ANALISIS PRELIMINERY RESEARCH PHASE MENGGUNAKAN MODEL PENGEMBANGAN PLOMP SEBAGAI DASAR PENGEMBANGAN MODUL BELAJAR DAN PEMBELAJARAN PENDIDIKAN BIOLOGI BERMUATAN HASIL RISET UNTUK MAHASISWA

The purpose of this study is to describe the preliminery research phase data obtained as a basis for the development of learning and learning modules containing research results that will be developed later. The development model used in this study is the Plomp model which has been carried out until the initial investigation data stage. Preliminary investigation data revealed some initial findings including; analyzing the Semester Learning Plan (RPS), interviews with learning and learning lecturers in the Biology Education Study Program FKIP Riau Islamic University, student questionnaire problems in conducting learning and learning lectures, student needs questionnaire in learning and learning lectures, and analysis of learning and learning modules used in learning and learning teaching materials previously in learning and learning lectures. The results revealed in the analysis of the Semester Learning Plan (RPS) there were thirteen topics in learning and learning. The results of interviews conducted with lecturers in learning and learning courses also revealed obstacles in the implementation of learning and learning lectures, one of which was the lack of student references to study learning and learning. Student problem questionnaire revealed that students do not yet have a learning and learning module with a percentage of 13.71%. Student needs questionnaire revealed that students strongly agree the need to develop learning and learning modules containing research results with a percentage of 100%. The learning and learning module that has been used in the learning process does not meet the standards of the Ministry of Research, Technology, and Higher Education Directorate General of Learning and Student Affairs Directorate of Learning in 2017. The conclusion of this study is the need to develop learning and learning modules containing research results for biology students to help the lecture process in the classroom.

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E-Learning Module Music In PGSD FIP UNM

Publikasi Pendidikan ◽

10.26858/publikan.v10i3.16105 ◽

2020 ◽

Vol 10 (3) ◽

pp. 240

Author(s):

Sayidiman Sayidiman ◽

Hikmawati Usman ◽

Nasaruddin Nasaruddin

Keyword(s):

Learning Outcomes ◽

Research Method ◽

Sampling Technique ◽

Simple Random Sampling ◽

Student Learning Outcomes ◽

Small Scale ◽

Study Program ◽

Learning Modules ◽

Learning Module ◽

E Learning

This research was conducted to design and test on a small scale the results of the design of the art learning module Music at the PGSD FIP UNM. In particular, this study aims to describe the description of the design of music e-learning modules in the UNM FIP PGSD Study Program. The research method used research development (R & D), the test subjects were the PGSD FIP UNM students who had programmed the Music Arts course. Sampling is done by using a simple random sampling technique with a number of sample members of 30 people, the data collection techniques using a closed questionnaire, analysis of data using the data analysis descriptive and inferential statistics. The results Showed that there was an Increase in participation and student learning outcomes classically after learning to use e modules, the weakness of e modules was that they were not Able to encourage students who had the ability more towards Reviews their maximum potential in terms of learning the art of music.

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PELATIHAN PENYUSUNAN MODUL AJAR BERBASIS ACTIVE LEARNING BAGI KELOMPOK GURU SMP TA’MIRUL ISLAM SURAKARTA

Jurnal Terapan Abdimas ◽

10.25273/jta.v3i1.2163 ◽

2018 ◽

Vol 3 (1) ◽

pp. 19

Author(s):

Anwari Adi Nugroho ◽

Nur Rokhimah Hanik ◽

Tri Wiharti

Keyword(s):

