##plugins.themes.academic_pro.article.sidebar##

Published
Oct 19, 2022
Download
PDF
Statistic
Read Counter : 112 Download : 90

Downloads

Download data is not yet available.

Main Article Content

Abstract

This study was examining to produce e-modules as teaching materials in interactive organic chemistry courses using macromedia flash through the development process and determine the effect of interactive organic chemistry e-modules using macromedia flash on student concept mastery. This research method is development research known as Research and Development (R & D) Borg and Gall model with the following research stages, 1) Preliminary Study, 2) Planning, 3) Initial product development, 4) Small-scale field test, 5 ) Revision of small-scale field test results, 6) Main field test, 7) Revision of main field test results, 8) Operational field test, 9) Final product revision, and 10) Product implementation. The research instrument was a questionnaire with 33 statements and a multiple choice written test with 20 questions. The instrument was used to measure the category of interactive organic chemistry e-module interpretation using macromedia flash through the development stages using a questionnaire based on language, material and media aspects and to measure students' conceptual mastery using a multiple-choice written test. Based on the results of the study, it was found that the interactive organic chemistry e-module using macromedia flash through the development stages was in the very good category with a score of 3.6. The hypothesis test of this research was obtained that the value of sig (2-tailed) was 0.000 < 0.05, this means that there is an effect of implementing an interactive organic chemistry e-module using macromedia flash as a result of development on concept mastery. The amount of increase that occurs in the mastery of students' concepts is 66.74%.

Article Details

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

Author Biographies

Hisar Marulitua Manurung, HKBP Nommensen Pematangsiantar University

Chemistry Education  HKBP Nommensen Pematangsiantar University

Juni Agus Simaremare, HKBP Nommensen Pematangsiantar University

Primary Teacher Education HKBP Nommensen Pematangsiantar University

How to Cite
Manurung, H. M., & Simaremare, J. A. (2022). Development of Interactive Organic Chemistry E-Module Using Macromedia Flash Improves Concept Mastery. International Journal of Multidisciplinary: Applied Business and Education Research, 3(10), 2132-2141. https://doi.org/10.11594/ijmaber.03.10.25

References

A. Fibonacci, A. Wahid, U. Lathifa, M. Zammi, T. Wibowo, and H. H. Kusuma, “Development of chemistry e-module flip pages based on chemistry triplet representation and unity of sciences for online learning,” in Journal of Physics: Conference Series, 2021, vol. 1796, no. 1, p. 12110.
A. Jackson and G. A. Hurst, “Faculty perspectives regarding the integration of systems thinking into chemistry education,” Chem. Educ. Res. Pract., vol. 22, no. 4, pp. 855–865, 2021, doi: 10.1039/D1RP00078K.
A. J. Koth, A. G. Focken, E. R. Lyden, and S. D. Yoachim, “Effectiveness of an E‐module at teaching novice learners critical thinking skills related to dentistry,” J. Dent. Educ., vol. 85, no. 12, pp. 1879–1888, Dec. 2021, doi: 10.1002/jdd.12757.
A. S. Permana, C. Z. Subarkah, and F. S. Irwansyah, “Development e-module on The Concept of reduction-oxidation (redox) Oriented Towards Chemical Literacy,” in 2021 7th International Conference on Wireless and Telematics (ICWT), Aug. 2021, vol. 1280, no. 3, pp. 1–4, doi: 10.1109/ICWT52862.2021.9678211.
C. K. S. Singh, R. K. A. Singh, T. S. M. Singh, N. A. Mostafa, and T. M. T. Mohtar, “Developing a Higher Order Thinking Skills Module for Weak ESL Learners.,” English Lang. Teach., vol. 11, no. 7, pp. 86–100, 2018.
H. Boholano, “Smart social networking: 21st century teaching and learning skills,” Res. Pedagog., vol. 7, no. 1, pp. 21–29, 2017.
H. Tanang, M. Djajadi, B. Abu, and M. Mokhtar, “Challenges for Teachers in Developing their Teaching Professionalism: A Case Study of Secondary School in Makassar, Indonesia,” J. Educ. Learn., vol. 8, no. 2, pp. 132–143, 2014.
I. K. R. Y. Negara, “The effect of animation in multimedia computer-based learning and learning style to the learning results,” Turkish Online J. Distance Educ., vol. 18, no. 4, pp. 177–190, 2017.
I. Mananda, “Penggunaan media pembelajaran macromedia flash untuk meningkatkan pemahaman konsep siswa pada pokok bahasan hukum newton.” Universitas Pasir Pengaraian, 2017.
J. Hermanns, “Training OC: a new course concept for training the application of basic concepts in organic chemistry,” J. Chem. Educ., vol. 98, no. 2, pp. 374–384, 2020.
L. M. Z. UZ, H. Haryono, and S. Wardani, “The development of chemical e-module based on problem of learning to improve the concept of student understanding,” Innov. J. Curric. Educ. Technol., vol. 8, no. 2, pp. 59–66, 2019, doi: https://doi.org/10.15294/ijcet.v8i2.31340.
M. D. Gall, W. R. Borg, and J. P. Gall, Educational research: An introduction. Longman Publishing, 1996.
M. I. Fakhri, S. Bektiarso, and S. Supeno, “Penggunaan Media Pembelajaran Animasi Berbantuan Macromedia Flash Pada Pembelajaran Fisika Pokok Bahasan Momentum, Impuls, Dan Tumbukan Kelas X Sma,” J. Pembelajaran Fis., vol. 7, no. 3, pp. 271–277, 2018.
M. B. Smith, March’s advanced organic chemistry: reactions, mechanisms, and structure. John Wiley & Sons, 2020.
R. Adawiyah, Susilawati, and L. Anwar, “Implementation of an Interactive E-Module to Improve Concept Understanding of Students,” in Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020), 2020, pp. 78–84, doi: 10.2991/assehr.k.201230.086.
R. B. Beru Perangin-angin, “Developing interactive learning media based on macromedia flash profesional 8 to improve students’ achievement of civics in grade iv SDN 024183 Kec. Binjai Timur,” J. Res. Method Educ., vol. 7, no. 6, pp. 46–55, 2017.
R. Ma, “Research on the Application of Hybrid Teaching Mode of Cloud Classroom Platform in Organic Chemistry Teaching of Higher Vocational Education,” in Journal of Physics: Conference Series, 2020, vol. 1648, no. 3, p. 32028.
S. Mekwong and S. Chamrat, “The development learning activities using three levels of chemical representation for enhance upper secondary students’ organic chemistry concepts,” in Journal of Physics: Conference Series, 2021, vol. 1835, no. 1, p. 12027.
Y. Yulkifli, Y. Yohandri, and H. Azis, “Development of physics e-module based on integrated project-based learning model with Ethno-STEM approach on smartphones for senior high school students,” Momentum Phys. Educ. J., pp. 93–103, 2022.