LEARNING MODULE DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY BASED ON LEARNING CYCLE

INTERNATIONAL SEMINAR Reformulating The Paradigm of Technical and Vocational Education

LEARNING MODULE DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY BASED ON LEARNING CYCLE Slamet Wibawanto State University of Malang Abstract: The purpose of this research is to produce a ICT module that based Learning Cycle 5 phases. Data obtained from the development of this module are quantitative data and qualitative data. The instruments are used in the development of this module are the form of questionnaires. The effectiveness of module will be judged on criteria of effectiveness by the validator and the students result after working on the module. The product of development consists of student books, worksheets, and teacher books. Each of these learning activities in the module consists of five phases, namely Engagement, Exploration, Explanation, Elaboration, and Evaluation. The analysis of data from the questionnaires media experts get a percentage 98.78%, which means feasible, from the material expert obtained a percentage 98.71%, which means feasible, the percentage of teachers gained 100%, which means feasible, and 75% of the students, which means quite feasible. From a small group of test percentages obtained 96.11%, which means feasible, and field-testing of a large group gets a percentage 85.95%, which means quite feasible. Therefore, it can be concluded that the appropriate learning modules used in the study. Keywords: Learning Cycle, Module, Development

Introduction Information and Communication Technology Technology (ICT) is a compulsory subject in junior high, high school and vocational school. That's why students are expected to learn, master, and understand. But the fact is the use of textbooks that students have a dish dominated by theory than practice serving, use Student Worksheet (BLM) is generally presented less attractive, less background educators learning to master, so that learning activities largely dominated by the teacher, students are less active. As a result, students become bored quickly learning. Given these weaknesses, the need for lab module on ICT subjects to assist students in practical activities. So that students can really understand and can do the lab work individually or in groups. One of the lessons actively engage students is based on constructivist learning model Learning Cycle 5 phases. Based on the study syllabus Education Unit Level Curriculum (SBC) subjects Information and Communication Technology, the standard of competence in this module is the function menu and icons in the application of basic competence presentation. The maker to make a presentation text with a variety of tables, graphs, drawings, and diagrams. The material functions and menu icons in the presentation maker application through this module will lead many students to construct their own knowledge so that at the end of the lesson the students will obtain an increased understanding of the function menu and icons topics in the presentation maker application. On this matter there is need for lab module so that students easy in practice. The Learning Nature of Information and Communications Communications Technology on High School

Information Technology and Communication is everything related to the use of assistive devices to process and transfer data from one device to other. Based on Puskur Education Indonesia (undated) Information and Communication Technology Technology is equivalent integral containing the broader sense of all the activities that associated associated with the processing, manipulation, management, management, and transfer / transfer of information between media. 1407


On material functions and menu icons in the presentation maker application, in this case one of the subject matter contained in there. Learning how to make a presentation to the good, true , easily understandable and communicative. Starting from making a presentation using templates and wizards, make a presentation page with text boxes and WordArt, create presentations with insert tables, graphs and images, modify the presentation with visual and video insert, modify the look of the presentation by using custom animation, combining the presentation presentation of documents by using the hyperlinks, modify the appearance of pages with use of background, presentation of the material and make characteristic of the local area. Syllabus Competency standards in the learning modules Information and Communication Technology is to use presentation software maker. While learning the material presented is the function menu and icons in the application menu functions presentation. The subject maker and icon in the application of this presentation maker if developed according to the model of learning cycle. Since the material in it support for implementation of existing measures of learning based on learning cycle that includes five stages, Engagement, Exploration, Explanation, Elaboration, and Evaluation. Standards of competence and basic competence in the above described into several indicators, as follows: 1. Creating a presentation using templates and wizards. 2. Make a presentation page using text boxes and WordArt 3. Make presentations to insert tables, t ables, graphs and pictures 4. Modify by inserting a visual presentation and video 5. Modify the appearance of the presentation by using custom animation 6. Combining the presentation of documents by using the hyperlink 7. Modify the appearance of the page by using background 8. Make a presentation on the material characteristics of local areas Learning Cycle As One Of The Constructivist Learning Model On learning that uses the curriculum as it is today more emphasis on student-oriented learning means that teachers are not longer just provide the material to the students but teachers should pay attention abilities, aptitudes and interests of students. Thus the current educational subjects. The main thing is the students and not teachers. Constructivism is a philosophy about learning, learning required of students in the form of new knowledge as knowledge. Constructivism is a cornerstone of thinking (philosophy) learning is contextual. According to Sudrajat (undated) in the learning constructivism students construct their own understanding of the experience based on prior knowledge and new learning should be as much as possible packed packed into the "construct" "construct" and not not accept the knowledge of of teachers only. only. The emphasis of this active student learning in education is very important and need to be developed. Creativity and liveliness of the students will help them to stand alone in their cognitive lives. They will be helped to be a critical analysis of a case because they think and not just i mitate. On the development of the function module in the application menu and icon makers of this presentation is limited to the learning cycle model of learning (learning cycle). Cycle of Learning (Learning Cycle) or abbreviated LC in this paper is a model of learner-centered learning (student centered). Learning Cycle is a series of stages of activities (phase) is organized in such a way that