Active Learning ◽

Junior High School ◽

Biology Education ◽

Average Score ◽

Education Department ◽

Learning Modules ◽

Learning Module ◽

Minimum Score ◽

Training Activities ◽

Teaching Modules

Abstract. A team of biology education department Univet Bantara Sukoharjo has conducted active learning module training for teachers at Ta'mirul Islam Junior High School Surakarta. The purpose of the training was 1) To provide an understanding of the active learning-based modules 2) To provide training in developing active learning modules. The method used was lecture and question and answer, as well as guidance on the preparation of active learning based modules. Training activities begin with pretest and delivery of materials by seminar method (lecture). After the seminar, training was conducted with the module by the method. The teachers then went on to complete the live teacher learning module at home for two weeks. In the following week (2nd meeting) a review and guidance for improvement take 2.5 hours (150 minutes), and the activity ends with posttest. The learning outcomes show an average score. 27.22 of scale 100. The score indicates that the understanding of the learning module of the active learning module is still low and necessary. The average posted result is 86.11 (scale 100). The pretest-postest rate for each participant results in more than 25%, which means that the increase from pretest to posttest meets the target. Training products assemble teaching modules as well. Obtaining a score of assessment of 4 teaching modules from teacher training result that is more than 70 (scale 100) which have fulfilled target minimum score 70 (scale 100).Keywords: active learning, module, teachers Abstrak. Tim pengabdian kepada masyarakat prodi pendidikan biologi Univet Bantara Sukoharjo telah melaksanakan pelatihan penyusunan modul berbasis active learning bagi guru-guru di SMP Ta’mirul Islam Surakarta. Tujuan dari abdimas adalah 1) Untuk memberikan pemahaman tentang modul berbasis active learning dan 2) Untuk memberikan pelatihan dalam penyusunan modul berbasis active learning. Metode yang digunakan adalah ceramah dan tanya jawab, serta bimbingan praktek penyusunan modul berbasis active learning. Kegiatan pelatihan diawali dengan pretes dan penyampaian materi dengan metode seminar (ceramah). Setelah kegiatan seminar, dilaksanakan pelatihan penyusunan modul dengan metode workshop. Guru kemudian melanjutkan penyelesaian modul berbasis active learning guru di rumah selama 2 minggu. Pada minggu berikutnya (pertemuan PPM ke 2) dilakukan review dan bimbingan perbaikan selama 2,5 jam (150 menit) dan kegiatan diakhiri dengan posttest. Hasil pelatihan menunjukkan bahwa rata-rata skor pretes sebesar 27,22 dari skala 100. Skor tersebut menunjukkan pemahaman tentang penyusunan modul ajar berbasis active learning masih rendah dan perlu adanya pelatihan penyusunan modul ajar berbasis active learning. Hasil rata-rata postes yaitu sebesar 86,11 (skala 100). Sedangkan peningkatan skor pretes-postes setiap peserta diperoleh hasil lebih dari 25% yang berarti peningkatan dari pretes ke postes sudah memenuhi target. Produk pelatihan penyusunan modul ajar juga dinilai. Perolehan skor penilaian 4 modul ajar dari guru hasil pelatihan yaitu lebih dari 70 (skala 100) yang artinya sudah memenuhi target minimal skor 70 (skala 100).Kata kunci : active learning, modul, kelompok guru

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Development of Plant Biosystematics E-Module Based on Problem Solving

Indonesian Journal of Biology Education ◽

10.31002/ijobe.v3i2.3523 ◽

2020 ◽

Vol 3 (2) ◽

pp. 28

Author(s):

Sekar Jati Pamungkas ◽

Wike Oktasari

Keyword(s):

Problem Solving ◽

Biology Education ◽

Study Program ◽

Problem Solving Skills ◽

Learning Module ◽

Education Study ◽

Low Levels ◽

Linguistic Aspect ◽

D Model

This study aims to describe the stages of developing the Plant Biosystematics e-module with the 4-D model (four D model) and to analyze the effectiveness of the resulting Plant Biosystematics e-module in improving problem solving skills in students of the Tidar University Biology Education Study Program. The Plant Biosystematics course studies the description, adaptation, and classification of plants, both high and low levels. The research method used is the R&D Model. This model consists of 4 development stages, namely Define, Design, Develop, and Disseminate. The object of this research was 60 students of Tidar University Biology Education. The research instrument used was in the form of questionnaires and validation sheets by the validator. Based on data on Problem Solving skills 38, 3% chose the number 5 meaning that in this Plant Biosystematics e-module all 5 indicators have been fulfilled. Based on the development of the e-module by the validator, the results of the material were 80.5%, the presentation aspect was 54%, the linguistic aspect was 24%, and the graphic aspect was 34%. Based on the data above, the development of the Plant Biosystematics e-module can be used as a learning module that can improve their problem solving skills.

