Translated from Indonesian to English - www.onlinedoctranslator.
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Development of Guided Discovery Learning-Based Atomic
Structure E-Module for Class X SMA/MA
Reza Dahlia Putri1,
1
Department of Chemistry, Faculty of Mathematics and Science,
Padang State University
Padang, Indonesia
*
[email protected] Yerimedisi1*
1
Department of Chemistry, Faculty of Mathematics and Science,
Padang State University
Padang, Indonesia
*
[email protected]
Abstract—This study aims to develop an atomic structure e-module based on guided discovery learning for class X SMA/MA and
analyze its validity and practicality. This type of research is Educational Design Research with the Plomp development model.
The Plomp model consists of three stages, namely preliminary research, prototyping stage and assessment phase. The research
instrument used in the validity test was in the form of a questionnaire given to three chemistry lecturers from the Faculty of
Mathematics and Natural Sciences, three lecturers from the Faculty of Engineering, Padang State University, one chemistry
teacher at MAN 1 and SMAN 1 Solok Selatan, West Sumatra. The practical test instrument in the form of a questionnaire was
given to chemistry teachers and 27 students of MAN 1 Solok Selatan in 2020/2021. The results of the content validity test
obtained an average CVR value of 0.96 in the high category. The results of the construct validity test were analyzed with Aiken'V
and obtained Aiken'V values of 0.86 and 0.88 with high categories. The results of the practicality test obtained an average value
of 0.87 in the high category. From the results of the e-module effectiveness test on a limited scale, the percentage of students'
ability to answer e-modules is 80.8% in the high category. This shows that the e-module atomic structure based on guided
discovery learning for class X SMA/MA is valid and practical. Therefore, it is recommended to continue research to test the
effectiveness of e-modules. The results of the practicality test obtained an average value of 0.87 in the high category. From the
results of the e-module effectiveness test on a limited scale, the percentage of students' ability to answer e-modules is 80.8% in
the high category. This shows that the e-module atomic structure based on guided discovery learning for class X SMA/MA is
valid and practical. Therefore, it is recommended to continue research to test the effectiveness of e-modules. The results of the
practicality test obtained an average value of 0.87 in the high category. From the results of the e-module effectiveness test on a
limited scale, the percentage of students' ability to answer e-modules is 80.8% in the high category. This shows that the e-module
atomic structure based on guided discovery learning for class X SMA/MA is valid and practical. Therefore, it is recommended to
continue research to test the effectiveness of e-modules.
Keywords— development, e-module, atomic structure, guided discovery learning, validity, practicality
I. INTRODUCTION
The 2013 curriculum is a curriculum that emphasizes the knowledge, skills and attitudes of students. In the learning
process, the 2013 curriculum requires active students and teachers to act as facilitators using a scientific approach. The scientific
approach helps teachers develop a variety of learning activities so that the potential of students can develop optimally and be able
to help improve student learning outcomes[1]. Teachers as facilitators play an important role in increasing the potential of
students supported by the application of learning models that are in accordance with the 2013 curriculum and scientific approach.
One of the learning models that support the 2013 curriculum is the guided discovery learning model.
Guided discovery learning is a learning model that is able to generate motivation and student activity[2]. The application
of the guided discovery learning model requires complete teaching materials such as modules. The use of the module is in
accordance with the guided discovery learning model because the module can guide students to learn independently[3]. The use
of guided discovery learning-based modules is effective in improving student learning outcomes in the learning process such as
acid-base materials[4], redox and electrochemical reactions [5], chemical equilibrium [6].
However, 21st century learning requires students to be skilled in the use of technology. The use of technology in
education can improve the quality of learning and can visualize abstract ideas. In the era of the industrial revolution (ERI) 4.0
which is the era of digitalization, it is an opportunity for teachers to develop teaching materials to make them more interesting.
Teaching materials in the form of modules need to be further developed into electronic modules (e-modules).