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learners can master the competencies that must be achieved by learning to play a role in active (Dasna, et al, 2007). At first the Learning Cycle consists of three phases, currently has developed and refined into 5 and 6 phases. In the Learning Cycle 5 phase, is added before the engagement stage of exploration and added too evaluation phase at the end of the cycle. In this model, concept stage introduction and application of each concept is termed a explanation and elaboration. Because the Learning Cycle 5 phase is often called 5E Learning Learning Cycle Cycle (Engagement, (Engagement, Exploration, Explanation, Explanation, Elaboration, Elaboration, and Evaluation) (Lorsbach, (Lorsbach, 2002 in Dasna, et al, 2007). Stages in the learning cycle consists of five phases according to Lorsbach (undated) are as follows: 1. Engagement phase, aims to prepare learners to be conditioned in a way to take the next phase of the initial knowledge and explore their ideas and to learn about the possibility of misconceptions on previous learning. 2. Exploration phase, students are given the opportunity to work together in small groups without direct instruction from the teacher to test the predictions, perform and record observations and ideas through activities such as lab work and literature review. 3. Explanation phase, teachers should encourage encourage students to explain concepts in their own words, ask for evidence and clarification of their explanation, and direct the discussion. At this stage the learners find the terms of the concepts being studied. 4. Elaboration phase, students apply concepts and skills in new situations. 5. Evaluation phase is a phase which is always in every phase. In the engagement phase of the evaluation may be questions asked by teachers to determine students' readiness in the face of a material in subsequent phases, student responses can be verbal or written response to questions asked of teachers. Evaluation of the exploration phase can be seen from the way students carry out practical work according according to the procedure procedure and how to get get the data to solve the problem. problem. Evaluation Evaluation phase is the explanation of the questions asked teachers to guide students to explain new concepts that have been acquired while in the elaboration phase, the existing evaluation of how the role of students in applying concepts to new situations have been obtained. Implementation of the learning cycle in accordance with the views constructivist learning are: (1) Students learn actively,Students learn the material significantly by working and thinking. Knowledge is constructed from the experience of students and (2) The new information is associated with a scheme that has been owned by the students. The new information that the students come from individual interpretation. Learning orientation is an investigation and discovery that is solving the problem. (Hudojo, (Hudojo, 2001 in Dasna et et al, 2007). Application of the learning cycle strategy gives the following advantages: 1. Increase motivation to learn because learners are actively involved i n the learning l earning process 2. Helping learners to develop a scientific attitude 3. Learning becomes more meaningful In a constructivist teaching and learning systems, is critical of a teacher given the freedom to develop a class based on the development situation of t he students think. Teachers need to be given the freedom to try a variety of ways and patterns of activity to help students demanding situation of students. Teachers need to be given the freedom to provide a variety of suitable infrastructure to further enhance the creativity of students in shaping their knowledge.