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PENGEMBANGAN MODUL PEMBELAJARAN KIMIA PADA MATERI SISTEM PERIODIK UNSUR BERBASIS KEARIFAN LOKAL PAPUA PESERTA DIDIK KELAS X SMA NEGERI 4 JAYAPURA

Jurnal Ilmu Pendidikan Indonesia ◽

10.31957/jipi.v6i3.604 ◽

2018 ◽

Vol 6 (3) ◽

pp. 71-82

Author(s):

SUBIYANTO SUBIYANTO ◽

TIURLINA SIREGAR

Keyword(s):

Learning Outcomes ◽

Periodic System ◽

Teacher Response ◽

Learning Modules ◽

Analysis Techniques ◽

Learning Module ◽

Chemistry Learning ◽

The Media ◽

Planning Development ◽

Strongly Agree

This research is a research and development with the aim of knowing how to develop chemistry learning modules in the material of periodic system elements based on Papuan local wisdom students of class X SMA 4 Jayapura. The number of samples in this study 41 students of class X MIPA-4 SMA Negeri 4 Jayapura with representative descriptive data analysis techniques to determine the feasibility of the module. The results showed that: (1) Development of modules with stages of information gathering, planning, development, validation and testing; (2) Feasibility of the learning module compiled, based on the validation of the material validator obtained an average of 91.3% with a very feasible category, the validation of the media validator obtained a mean of 94.75% with a very feasible category while the results of the teacher response 100% strongly agree with the module learners' learning and responses of students with an average of 84.2% with interesting categories (3) This learning module is very useful for students, teachers, schools and government, (4) There is an increase in learning outcomes of class X students by using chemical modules material of periodic system elements based on local wisdom with n-Gain RPP-1 value of 0.59, RPP-2 of 0.60 and RPP-3 of 0.67 with an average n-Gain value of 0.62 medium category, (5) the advantages of learning modules based on Papuan local wisdom are the first module based on local wisdom, easy to understand, contextual Papuans, language is easy to understand and improve learning achievement chemistry.Keywords: Development of learning modules, local Papuan wisdom, elemental periodic system

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Preparation of a Learning Module for Entrepreneurship Course at Economic Education Study Program of Faculty of Teacher Training and Education Sriwijaya University

International Education Studies ◽

10.5539/ies.v11n5p14 ◽

2018 ◽

Vol 11 (5) ◽

pp. 14

Author(s):

Firmansyah Firmansyah ◽

Rusmin Rusmin

Keyword(s):

Data Processing ◽

Economic Education ◽

General Description ◽

Learning Materials ◽

Study Program ◽

Training And Education ◽

Learning Modules ◽

Learning Module ◽

The Subject

The objective of this study was to prepare teaching materials in the form of entrepreneurship learning module to be used as a handbook in the classroom learning process. Entrepreneurship lecture of study program at FKIP UNSRI has various material differences delivered in lecturing activity. One of the objectives to be achieved in this study was to obtain a general description of the entrepreneurship learning materials that should be the subject. 14 materials obtained from the results of data processing from questionnaires given to lecturers of entrepreneurship courses were as follows: the scope of entrepreneurship, determination of ideas and entrepreneurial opportunities, business plan, innovation and creativity in entrepreneurship, the concept of management in entrepreneurship, marketing strategy and the concept of Break Event Point (BEP), subject of entrepreneurial ethics, entrepreneurial mindset, competitive strategy, motivation theory in entrepreneurship, risk management of customer behavior and the path to successful entrepreneurship. The materials obtained from this data processing were then used as a guide for the preparation of entrepreneurship learning modules starting from the preliminary study, in the form of needs analysis of the learning module and found out that entrepreneurship learning module needed to be prepared to support the achievement of learning objectives. The next step was to map the module based on the syllabus to obtain the title of the module developed, followed by the preparation of the opaque module and the module writing stages containing the introductory section (introduction, table of contents, list of figures, list of tables, description, module usage guide, glossary), section of learning materials (14 Materials) and references. Finally the entrepreneurship learning module for the students was prepared.