E-modules are electronic teaching materials that can contain information in the form of videos, animations, diagrams and
also text that can improve student understanding.[7]. Usee-modules can guide students to find concepts and solve problems
independently in chemistry learning, for example atomic structure material. The atomic structure is an odd semester class X
material which contains factual, conceptual and procedural knowledge that requires an understanding of concepts.
Several studies of chemistry learning e-modules that have been developed show valid and practical results, including the
development of chemical equilibrium e-modules [8], chemical bond [9], sour language [10], buffer solution[11], atomic
structure[12] and chemical equilibrium[13]. Research on chemistry learning e-modules has shown that e-modules can effectively
improve learning outcomes[14].
Based on the results of a questionnaire analysis of two teachers and 73 students at MAN 1 Solok Selatan and SMAN 1
Solok Selatan regarding the teaching materials used and the model applied to the learning process. According to the results of the
questionnaire, it was obtained: (a) 60.3% of students stated that the atomic structure material was difficult to understand, (b)
94.5% of students stated that they were still using printed teaching materials, (c) 80% of students were familiar with e-modules
and 83.6% interested in using e-modules in chemistry learning, (d) 100% of teachers still use printed teaching materials in
chemistry learning, especially atomic structure, (e) 100% of teachers are familiar with e-modules and 100% of teachers are
interested in using e-modules in learning. However, the availability of e-modules is still limited. Then a research was conducted
based on the background described, namely "Development of Guided Discovery Learning-Based Atomic Structure E-Modul for
Class X SMA/MA"
II. RESEARCH METHODS
This research belongs to the type of research and development or Development Studies with the Plomp development
model. The Plomp development model consists of three stages, namely 1) preliminary research (initial investigation) 2)
prototyping stage (prototyping) 3) assessment phase (assessment)[15]. This research was conducted to test the validity and
practicality of the developed e-module. The subjects of this study were three chemistry lecturers at FMIPA UNP, three FT UNP
lecturers, one teacher at MAN 1 Solok Selatan, one teacher at SMAN 1 Solok Selatan and 27 students at MAN 1 Solok Selatan.
On preliminary research(preliminary investigation) carried out the identification and analysis needed for research on the
development of -based atomic structure e-modulesguided discovery learningfor class X SMA / MA. This stage includes: (a) needs
analysis and curriculum analysis, observing students and teachers, analyzing basic competencies (KD) 3.2 and 4.2 which are
formulated indicators of competency achievement (GPA) and learning objectives in accordance with these KDs; (b) review of
literature, looking for sources and references related to research activities; (c) developing a conceptual framework, identifying and
compiling the main concepts studied, namely the atomic structure material.
Stage prototyping stage (prototyping) aims to design an e-module based atomic structureguided discovery learning. At
this stage, four prototypes were formed, namely prototype I, prototype II, prototype III and prototype IV [15]. Each prototype will
be evaluated by tessmer's formative evaluation, namely self evaluation; one to one; expert review (e-module validity test) and
small group test[16].
Stage assessment phase (evaluation) In this case, a field test was carried out on the IV . prototypeto evaluate and reveal
the level of practicality of atomic structure-based e-modules guided discovery learning.
Instruments used is a check list at the self evaluation stage to evaluate the components that must be in the e-module, a
validity questionnaire to assess the validity of the atomic structure e-module at the expert review stage, a practicality
questionnaire to determine the practicality level of the atomic structure e-module at the small stage group tests and field tests.
III. RESULTS AND DISCUSSION
Preliminary research
1. Needs analysis and curriculum analysis
From the results of the needs analysis, it was found that students had difficulty in understanding the concept of atomic
structure material. The level of understanding of students on the atomic structure material is only 40.97% while 60.3% of other
students stated that the atomic structure material is difficult to understand. On the other hand, teachers as facilitators still use
printed teaching materials in the application of learning models that can only contain text and images. Therefore, it is necessary to
have electronic teaching materials that not only contain text and images but are also able to contain videos, audio and other
illustrations that explain chemical concepts so as to make it easier for teachers to apply learning models.
