Development of Chemical Equilibrium E-Module Guided by 5E Instructional Model with Interactive Virtual Laboratory

Amalia Putri Lubis, Ellizar Ellizar, Rahadian Zainul, Umar Kalmar Nizar

Abstract


Abstract: E-module is a form of electronic teaching material that can be used independently, with each learning activity connected by a link. 5E Instructional Model is a learning model that was developed based on constructivism learning, where students construct their own knowledge and are actively involved in every stage of the learning process. This study aims to develop a chemical equilibrium e-module based on an integrated 5E instructional virtual laboratory, as well as to determine the level of validity and practicality. The development of the e-module is carried out through the Plomp model stage which consists of 3 stages, namely preliminary research, prototyping phase, and assessment phase. The assessment instruments used are observation sheets and questionnaires. The results showed that the e-module developed was valid and practical so that it could be used in the learning process.

 

Keywords: e-modul, 5E instructional model, chemical equilibrium

 

Abstrak: E-modul adalah suatu bentuk bahan ajar elektronik yang dapat digunakan secara mandiri, dengan setiap kegiatan pembelajaran dihubungkan dengan oleh suatu link. 5E Instructional Model merupakan suatu model pembelajaran yang dikembangkan berdasarkan pembelajaran konstrutivisme, dimana peserta didik mengkonstruk pengetahuannya sendiri dan terlibat aktif dalam setiap tahap proses pembelajaran. Penelitian ini bertujuan untuk mengembangkan e-modul kesetimbangan kimia berbasis 5E instructional terintegrasi virtual laboratorium, serta menentukan tingkat validitas dan praktikalitasnya. Pengembangan e-modul dilakukan melalui tahapan model  Plomp yang terdiri 3 tahap yaitu preliminary research, prototyping phase, dan assesment phase. Instrumen penilaian yang digunakan yaitu lembar observasi dan angket. Hasil penelitian menunjukkan bahwa e-modul yang dikembangkan telah valid dan praktis sehingga dapat digunakan dalam proses pembelajaran. 

Kata kunci:  e-modul, model pembelajaran 5E, kesetimbangan kimia.


DOI: http://dx.doi.org/10.23960/jpmipa/v23i1.pp256-265


Full Text:

PDF

References


Aini, F. Q., Fitriza, Z., Gazali, F., Mawardi, M., & Priscylio, G. (2019). Perkembangan Model Mental Mahasiswa pada Penggunaan Bahan Ajar Kesetimbangan Kimia berbasis Inkuiri Terbimbing. Jurnal Eksakta Pendidikan (Jep), 3(1), 40. https://doi.org/10.24036/jep/vol3-iss1/323

Andriani, Y., Mulyani, S., & Wiji, W. (2021). Misconceptions and troublesome knowledge on chemical equilibrium. Journal of Physics: Conference Series, 1806(1). https://doi.org/10.1088/1742-6596/1806/1/012184

Asmiyunda, A., Guspatni, G., & Azra, F. (2018). Pengembangan E-Modul Kesetimbangan Kimia Berbasis Pendekatan Saintifik untuk Kelas XI SMA/ MA. Jurnal Eksakta Pendidikan (Jep), 2(2), 155. https://doi.org/10.24036/jep/vol2-iss2/202

Bahtaji, M. A. A. (2021). The role of math and science exposure on the effect of 5e instructional model in physics conceptions. Journal of Baltic Science Education, 20(1), 10–20. https://doi.org/10.33225/jbse/21.20.10

Bozkurt, A., & Bozkaya, M. (2015). Evaluation Criteria for Interactive E-Books for Open and Distance Learning. International Review of Research in Open and Distributed Learning, 16, 80–97. https://id.erudit.org/iderudit/1067616ar

Bybee, R. (2014). Guest Editorial: The BSCS 5E Instructional Model: Personal Reflections and Contemporary Implications. Science and Children, 051(08), 10–13. https://doi.org/10.2505/4/sc14_051_08_10

Desouza, J. M. S. (2017). Conceptual Play and Science Inquiry: Using The 5E Instructional Model. Pedagogies, 12(4), 340–353. https://doi.org/10.1080/1554480X.2017.1373651