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MODULE OF ICT-BASED LEARNING MATHEMATICS: RESPONSE OF STUDENTS IN THE LEARNING PROCESS

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v4i3.7992 ◽

2020 ◽

Vol 4 (3) ◽

Author(s):

Endang Istikomah

Keyword(s):

Mathematics Learning ◽

Student Response ◽

Questionnaire Data ◽

Research Subjects ◽

Microsoft Excel ◽

Learning Modules ◽

Descriptive Research ◽

Learning Module ◽

Learning Mathematics ◽

Learning Guide

The use of modules in learning aims so that students can learn independently without or with the guidance of the lecturer. There is no teaching material as a learning guide that meets the needs of students in IT-based mathematics learning courses in the form of LKM, Modules or textbooks.This study aims at finding and examining further the response of students to ICT-based mathematics learning modules. The form of this research is descriptive research. The research subjects of the even semester students are 2018/2019 in ICT-based mathematics learning courses. The instrument used was a student response questionnaire. Data collection techniques using a Likert scale through Google Form. The data was processed using Microsoft Excel 2010. The results showed that student’s responses to the ICT-based mathematics learning module as a whole were positive with an average on the material Aspects, the Interest Aspects of the module and the Module Aspects respectively of 92, 42%, 87 % and 93, 16%.. Thus it can be concluded that ICT-based mathematics learning using modules can be applied.

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DESIGNING INTERACTIVE DIGITAL LEARNING MODULE IN BIOLOGY

TABULARASA ◽

10.24114/jt.v12i2.3249 ◽

2015 ◽

Vol 12 (2) ◽

Author(s):

Wenny Pintalitna ◽

Herbet Sipahutar ◽

Fauziyah Harahap

Keyword(s):

Small Group ◽

Group Testing ◽

Quality Data ◽

Digital Learning ◽

Text Learning ◽

Interactive Learning Environment ◽

Learning Modules ◽

Large Group ◽

Learning Module ◽

Medium Group

Interactive learning environment can substantially improve student learning and retention of key biology concepts. In this case report, we describe our approach for the design of interactive digital learning module to teach digestive system concepts in Grade 11 learners at SMAN 2 Balige with 180 subjects are selected according to total sampling method. The research method is the development with Dick and Carey model. Subject of learning module assessment consists of two Biology matter experts, two learning module experts, one electronic media expert, three students for individual trials, ten students and teachers as small group testing, thirty students of SMAN 1 Berastagi for medium group testing, and 60 students of SMAN 2 Balige as large group testing. Quality data of product developed were collected using questionnaires. The results of developmental research showed that: (1) Module assessment by matter, learning modules and media experts were very decent criteria (88.30%, 93.98%, 88.25%); 2) Large group testing of interactive, electronic and text learning modules, respectively were 92.53%, 86.064%, 81.355% belong to very decent criteria; (3) Medium group testing respectively were 84.59%, 80.18%, 76.56% belong to decent criteria; (6) Small group testing respectively were 75.71%, 73.20%, 71.19% belong to decent criteria.

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MEDIA BERBASIS ADOBE FLASH UNTUK PEMBELAJARAN KETERAMPILAN MENYIMAK DI PROGRAM STUDI PGSD

TRIHAYU: Jurnal Pendidikan Ke-SD-an ◽

10.30738/trihayu.v6i1.7868 ◽

2020 ◽

Vol 6 (1) ◽

Author(s):

Biya Ebi Praheto ◽

Andayani Andayani ◽

Muhammad Rohmadi ◽

Nugraheni Eko Wardani

Keyword(s):

School Teacher ◽

Learning Material ◽

Listening Skills ◽

Study Program ◽

Learning Plan ◽

Adobe Flash ◽

Education Study ◽

Technological Developments ◽

The Media ◽

Cognitive Knowledge

Learning media always develops the following technological developments. Likewise, the media in learning is listening to Indonesian. The development of learning media is important. Adobe Flash-based media developed to facilitate lecturers and students in learning Indonesian listening skills in the Elementary School Teacher Education Study Program. Media that are designed to be interesting may not only train cognitive knowledge but also practice practical listening skills. Adobe Flash-based media for listening are designed by displaying several menus, namely the home menu, RPS (Semester Learning Plan), materials, practices, games, music, profiles, and references, as well as close menus appearing in accordance with the cross (x) to be used using the application. The hope media developed was able to assist lecturers in delivering learning material, as well as helping students learn well in the classroom and outside the classroom.

