Validitas dan Praktikalitas E-Modul Larutan Elektrolit dan Non Elektrolit Berbasis Guided Discovery Learning untuk Kelas X SMA/MA
Keywords:
E-Modul, Guided Discovery Learning, Larutan Elektrolit dan Non Elektrolit, Validitas, Praktikalitas
Abstract
This study aims to analyze the validity and practicality of the e-module being developed. This type of research is research and development (R&D) with the Plomp development model. The e-module validity test was conducted by four lecturers from the Department of Chemistry, Faculty of Mathematics and Natural Sciences, UNP and three chemistry teachers. The practicality test was carried out by three chemistry teachers and 32 grade XI students of SMAN 7 Padang for the 2020/2021 school year. The research instrument used was a validity questionnaire and practicality. The validity results were analyzed using the Content Validity Ratio (CVR) and the practical results used the Aikens'V formula. From the research, it was found that the CVR average value of the e-module content validity was 0,95 (valid), the construct validity was 0,82 (valid), the practicality of the e-module for the teacher was 0,89 (practical) and for the students was 0,82 ( practical). Based on the results of the study, it was concluded that the e-module of electrolyte and non-electrolyte solutions based on guided disscovery learning for class X SMA / MA developed was valid and practical. Penelitian ini bertujuan untuk menganalisis validitas dan praktikalitas dari e-modul yang dikembangkan. Jenis penelitian adalah Research and Development (R&D) dengan model pengembangan Plomp. Uji validitas e-modul dilakukan oleh empat dosen jurusan kimia FMIPA UNP serta tiga guru kimia. Uji praktikalitas dilakukan oleh tiga guru kimia dan 32 siswa kelas XI SMAN 7 Padang tahun ajaran 2020/2021. Instrumen penelitian yang digunakan angket validitas dan praktikalitas. Hasil validitas dianalisis menggunakan Content Validity Ratio (CVR) dan hasil praktikalitas menggunakan formula Aikens’V. Dari penelitian didapatkan hasil nilai rata-rata CVR validitas konten e-modul sebesar 0,95 (valid), validitas konstruk 0,82 (valid), praktikalitas e-modul pada guru 0,89 (praktis) dan pada siswa 0,82 (praktis). Berdasarkan hasil penelitian disimpulkan bahwa e-modul larutan elektrolit dan non elektrolit berbasis guided disscovery learning untuk kelas X SMA/ MA yang dikembangkan telah valid dan praktis.References
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Warlinda, Y. A., & Yerimadesi. (2020). Pengaruh Strategi Literasi Berbantuan Model Guided Discovery Learning Terhadap Hasil Belajar Peserta Didik Kelas IX di SMPN 4 Sungai Penuh. EduKimia Journal, 2(3).
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Yerimadesi, Kiram, Y., Lufri, & Festiyed. (2017). Model Guided Discovery Learning untuk Pembelajaran Kimia (GDL-PK) SMA. Padang: UNP.
Yerimadesi, Bayharti, & Oktavirayanti, R. (2018). Validitas dan Praktikalitas Modul Reaksi Redoks dan Sel Elektrokimia Berbasis Guided Discovery Learning untuk SMA. Jurnal Eksakta Pendidikan (JEP), 2(1), 17-24.
Yerimadesi, Bayharti, Jannah, M., Lufri, Festiyed, & Kiram, Y. (2018). Validity and Practitality of Acid-Base Module Based on Guided discovery Learning for Senior High School. IOP Conference Series.
Asmiyunda, Guspatni, & Azra, F. (2018). Pengembangan E-modul Kesetimbangan Kimia Berbasis Pendekatan Saintifik untuk Kelas XI SMA/MA. Jurnal Eksakta Pendidikan (JEP) , 2(2), 155-161.
Bayharti, Azumar, O. R., Andromeda, & Yerimadesi. (2019). Effectiveness of redox and electrochemical cell module based guided discovery learning on critical thinking skills and student learning outcomes of high school. In Journal of Physics: Conference Series (Vol. 1317, No. 1, p. 012144). IOP Publishing.
Depdiknas. (2008). Panduan Pengembangan Bahan Ajar. Jakarta: Departemen Pendidikan Nasional Direktorat Jenderal Manajemen Pendidikan Dasar dan Menengah Direktorat Pembinaan Sekolah Menengah Atas.
Fadhillah & Andromeda. (2020). Validitas dan Praktikalitas E-Modul Berbasis Inkuiri Terbimbing Terintegrasi Laboratorium Virtual pada Materi Hidrolisis Garam kelas XI SMA / MA. Jurnal Eksakta Pendidikan (JEP), 4 (2).