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Module As Learning Media According Vembrianto (2003: 22), the module is a package that contains the unit concept of learning and teaching materials as a business organization of individual instruction that allows students to master a lesson on their own material before moving on to the next unit. Meanwhile, according to Mulyasa (2003: 43), the module is a self-learning package that includes a series of learning experiences planned and systematically designed to help learners achieve the learning objectives. According Setyosari, Setyosari, et al (1990: 9) learning module system has the following characteristics: characteristics: 1. Module is the smallest and the complete learning unit 2. The module contains a series of planned learning activities in a systematic 3. The module includes specific learning objectives 4. Module gives the possibility of self-learning students 5. The module is a manifestation of individual teaching According Mulyasa (2003: 44) module consists of (1) sheet activities learners, (2) pieces of work, (3) key pieces of work, (4) pieces of matter, (5) sheets response and (6) answer key. Criteria for a good module according to Erikson and Curl (1979) in Indriana Dina (2011), are as follows: 1. The teaching of media contents are useful and important for students 2. The content of the media to attract students 3. The format in accordance with the learning activity settings 4. The materials used valid, easily available and not out of date 5. Facts and concepts studied in terms of density 6. Media content is related to the goals set specifically 7. The media content is consistent with current conditions and situations 8. Material or material from the media is not something that can cause losses, controversies, and dangerous 9. Material or the material does not lead to t o something of its propaganda, which is consistent with the objectives of education 10. Medium of instruction that has a creative side with good technical quality, the picture is clear, and attractive 11. Medium of instruction was designed to have a good, neat, and well structured Method Model Research and Development Development model used in this essay was adapted from measures Sugiyono development (2009:298), the reason for using this model are the steps in the development of Sugiyono more easily understood, applied, and according to the research and development of learning modules based Information and Communication Technology Technology Learning Cycle 5 phases, as shown in Figure 1.

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Potential and Problem

Information Collect

Module Desi n

Module Testing

Complete of Module

Module Validatio n

Revision Module

Figure 1. The step of Module Development (modified Sugiyono, 2009:298)

Procedures for Research and Development 1. Potential an d Problems

Making learning media should consider the potential and problems of students, because students students are learning the user's media. Potential in SMA Negeri 2 Nganjuk is the availability of computer labs are very pretty, but the students have motivation that existed during the learning process is still lacking to make the students to be motivated. Making learning media aims to support teaching and learning process. Manufacture Manufacture of modules based Learning Cycle 5 of this phase is also considering the condition of SMA Negeri 2 Nganjuk students. This module is designed to overcome the existing problems in SMA Negeri 2 Nganjuk that students can not fully understand the material because in in addition to being an explanation from the teacher, the student must immediately do lab work in accordance accordance with what the teacher explained and the ability of each student who received less attention of teachers. The advantages of learning-based Learning Cycle is all the phases of the Learning Cycle can lead students to construct their own knowledge Module Information and Communication Technology for XII class-based Learning Cycle 5 of this phase can address these issues in SMA Negeri 2 Nganjuk is because the learning modules, students can learn according to their speed and keep students can construct their own knowledge. 2. I nf ormation ormation Coll Coll ect

Information collection aims to collect the materials to be used in the manufacture of modules that are expected to overcome problems in class XII IPA I SMA Negeri 2 Nganjuk. The collection of information include: (1) Assess the curriculum used, (2) Determine the material developed developed in modules, modules, (3) Looking for literature in the form of books or articles from the internet, and (4) Assess the existing number of learning modules. 3.Des 3.Desain M odule

Products are developed learning modules with material functions and menu icons in the presentation maker application cycle model of learning (Learning Cycle) 5 phase for the high hi gh school Class XII.Component modules developed include: (a) Student Book, (b) Worksheet (LK), and (c) Teacher Book 4. Validation M odule odule

Validation is the process of design to assess whether a product's design or not feasible to use. Product validation can be done by presenting some of the expert or experts who have experience to products designed to assess these. Each expert is asked to assess the product so as to know the