Gayatri, E. (2018). Profil Model Mental Peserta Didik SMA Pada Submateri Pergeseran Kesetimbangan Dengan Menggunakan Tes Diagnostik Model Mental Tipe Pilihan Ganda Dua Tingkat [Universitas Pendidikan Indonesia]. http://repository.upi.edu/45812/

Kadıoğlu, H., & Çetin, A. (2021). The Effect of Techno-Pedagogically Designed 5E Learning Model on Student Success and Attitude toward Turkish Class. International Journal of Progressive Education, 17(4), 49–62. https://doi.org/10.29329/ijpe.2021.366.4

Karpudewan, M., Treagust, D. F., Mocerino, M., Won, M., & Chandrasegaran, A. L. (2015). Investigating high school students’ understanding of chemical equilibrium concepts. International Journal of Environmental and Science Education, 10(6), 845–863. https://doi.org/10.12973/ijese.2015.280a

Kemendikbud. (2017a). Panduan Implementasi Kecakapan Abad 21: Kurikulum 2013 Di Sekolah Menengah Atas.

Kemendikbud. (2017b). Panduan Praktis Penyusunan E-Modul. 1–57.

Kusumaningtyas, S. A., & Supaman. (2020). E-module design based mathematics PBL learning model to enhance creative thinking skills. International Journal of Scientific and Technology Research, 9(3), 3518–3523.

Linda, R., Herdini, H., S, I. S., & Putra, T. P. (2018). Interactive E-Module Development through Chemistry Magazine on Kvisoft Flipbook Maker Application for Chemistry Learning in Second Semester at Second Grade Senior High School. Journal of Science Learning, 2(1), 21. https://doi.org/10.17509/jsl.v2i1.12933

Plomp, T., & Nieveen, N. (2007). An Introduction to Educational Design Research.

Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian. In Academia.Edu. Parama Publishing.

Riduwan. (2008). Skala Pengukuran Variabel-Variabel Penelitian. Alfabeta.

Rochmad, R. (2012). Desain Model Pengembangan Perangkat Pembelajaran Matematika. Kreano: Jurnal Matematika Kreatif-Inovatif, 3(1), 59–72. https://doi.org/10.15294/kreano.v3i1.2613

Rusli, A. (2018). Profil Model Mental Siswa SMA Pada Materi Kesetimbangan Kimia Menggunakan Tes Diagnostik Untuk Model Mental Dengan Predict-Observe-Explain [Universitas Pendidikan Indonesia]. http://repository.upi.edu/43876/

Salar, R., & Turgut, U. (2021). Effect of Differentiated Instruction and 5E Learning Cycle on Academic Achievement and Self-efficacy of Students in Physics Lesson. Science Education International, 32(1), 4–13. https://doi.org/10.33828/sei.v32.i1.1

Sari, Y. P., Sunaryo, Serevina, V., & Astra, I. M. (2019). Developing E-Module for fluids based on problem-based learning (PBL) for senior high school students. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012052

Satriana, T., Yamtinah, S., Ashadi, & Indriyanti, N. Y. (2018). Student’s profile of misconception in chemical equilibrium. Journal of Physics: Conference Series, 1097(1). https://doi.org/10.1088/1742-6596/1097/1/012066

Seruni, R., Munawaroh, S., Kurniadewi, F., & Nurjayadi, M. (2020). Implementation of e-module flip PDF professional to improve students’ critical thinking skills through problem based learning. Journal of Physics: Conference Series, 1521(4). https://doi.org/10.1088/1742-6596/1521/4/042085

Snyder, L. G., & Snyder, M. J. (2008). Teaching Critical Thinking and Problem Solving Skills. The Journal of Research in Business Education.

Soule, H., & Warrick, T. (2015). Defining 21st Century Readiness for All Students: What We Know and How to Get There. American Psychological Association, 9(2), 178–186.

Utomo, S. S. (2019). Guru Di Era Revolusi Industri 4.0. Format Pendidikan Untuk Meningkatkan Daya Saing Bangsa, 1(1), 70–83.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Jurnal Pendidikan MIPA

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats

Creative Commons License
The copyright is reserved to The Jurnal Pendidikan MIPA that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.