Development of an Electronic Module (E-Module) Chemistry Based on POE (Predict, Observe, Explain) on Reaction Rate Study Materials
Abstract
The social restrictions that were implemented due to the COVID-19 pandemic had a profound impact on the field of education. There was an adaptation of changes from conventional to distance learning processes. This study aimed to develop a Chemistry Electronic Module (e-Module) based on the POE (Predict, Observe, Explain) approach to the study material of Reaction Rates for 11th grade science students. This module used videos as a stimulus for the student’s learning process in three learning stages: predict, observe, and explain. This Research and Development research inspired by Borg and Gall used descriptive methods for analysis. The instrument used for this study was a questionnaire. The results from the validation test by three material and language experts, as well as media experts, showed that this e-module was classified as well to be very good for a percentage range of 80-90%. The results of the e-module feasibility test for seven high school chemistry teachers, 18 high-school students of class XI IPA, and 40 undergraduate students of Chemistry Education at the State University of Jakarta on the aspects of the developed electronic module were obtained with scores ranging from well to excellent with a percentage range of 81-94%. It can be concluded that the developed electronic module is suitable for use as independent teaching material for students on the material of reaction rates.
Keywords: chemistry electronic module, POE, reaction rates
References
[1] Chittleborough G. Learning with understanding in the chemistry classroom. Learning with Understanding in the Chemistry Classroom; 2014. pp. 25–40.
[2] Halim ND, Ali MB, Yahaya N, Said MN. Mental model in learning chemical bonding: a preliminary study. Procedia Soc Behav Sci. 2013;97:224–8.
[3] Dalziel J. Practical eteaching strategies for predict, observe, explain problem based learning and role plays. 2010
[4] Cakmakci G, Donnelly J, Leach J. A cross-sectional study of the understanding of the relationships between concentration and reaction rate among Turkish secondary and undergraduate students. Research and the Quality of Science Education; 2005. pp. 483–97.
[5] Zukhaira and M.Y.A. Hasyim. “Penyusunan bahan ajar pengayaan berdasarkan kurikulum 2013 dan pendidikan karakter bahasa arab madrasah ibtidaiyah.,” Rekayasa : Jurnal Penerapan Teknologi dan Pembelajaran. 2014;12(1):79-90.
[6] Fadilah RN, Yahya F. Pengembangan modul fisika berorientasi pada model motivasi arcs (attention, relevance, confidence,satisfaction) pokok bahasan suhu dan kalor siswa kelas X SMA. Prosiding Seminar Nasional Pendidikan; 2016. pp. 366–76.
[7] Lusia AA. Pengembangan modul fisika berorientasi learning cycle 5e pada materi gerak kelas VII SMP, Alimufi Arief. Fisika, Jurusan Surabaya, Universitas Negeri. 2013;02(03):147–51.
[8] Holden Simbolon D, Sahyar S. Pengaruh model pembelajaran inkuiri terbimbing berbasis eksperimen riil dan laboratorium virtual terhadap hasil belajar fisika siswa. Jurnal Pendidikan dan Kebudayaan. 2015;21:299-315. https://doi.org/10.24832/jpnk.v21i3.192.
[9] Sugiyono. Metode penelitian kuantitatif, kuanlitatif, dan R&D. 2017.
[10] Ismail A. Anak usia dini di kabupaten luwu timur provinsi Sulawesi selatan. Jurnal Evaluasi Pendidikan. 2018;9(1):16–29.