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weakness and kekuatanmodul.Validator in the development of this module is a media expert (teacher), ahlimateri (lecturer), teachers and students. 5. Revision Revision M odul e

After validation of the module, the thing to do is make revisiterhadap module so that any weaknesses can be reduced. 6. Test Test M odul e

Product trials can be conducted after the revision of the module has been i mplemented. mplemented. Product trials carried out to high school students Negeri 2 Nganjuk class XII IPA 1. 7. Completion Completion of M odule

Completion of the module as part of efforts to revise the modules that have been tested to the students if there are weaknesses. Product Testing Product test design is iintended ntended to gather data that can be used as consideration for the feasibility of setting the module to be used in learning activities, especially Information and Communication Technologies on the material functions and menu icons in the presentation maker application SMA Negeri 2 Nganjuk Nganjuk class XII. XII. 1. Des Design Vali dation

Validation is performed performed 2 kinds of content validation and product testing. testing. Validation conducted by the validator to complete a questionnaire in order to provide judgment to modules have been prepared. The results of further validation made as source revision/improvement revision/improvement modules that have been prepared. After validation of the content, and do testing product. Trials conducted with tried module that products have been prepared for students, test of the module class XII science student development to SMA Negeri 2 Nganjuk with allocation of time of 2 × 45 minutes. The students are given a product trial module and the modules do to complete a questionnaire assessment of module. Testing try the products was conducted to determine the extent to which this module can be understand students. 2. Subj Subj ects Val i dation

Subject validation (validator) is the person doing the validation to module that have been developed. Validator specification specification presented in Table 2. 3. Dat a Type T ypes s

Data obtained from the development of this module in the form of quantitative and qualitative data. Quantitative data on the effectiveness of the module, which will be judged on criteria of effectiveness by the validator and students, while the qualitative data as response and suggestions provided by the validator validator and students. students. 4. Data Collection Collection I nstru nstru ments ments

Data collection instruments used in the development of this module in the form of questionnaires. Questionnaire used consists of two parts: the first part of a questionnaire assessment questionnaire questio nnaire and the second part of comment from the validator of the module developed. developed . Answers from the questionnaire using Likert scale. 5. Data A nal ysis ysis Techni ques

Data analysis techniques used in analyzing the data kuantitative as assessment questionnaire score is by calculating the percentage answer. Analysis is used to determine the validity / feasibility to be applied in a learning module. module. The equation used is as follows. P = ΣX/ΣX1 x 100% (Arikunto, 2009) 1412


