was obtained and it was ready to be tested on students.next stage implementation

namely a small group test which is carried out on 8 students selected by the researcher and then a

field test is carried out on 20 students of class VIII-B SMP Gajah Mada. The last stage evaluation

stage where this stage is carried out at every stage of development starting from the analysis to the

development stage. All suggestions and improvements will be applied to the module, resulting in

an attractive and quality e-module.

2. Based on the results of the validation data analysis from the experts that: i) the results of the

media expert validation with an average of 90.97%; (ii) material expert validation results with an

average of 92.70%; (iii) the results of the validation of the Learning Implementation Plan (RPP)

with an average of 92.26%; (iv) the results of the validation of the pretest and posttest are in the

very valid category. So that the results of the validation e-module are in the validity criteria with

the "very valid" category. Meanwhile, based on the results of practicality data analysis that: (i) e-

module is said to be valid first from the validator's assessment so that it can be applied by

improving the e-module according to the advice of the expert; (ii) the results of the student response

questionnaire when learning with e-modules obtained a percentage of 87.05%; and (iii) the results

of the mathematics teacher's response to e-module the average score obtained was 87.5%. The

practicality criteria indicate that the development e-modules interactive a professional flip pdf

based on a contextual approach to the cube and block sub-material belongs to the practical

category.

3. Based on the results of the effectiveness data analysis that: (i) students' classical completeness

reached 90% with an average posttest of 83.25 included in the complete category; (ii) The results

of the calculation of the increase in the value of the pretest to the posttest obtained an N-gain of

0.72 which is included in the very effective category; (iii) Achievement of learning objectives

75%; (iii) the time in implementing learning in interactive e-modules based on a contextual

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approach does not exceed ordinary learning; So that e-module interactive a professional flip pdf

based on a contextual approach to the cube and block sub-material is in the effective category.

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