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The Impact of Narrative Feedback, E-Learning Modules and Realistic Video and the Reduction of Misconception

Education Sciences ◽

10.3390/educsci11040158 ◽

2021 ◽

Vol 11 (4) ◽

pp. 158

Author(s):

Abdul Halim ◽

Elmi Mahzum ◽

Muhammad Yacob ◽

Irwandi Irwandi ◽

Lilia Halim

Keyword(s):

Biology Education ◽

Free Fall ◽

Percentage Reduction ◽

Significant Treatment ◽

Learning Modules ◽

Physics Courses ◽

Learning Platform ◽

Quasi Experimental ◽

E Learning ◽

The Impact

Physics learning in universities utilized the Moodle-based e-learning media as an online learning platform. However, the effectiveness of remediating misconception using online media has not been widely researched. Therefore, this study was set to determine the level of misconception percentage reduction through the use of narrative feedback, the e-learning modules, and realistic video. The study was a quantitative approach with a quasi-experimental method involving 281 students who were taking basic physics courses in the Department of Physics, Chemistry, and Biology Education. The data collection used a three-tier diagnostic test based on e-learning at the beginning of the activity and after the treatment (posttest). The results of the data analysis with descriptive statistics show that the most significant treatment in reducing misconception percentage on the topic of free-fall motion was in the following order: narrative feedback, e-learning modules and realistic video. The misconception percentage reduction in the sub-concept of accelerated free- fall was effective for all types of the treatments.

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Implementation of a Blended Learning Module to Teach Handling, Restraint, and Physical Examination of Cats in Undergraduate Veterinary Training

Journal of Veterinary Medical Education ◽

10.3138/jvme-2020-0160 ◽

2021 ◽

pp. e20200160

Author(s):

Mirjam B.H.M. Duijvestijn ◽

Bente M.W.K. Van der Wiel ◽

Claudia M. Vinke ◽

M. Montserrat Diaz Espineira ◽

Harold G.J. Bok ◽

...

Keyword(s):

Physical Examination ◽

Blended Learning ◽

Learning Outcomes ◽

Clinical Training ◽

Skills Training ◽

Veterinary Students ◽

Learning Modules ◽

Learning Module ◽

E Learning ◽

Standard Module

Cats can be easily stressed in a clinical (training) setting and may show unpredictable reactions and patterns of defensive aggression. This can be a complicating factor in undergraduate veterinary training. Inexperienced veterinary students can evoke defensive feline behavior that negatively affects learning outcomes and animal welfare. As a result, restraint techniques and physical examination of cats was hardly practiced in pre-clinical training at Utrecht University. To overcome this, a new blended learning module was developed using a lecture on feline behavior; e-learning modules about feline behavior, handling, restraint, and physical examination skills; and redesigned practical sessions in which live animals and manikins were used. The aim of this study was to investigate how students’ perceptions of competence and confidence changed regarding feline behavior, handling, restraint, and physical examination skills after the new module was implemented. Questionnaires were used for quantitative analysis, and focus groups were used for qualitative analysis. The results show that compared with students who followed the standard module, students who participated in the blended learning module scored higher in feeling confident with handling animals, feeling competent to perform physical examination on cats, and ability to assess whether a cat is stressed. Students with less experience with cats were more likely to show improvement in assessing a cat’s stress level than students who had much experience with cats. The results demonstrate that the blended learning module improves students’ learning outcomes regarding feline skills training and adds to reduction, refinement, and replacement of the use of live cats.

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