Description: P = Percent ΣX = Number of reply all respondents in a single item question ΣX1 = Number of reply ideal in one item If the validation results obtained it has reached 67.19% module Information and Communication Technology has been able to be used in the learning of ICT in SMA Negeri 2 Nganjuk class XII, while the validation results obtained when <67.19%, the modules should be revised and can not be used in learning. Responses or advice from a validator that is appropriate for the development of the module will be used as a stage of revision of the module. Although based on data kuantatif module has been declared valid and worthy, but so long as modules work, and for the perfection of the module, the module still needs to be revised. Result Description Module Development Results Information and Communication Technology Technology module consists of student books, worksheets and books teacher. Every activities in the student book contains a series of stages of the learning cycle to be performed by student. Students Book, consisting of introduction, instructions for students, the introduction, how to understand the module , table of contents, learning activities of students based Learning Cycle 5 phases, summaries, about the depth, feedback, glossary, and list of references. Worksheet, which comprises the introduction, operation manual worksheets, worksheets for students' learning activities, practical guidelines for assessment tasks, student activity worksheets, and answer sheets for about deepening. Teachers book, consists of the foreword, introduction, managing classroom instruction, table of contents, guidelines for practical assessment task, a description of the subject, answer key, and attachments (syllabi and assessment assessment grid). Setting up activities I include a new page to make a presentation, create a new file (make a presentation with Blank Presentation, Presentation, the From Design Template, with AutoContent AutoContent wizard), Save the file (save the new file / save, save the file with a new name/save as), Making page presentation using a text box, Make presentation presentation pages using WordArt, WordArt, Looking at the visualization visualization of a text format, font type, size, color, location (setting the font, text alignment settings, making and setting the bullets and numbering, line spacing, setting the text format toolbar icon), is presented in five stages in the learning phase contained cycle are Engagement Engagement phase (early stage), Exploration (exploration), Explanation Explanation (explanation of the concept), Elaboration (application of the concept), and Evaluation (evaluation) to enable students to actively construct their own knowledge by Learning Model Cycle 5 phases. Insert Table II includes activities in the slide, insert graphics in a slide, insert a picture in the slide (Clip Art, From File, AutoShapes), insert the diagram in the slide, Modify a presentation with visual and video inserts (insert audio from multiple sources and media in the presentation sheet , modified by inserting an animated video presentation with the Clip Organizer, insert videos with the From File), presented in five phases present in the learning phase of the cycle phase of Engagement (early stage), Exploration (exploration), Explanation (explanation of the concept), Elaboration (application concept), and Evaluation (evaluation) to enable students to actively construct their own knowledge with the Learning Cycle Model 5 phases. Set III activities include a slide show with animation that is in the tools (Animation Schemes Schemes set effects, set the Custom Animation effects, transition effects in slide), Set the slide as needed, Merge documents between slides, Set the order of slides, use the navigation, Modifying the display page presentation with the use of background, background Displays a photo / image of each regional

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characteristics, presented in five phases present in the learning phase of the cycle phase of Engagement (early stage), Exploration (exploration), Explanation (explanation of the concept), Elaboration (application concept), and Evaluation (evaluation) to enable students to actively construct their own knowledge with the Learning Cycle Model 5 phases. Presentation of Test Data Data collection techniques in the study conducted by giving questionnaires to each respondent. The instrument was given to each respondent, the media specialists, material specialists, teachers, and students of class XII IPA 1. Developed modules validated by a person skilled media, one person matter experts, one of his teachers, and one of his students. Testing of small groups (small group) 3 SMA Negeri 2 students Nganjuk a class XII science and field trials by all senior high school students 2 Nganjuk class XII IPA 1. The results of the feasibility test module of the respondents can be seen as follows. 1. Res Resul ts Validation Exper Exper t M edia

Validation of the media experts aim to measure the feasibility of the developed module. Media experts to validate the module are Drs.Puger H.P., M.T. Validation of the media experts are using the instrument with a 20 item questionnaire. The results validate the media experts have gained 19 percentage percentage 100% items, one item a percentage 87.50%. 87.50%. Of processing data obtained by the percentage of the overall item, which means that 98.78% module Information and Communication Technology based Learning Cycle developed five phases included in the appropriate category. In the validation media, that developed the learning resources in general is good, preserve and develop again until perfect. 2. Ex pert pert Content Content Vali dation dation Res Resul ts

Validation of the matter experts aim to measure the feasibility of the material is applied to the module developed. Matter experts in the validation of t his module is Dr. Muladi, S.T., M.T. Validation to this matter experts experts using a questionnaire questionnaire instrument instrument with 12 items. Matter experts experts validate the results obtained to 10 items a percentage of 100%, an item gets a percentage 96.43%, an item gets a percentage percentage 91.66%. Of the overall data processing processing item percentages obtained 98.71% which means means that the module that was developed is included in the appropriate category. Matter experts stated that the module that was developed is feasible to use, there produktetap revisions to, the following is a revision of the expert material: a) Title adjusted to the standard sentence structure so as to avoid double perception, b) In the elaboration phase I study activities, need plus the work / tasks assigned to students, not just a textbox and a WordArt. In the engagement phase (early phase), the language / terminology used is not quite right, c) The material is made effective sentences and multiple interpretations (bias), d) In the summary of the language / terminology used is not quite right. Before tested to the field, improvements improvements in the material prior to doing the revisions that have been previously received from the experts. 3. Val i dation Resul Resul ts F r om Teache Teacher r

Validation of the teacher aims to measure the feasibility of the developed module. This module validates by teacher is Nanang Hertanto, Kom. Validation of the media experts are using the instrument with a 17 item questionnaire. Validation results to be obtained 17 media experts item a percentage of 100%. Of processing data obtained by the percentage of total items 100% which means that the module-based Information and Communication Technology Learning Cycle developed five phases included in the appropriate category. The teacher teacher stated that it is feasible to develop modules to be used and no revision.

