Development of the Human Circulatory System Module to Support Junior High School Students' Independent Learning
Keywords:Human Circulatory System, Independent Learning, Junior High School, Module
This research is to produce a teaching material product or science learning module about human circulatory system that is suitable to support junior high school students’ independent learning by fulfilling eligibility and effectiveness. This research uses the Borg and Gall research model which is modified into 7 stages. This type of research is Research and Development (R & D). Techniques for collecting data used observation, questionnaires for expert and student validation sheets, interviews. Module validity, curriculum validity, material validity were validated by several teachers in science subjects at Junior High School 1 Papar. The research results show that the assessment of material experts with an average score of 3.76 with very good criteria and the assessment of module experts get approximately a score of 3.76 with very good criteria. The results of the assessment in the initial field trials obtained a percentage of 90.23% with the criteria of feasible and the results of the field trials obtained a percentage of 97.79% with the criteria of eligible. Based on the results of the research, it can be concluded that the science module on the subject of the human circulatory system is suitable for use as teaching material or a module that students can use in independent learning and has met its feasibility and effectiveness.
Borg, W.R & Gall, M. D. (2003). Educational Research: An Introduction 4 th Edition. Longman Inc.
Brusilovsky, P., & Sosnovsky, S. (2005). Engaging Students to Work with Self-Assessment Questions. ACM SIGCSE Bulletin, 37(3), 251–255. https://doi.org/10.1145/1151954.1067514
Chao, C.-J., & Salvendy, G. (1994). Percentage of Procedural Knowledge Acquired as a Function of the Number of Experts from Whom Knowledge is Acquired for Diagnosis, Debugging, and Interpretation Tasks. International Journal of Human-Computer Interaction, 6(3), 221–233. https://doi.org/10.1080/10447319409526093
Cheng, M. M. W., & Gilbert, J. K. (2015). Students’ Visualization of Diagrams Representing the Human Circulatory System: The Use of Spatial Isomorphism and Representational Conventions. International Journal of Science Education, 37(1), 136–161. https://doi.org/10.1080/09500693.2014.969359
Darmaji, D., Kurniawan, D. A., Astalini, A., Winda, F. R., Heldalia, H., & Kartina, L. (2020). The Correlation Between Student Perceptions of the Use of E-Modules with Students’ Basic Science Process Skills. JPI (Jurnal Pendidikan Indonesia), 9(4), 719. https://doi.org/10.23887/jpi-undiksha.v9i4.28310
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Duschl, R. (2008). Science Education in Three-part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals. Review of Research in Education, 32, 268–291. https://doi.org/10.3102/0091732X07309371
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Handayani, M. (2018). Developing Thematic-Integrative Learning Module with Problem-Based Learning Model for Elementary School Students. Jurnal Prima Edukasia, 6(2), 166–176.
Hidayat, H., Islami, S., & Edya, F. (2017). Developing an Entrepreneurship Module by Using Product-Based Learning Approach in Vocational Education. International Journal of Environmental and Science Education, 12(5), 1097–1109.
Inguva, P., Shah, P., Shah, U., & Brechtelsbauer, C. (2021). How to Design Experiential Learning Resources for Independent Learning. Journal of Chemical Education, 98(4), 1182–1192. https://doi.org/10.1021/acs.jchemed.0c00990
Rahmatika, H., Lestari, S. R., & Sari, M. S. (2020). A PBL-Based Circulatory System E-Module Based on Research Results to Improve Students’ Critical Thinking Skills and Cognitive Learning Outcome. JPI (Jurnal Pendidikan Indonesia), 9(4), 565. https://doi.org/10.23887/jpi-undiksha.v9i4.25647
Rahmawati, R., Lestari, F., & Umam, R. (2019). Analysis of the Effectiveness of Learning in the Use of Learning Modules Against Student Learning Outcomes. Desimal: Jurnal Matematika, 2(3), 233–240. https://doi.org/10.24042/djm.v2i3.4557
Salsabila, F. ‘Ain, Su’ad, & Rondli, W. S. (2022). The Development of Character Education Module on The Beautiful of Diversity Theme in My Country Based on Local Wisdom of Kudus Regency. ANP Journal of Social Science and Humanities, 3(2), 62–69. https://journalarsvot.com/index.php/anp-jssh/article/view/269
Seah, L. H., & Silver, R. E. (2020). Attending to Science Language Demands in Multilingual Classrooms: A Case Study. International Journal of Science Education, 42(14), 2453–2471. https://doi.org/10.1080/09500693.2018.1504177
Setiawan, B., Innatesari, D. K., Sabtiawan, W. B., & Sudarmin, S. (2017). The Development of Local Wisdom-based Natural Science Module to Improve Science Literation of Students. Jurnal Pendidikan IPA Indonesia, 6(1), 49–54. https://doi.org/10.15294/jpii.v6i1.9595
Soraya Raupu, M., Latjompoh, M., & Solang, M. (2022). E-Module of Human Circulatory System through Levels of Inquiry-Based to Improve Students’ Science Literacy. Journal of Biology Education, 11(2), 263–271. http://journal.unnes.ac.id/sju/index.php/ujbe
Sunarno, W., Sukarmin, Supurwoko, & Wikara, B. (2016). Development of Integrated Science Module be Based on Scientific Approach in the Connected Integration to Improve of the Students Critical Thinking Skill. Proceeding The 2nd International Conference On Teacher Training and Education, 2(1), 186–193. https://jurnal.uns.ac.id/ictte/article/download/8154/7314
Tinto, V. (1997). Classrooms as Communities. The Journal of Higher Education, 68(6), 599–623. https://doi.org/10.1080/00221546.1997.11779003
Wulandari, D. S., Prayitno, B. A., & Maridi, M. (2022). Developing the Guided Inquiry-Based Module on the Circulatory System to Improve Student’s Critical Thinking Skills. JPBI (Jurnal Pendidikan Biologi Indonesia), 8(1), 77–85. https://doi.org/10.22219/jpbi.v8i1.16512
How to Cite
Copyright (c) 2023 Program Studi Tadris IPA, Fakultas Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.