Validity, Practicality and Effectiveness of E-module Teaching Materials in the Learning Subject Applied Mathematics in Students


As the study of mathematics is quite vast, the lecturer requires open interactive materials so that students can better understand, especially in the process of solving problems in learning mathematics. This can be overcome by improving learning materials supporting students problem-solving abilities, one of which is using an e-module. This research aims to determine the validity, practicality, and effectiveness of e-modules for applied mathematics courses for students. This research used a 4D development model. The development procedure in this research consists of 4 stages namely define, design, develop, and disseminate. This research uses several collection instruments, namely validation sheets, lecturer response questionnaires, student response questionnaires, lecturers’ ability observation sheets in managing learning, student activity observation sheets, and student achievement test. The research results show that the validity of the e-module shows a score of 4.8 which is in the very valid category. The lecturer response questionnaire showed a score of 95% and the student response questionnaire showed a score of 94.5% so it was in the very positive category. The lecturer’s ability sheet in managing learning is at a score of 4.85, the student activity sheet shows a score of 80.2% and the learning achievement test is 93%. So, it can be concluded that the e-module is valid, practical, and effective.

Keywords: valid, practical, effective

[1] Vilda M. “Analisis Kesalahan Siswa Kelas Viii Menyelesaikan Soal Aljabar Dengan Taksonomi Solo Di SMP Negeri 1 Teras,” pp. 1–15, 2017.

[2] Halik F, Gusti Acfira L, Irna Tawaddud B. P. Negeri Media Kreatif PSDKU Makassar, and J. V. Kemerdekaan. The Validity Of Problem-Based Learning Teaching Material For Teaching Basic Statistics To Graphics Engineering Students. 2022;10(2):207–18.

[3] F. Halik, L. Acfira, and B. Tawaddud, “Development of Problem Based Learning Module in Basic Statistics for Makassar Graphic Engineering Students,” 2022.

[4] R. Florentina Turnip and H. Karyono, “Pengembangan E-modul Matematika Dalam Meningkatkan Keterampilan Berpikir Kritis,” J. Edukasi Mat. dan Sains), vol. 9, no. 2, pp. 485–498, 202.

[5] Laman EG, et al. “Analysis of students’ errors in solving higher-order thinking skills mathematical problems of geometry based on hadar criteria viewed from prior knowledge,” vol. 11, no. 1, pp. 186–201, 2023.

[6] Islahiyah I, Pujiastuti H, Mutaqin A. Pengembangan E-Modul Dengan Model Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis Siswa. AKSIOMA J. Progr. Stud. Pendidik. Mat. 2021;10(4):2107.

[7] Larkin K, Calder N. “Mathematics education and mobile technologies,” Math Educ., no. December 2015, pp. 1–7, 2016.

[8] Sugiyono, Educational Research Methods (Quantitative, Qualitative And R&D). Bandung: Alfabeta; 2009.

[9] Tsybulsky, “The development of student-teachers’ professional identity while teamteaching science classes using a project-based learning approach: A multi-level analysis.,”. Teach Teach Educ. 2019;(79):48–59.

[10] Utami, Effendi, Dewi, Ramdani, and Rohyani, “Validity of Ethnoecological Learning Tools for the Sasak Tribe Community in the Mount Rinjani National Park Area,”. J. Penelit. Pendidik. IPA. 2019;5(2):240–7.

[11] E. Wibowo and Pratiwi, “Development of teaching materials using the kvisoft flipbook maker application for set materials,”. Decim. J. Math. 2018;1(2):147–56.