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4. Vali dation Res Resul ts By Students Students

Validation of the students intended to measure the feasibility of the developed module. This module validates students who is Istia Enza Rendiani. Validation these students using a questionnaire instrument with 17 items. Validation results to be obtained 17 media experts item a percentage of 75%. Of the overall data processing items that obtained the percentage of 75% means that the module based Information Information and Communication Technology Technology Learning Cycle developed developed five phases included in the category of pretty decent. In the validation module by the students, the students said that in general is good, but there are some parts that need to be revised modules, namely: a) At stage 10 only explanation enough question, b) Tasks lab in elaboration phase I activities, activities, should be added, added, c)Glossary c)Glossary sketchy. 5. Val i dation r esul ts of Responde Respondents nts

Trial to test the respondents consisted of small groups and field trials. The trial consisted of small groups of students in grade XII IPA 3 1 2 Nganjuk SMA. Small groups of trials using a 17 item questionnaire instrument. instrument. The results of the trial questionnaire obtained a small group of 8 items it ems earn a percentage percentage of 100%, a percentage percentage of 97.22% gain items, 3 items earn a percentage 95.83%, 4 percentage percentage 91.66% gain items, one item get the percentage of 87.50%. The calculation of the percentage percentage of the overall percentage of 96.11% obtained the items, which means that the module that was developed is included in the appropriate category. At the trial of a small group of states that have developed appropriate modules to use, attractive and pretty good module, the module is very helpful in practical ICT, in particular making making presentations with PowerPoint. Large groups of trials (field) consisting of 36 students in grade XII IPA 1 2 Nganjuk SMA. Field trials using a 17 item questionnaire instrument. instrument. The presentation of trial data of t he groups contained in Appendix 6. The results of field testing the questionnaire obtained a percentage of 87.84% gain items, two items get a percentage 87.50%, a percentage of 87.15% obtained the items, one item get a percentage 86.80%, a percentage of 86.57% obtained item , 2 items get the percentage of 85.76%, a percentage of 85.42% gain items, 3 items earn a percentage 85.41%, a percentage of 85.07% gain items, one item get a percentage 84.72%, 2 items get the percentage 84.02%, a 83.68% percentage percentage of items get a percentage percentage calculation calculation of the overall percentage percentage of 85.95% is obtained items, items, refer to Table 1.4, which means that the module that was developed is included in the appropriate category. Conclusion Module Information and Communication Technology with a basic competence with a variety of text presentations of tables, graphs, drawings, and diagrams based Learning Cycle 5 Phase. Result of validation has been successfully developed module obtained 98.78% percentage of media experts, which means decent, matter experts percentage of 98.71% is obtained, which means decent, the percentage percentage of teachers gained 100%, which which means decent, decent, 75% of the students, students, which means means it is quite feasible, from a small test group obtained the percentage of 96.11%, which means decent , and from field trials of the group gets a percentage 85.95%, which means pretty decent. To obtain an average percentage percentage of 92.43% with appropriate appropriate assessment assessment criteria. criteria. Thus the Information Technology and Communication Module with basic competence to make a presentation text with a variety of tables, graphs, drawings, and diagrams based Learning Cycle 5 fit for use in the learning phase. References Arikunto, Suharsimi. 2009. Dasar-Dasar Dasar-Dasar Evaluasi Pendidikan. Yogyakarta: Yogyakarta: Bumi Aksara

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LEARNING MODULE DEVELOPMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY BASED ON LEARNING CYCLE

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