From the results of the needs analysis obtained from the 2013 revised 2018 curriculum of KD 3.2 and 3.4 the GPA and
learning objectives for the atomic structure material can be seen in Table 1.
Table 1. KD and GPA on Atomic Structure Material
Basic Competencies of KI-3 Basic Competencies of K1-4
3.2 Analyzing the development of the atomic model 4.2 Explaining natural phenomena or
from the Dalton, Thomson, Rutherford, Bohr and experimental results using the atomic
Wave Mechanics models model.
Indicator of Achievement Competency Indicator of Achievement
(Knowledge) Competency (Knowledge)
Supporting GPA 4.2.1 Explain Thomson's atomic model
3.2.1 Determine the electron configuration based on natural phenomena or
3.2.2 Determine the location of an element in the experimental results
periodic system of elements 4.2.2 Explain Rutherford's atomic model
Key GPA based on natural phenomena or
3.2.3 Analyzing the development of Dalton's atomic experimental results
model 4.2.3 Explain the Borh atomic model
3.2.4 Analyzing the development of Thomson's atomic based on natural phenomena or
model experimental results
3.2.5 Analyzing the development of Rutherford's 4.2.4 Explaining the wave mechanics
atomic model atomic model based on natural
3.2.6 Analyzing the development of the Bohr . atomic phenomena or experimental results
model
3.2.7 Determine the difference between atomic
number and atomic mass number with the
number of atomic constituent particles
3.2.8 Analyze the difference between isotopes, isobars
and isotones (through the number of protons,
electrons and neutrons of an element)
3.2.9 Analyzing the development of the wave-
mechanical atomic model
The learning objectives are Through the use of guided discovery learning-based atomic structure e-modules with simple
investigations and managing information, it is expected that students are actively involved during the learning process and have
thoroughness, curiosity, hard work in making observations and being responsible for expressing opinions, giving suggestions and
criticism and answer questions in analyzing the development of atomic models from Dalton, Thomson, Rutherford, Bohr and
wave mechanics as well as explaining natural phenomena or experimental results using atomic models.
2. Review of literature
The results obtained based on a review of the literature that has been carried out are -based e-modules guided discovery
learning has several components, including cover, table of contents, instructions for use, glossary, basic competencies,
competency achievement indicators, subject matter, brief descriptions, relevance, concept maps, activity sheets, worksheets, self-
assessments, evaluation sheets, worksheet answer keys , answer keys for evaluation sheets and literature.
3. Conceptual framework development
The results obtained are based on the development of the conceptual framework that has been carried out, namely the
main concepts studied in the atomic structure material. The main concepts are Dalton's atomic model, Thomson's atomic model,
Rutherford's atomic model, Bohr's atomic model, wave mechanics atomic model, atomic constituent particles, atomic number,
mass number and isotopes, isobars and isotones. From the analysis of these concepts, it can be seen the relationship of concepts in
the form of a concept map that is arranged hierarchically.
Prototyping stage
1. Prototype I
At this stage, the e-module design is based on known components through a review of the literature so that prototype II is
produced in the form of an atomic structure-based e-module. guided discovery learning.
2. Prototype II
At this stage, a self-evaluation is carried out in the form of a checklist of the e-module components and produces a
prototype II that is complete without requiring repairs.
3. Prototype III
One to one evaluation. This evaluation is carried out by three students who have different abilities (high, medium and
low). Based on this evaluation, it was found that the prototype II produced previously in terms of cover and color selection was
considered good and attracted students to read it. The choice of font in the e-module is quite clear and the language used is easy to
understand. The content components of the e-module in the form of images, videos and illustrations that are presented are
considered capable of helping students to better understand the lessons contained in the e-module.
Expert review. At this stage, the content validity and construct validity were tested. The content validity test was carried
out by three chemistry lecturers and two chemistry teachers which resulted in an average CVR score of 0.96 in the high category.
The construct validity test of media experts obtained an average Aiken'V value of 0.88 with a high category. While the construct
validity test of the material expert obtained the average value of Aiken'V of 0.86 with a high category.