Hapsari, N., & Suyanto, S. (2016). Pengembangan e-modul pengayaan materi pertumbuhan dan perkembangan untuk meningkatkan kemandirian dan hasil belajar. Pend. Biologi-S1. 5(5).
Isnaeni, I., & Agustina, Y. (2018). Peningkatan Hasil Belajar Siswa Melalui Pengembangan E-Modul Berbasis Flipbook Dengan Model Discovery Learning. JPBM (Jurnal Pendidikan Bisnis dan Manajemen), 4(3), 114–118.
Kemendikbud. (2017). Panduan Praktis Penyusunan e-modul Pembelajaran. Jakarta: Direktorat Pembinaan Sekolah Menengah Atas.
Lawshe, C. H. (1975). A Quantitative Approach To Content Validity. Personnel psychology, 28(4), 563–575.
Noviyanti, E., & Ristanto, R. H. (2019). Guided Discovery Learning Based on Internet and Self Concept : Enhancing Student ’ s Critical Thinking in Biology. 2(1), 7–14.
Perdana, F. A., Sarwanto, S., Sukarmin, S., & Sujadi, I. (2017). Development of e-module combining science process skills and dynamics motion material to increasing critical thinking skills and improve student learning motivation senior high school. In International Journal of Science and Applied Science: Conference Series ,1(1) p. 45.
Permatasari, W., & Yerimadesi. (2020). Analisis Validitas dan Praktikalitas dari Modul Minyak Bumi Berbasis Guided Discovery Learning: Validity and Practicality Analysis of The Petroleum Module Based on Guided Discovery Learning. EduKimia Journal, 2(1), 25-31.
Plomp, T. (2010). Educational design research: An introduction. Educational design research, 11-50.
Purwanto, N. (2006). Prinsip-Prinsip dan Teknik Evaluasi Pengajaran. Jakarta: Remaja Rosdakarya.
Retnawati, H. (2016). Analisis Kuantitatif Instrumen Penelitian. Yogyakarta: Parama Publishing 786021 547984.
Sarini, P., & Ganesha, U. P. (2018). Pengaruh Model Pembelajaran Guided Discovery Terhadap Keterampilan Proses Sains Siswa SMP Negeri 3 Sukasada. Jurnal Pendidikan dan Pembelajaran Sains Indonesia (JPPSI), 1(2), 68–79.
Suarsana, I. M. (2013). Pengembangan E-Modul Berorientasi Pemecahan Masalah untuk Meningkatkan Keterampilan Berpikir Kritis Mahasiswa. JPI (Jurnal Pendidikan Indonesia), 2(2).
Sukardi, H. (2012). Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Sungkono, M. D. S., Murti, K. W., Slamet, S., Herminarto, S., & Akung, K. (2003). Pengembangan Bahan Ajar. Yogyakarta: FIP UNY.
Suratno, J., & Syam, W. (2018). Validity and Practitality of Acid-Base Module Based on Guided Discovery Learning for Senior Validity and Practitality of Acid-Base Module Based on Guided Discovery Learning for Senior High School.
Warlinda, Y. A., & Yerimadesi. (2020). Pengaruh Strategi Literasi Berbantuan Model Guided Discovery Learning Terhadap Hasil Belajar Peserta Didik Kelas IX di SMPN 4 Sungai Penuh. EduKimia Journal, 2(3).
Wilson, F. R., Wei, P., & Donald, A. (2012). Recalculation of the Critical Values for Lawshe's Content Validity Ratio. Journal Measurement and Evaluation in Counseling and Development, 45(3), 197-210
Yerimadesi, Kiram, Y., Lufri, & Festiyed. (2017). Model Guided Discovery Learning untuk Pembelajaran Kimia (GDL-PK) SMA. Padang: UNP.
Yerimadesi, Bayharti, & Oktavirayanti, R. (2018). Validitas dan Praktikalitas Modul Reaksi Redoks dan Sel Elektrokimia Berbasis Guided Discovery Learning untuk SMA. Jurnal Eksakta Pendidikan (JEP), 2(1), 17-24.
Yerimadesi, Bayharti, Jannah, M., Lufri, Festiyed, & Kiram, Y. (2018). Validity and Practitality of Acid-Base Module Based on Guided discovery Learning for Senior High School. IOP Conference Series.
Published
2021-04-30
How to Cite
Wildayati, W., & Yerimadesi, Y. (2021). Validitas dan Praktikalitas E-Modul Larutan Elektrolit dan Non Elektrolit Berbasis Guided Discovery Learning untuk Kelas X SMA/MA. Entalpi Pendidikan Kimia, 2(2), 45-54. https://doi.org/10.24036/epk.v0i0.143
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