The construct validity component of the material expert is divided into four components, namely the content component,
the linguistic component, the presentation component and the graphic component. The results of the material expert construct
validity test can be seen in Table 2.
Table 2. Results of Construct Validity Analysis of E-Module Material Experts
Rated aspect V Category validity
A. Content Eligibility 0.86 Tall
B. Language Component 0.88 Tall
C. Components of Serving 0.82 Tall
D. Graphic Components 0.88 Tall
Value (V) average 0.86 Tall
Meanwhile, the validity component of the media expert is divided into three, namely, the display component, the
programming component and the utilization component. The results of the media expert construct validity test can be seen in
Table 3.
Table 3. Results of the Construct Validity Analysis of E-Modul Media Experts
Rated aspect V Category validity
A. Display Aspect 0.89 Tall
B. Programming Aspect 0.93 Tall
C. Utilization Aspect 0.83 Tall
Value (V) average 0.88 Tall
Based on the validity results obtained from the suggestions and comments of the validator, improvements were made to
the developed atomic structure e-module so as to produce prototype IV.
4. Prototype IV
At this stage, a small group test was conducted on six students which resulted in the practicality value of the e-module.
The results of the small group test can be seen in Table 4.
Table 4. Practical Results of Small Group Test
Rated aspect Aiken'V Category
A. Ease of Use 0.86 Tall
B. Study Time Efficiency 0.88 Tall
C. Benefit 0.86 Tall
Average practicality 0.86 Tall
Based on the results of the analysis of the small group test data, it is stated that in terms of ease of use, the atomic
structure e-module has instructions that can be understood, the material is clear and simple, the language is easy to understand by
students and practical because it is easy to carry and reproduce. In terms of learning time efficiency, atomic structure e-modules
can make learning time more efficient and students can learn at their own pace and ability. In terms of benefits, the atomic
structure e-module can help students learn independently because it has pictures, videos and illustrations that make it easier to
understand atomic structure concepts. The prototype III that has been produced has an average practicality value of 0.86 in the
high category. However, it still needs improvement so that prototype IV is obtained.
Assessment phase
At this stage, a field test was conducted to obtain the practical value of the e-module from teachers and students. The
practicality test is divided into three aspects of ease of use, time efficiency and benefits. The results of practicality by teachers and
students can be seen in Table 5.
Table 5. Practical Results of the Atomic Structure E-Module in the Field Test
Aiken'V Category
Rated aspect
Teacher Learners Teacher Learners
A. Ease of Use 0.85 0.86 Tall Tall
B. Study Time Efficiency 0.88 0.88 Tall Tall
C. Benefits 0.88 0.86 Tall Tall
Average V practicality 0.87 0.87 Tall Tall
From the aspect of ease of use of the e-module, the teacher's assessment has a value of 0.85 in the high category and
from the student's assessment it has a value of 0.86 in the high category. This shows that the e-module uses language that is easy
for students to understand, the writing is quite clear and the e-module can be used easily and can be reproduced without spending
a lot of money.
From the aspect of learning time efficiency, the assessment of teachers and students has the same value of 0.88 in the
high category. This shows that the use of e-modules makes learning more efficient and students can learn at their own pace and
ability.
From the aspect of benefits, the assessments of teachers and students each have a value of 0.88 and 0.86 in the high
category. This shows that e-modules are useful in learning because the components of e-module content such as pictures, videos
and illustrations can help students better understand learning and e-modules can support the teacher's role as facilitator.
After the field test was carried out on prototype IV, no further revision was carried out because the prototype produced
had a very good practical value so that the final prototype was found in the form of an e-module atomic structure based on guided
discovery learning for class X SMA/MA which was valid and practical.
IV. CONCLUSION
Based on the research that has been done, it can be concluded that the guided discovery learning-based atomic structure
e-module for class X SMA/MA produced with the Plomp development model has a high value of validity and practicality. Future
researchers are expected to be able to test the effectiveness of guided discovery learning-based atomic structure e-modules for
class X SMA/MA.
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