How Effective is Learning Style Material with E-Modules During the COVID-19 Pandemic?

Jurnal Ilmiah Sekolah Dasar Volume 5, Number 2, 2021 pp. 307-314 P-ISSN: 2579-3276 E-ISSN : 2549-6174 Open Access: ttps://ejournal.undiksha.ac.id/index.php/JISD/index How Effective is Learning Style Material with E-modules During The COVID-19 Pandemic? * Dewa Ayu Made Manu Okta Priantini1, Ni Luh Gede Karang Widiastuti2 1,2 Prodi Pendidikan Guru Sekolah Dasar, Universitas Dwijendra, Denpasar, Indonesia ARTICLE INFO Article history: Received April 09, 2021 Revised April 15, 2021 Accepted May 09, 2021 Available online May 25, 2021 Kata Kunci: Pengembangan, Bahan Ajar Digital, Pendidikan Agama Keywords: Development, Digital Teaching Materials, Religious Education This is an open access article under the CC BY-SA license. Copyright © 2021 by Author. Published by Universitas Pendidikan Ganesha. ABSTRAK Permasalahan yang melatarbelakangi penelitian ini adalah kurangnya sumber belajar bagi siswa pada mata pelajaran IPA sehingga hasil belajar kurang maksimal. Tujuan penelitian ini adalahpengembangan E-Modul pada mata pelajaran IPA materi gaya kelas IV. Penelitian ini merupakan penelitian pengembangan (research and devlopment). Subyek uji coba penelitian adalah siswa kelas IV. Instrumen pengumpulan data yang digunakan berupa lembar evaluasi (angket). Analisis data menggunakan analisis deskriptif kualitatif dan deskriptif kuantitatif. Hasil penilaian terhadap produk e-modul ini dilaksanakan berdasarkan enam aspek, yaitu: aspek isi bidang studi/ dengan persentase tingkat pencapaian 86.00% dengan predikat layak; ditinjau dari aspek desain pembelajaran dengan persentase tingkat pencapaian 87.60% predikat layak; ditinjau dari aspek media pembelajaran dengan persentase tingkat pencapaian 89.00% predikat layak; ditinjau dari aspek uji coba perorangan,dengan persentase tingkatpencapaian 92.50% pedikat sangat layak; uji coba kelompok kecil, dengan persentase tingkat pencapaian 94.50% predikat sangat layak;dan ditinjau dari aspek uji coba lapanga dengan persentase tingkat pencapaian 95.50% predikat sangat layak. Dengan demikian produk berupa e-modul ini memiliki tingkat validitas yang baik dan layak untuk digunakan dalam proses pembelajaran pada materi Gaya mata pelajaran IPA. ABSTRACT The problem behind this research was the lack of learning resources for students in science subjects so that learning outcomes are less than optimal. This research was a research and development (research and development). The research trial subjects were fourth grade students. The data collection instrument used was in the form of an evaluation sheet (questionnaire). The data analysis used qualitative descriptive analysis and quantitative descriptive analysis. The results of the assessment of the e-module product were carried out based on six aspects, namely: content aspects of the field of study / with a percentage of achievement level of 86.00% with a predicate worthy; In terms of the learning design aspect, the percentage of achievement level is 87.60%, predicate worthy; In terms of the learning media aspect with the achievement level percentage of 89.00%, the predicate is feasible; in terms of the individual trial aspect, with the percentage level of achievement of 92.50% the predicate is very feasible; small group trial, with the percentage of achievement level of 94.50%, the predicate is very feasible, and in terms of the field trial aspect, the percentage of the achievement level is 95.50%, the predicate is very feasible. Thus the product in the form of e-module has a good level of validity and is suitable for use in the learning process on the subject force material of science subjects. 1. INTRODUCTION The industrial revolution 4.0 is marked by very rapid technological advances throughout the world. This rapid technological progress is marked by almost all community activities using technology systems, including in the world of education. That learning and teaching around the world has gone through a transformation(Getuno et al., 2015; Leal Filho et al., 2018; Shahriar et al., 2021). This transformation can be seen through the presentation of current learning, that the presentation of conventional learning is now supported by teaching materials or materials that utilize technology, information and communication (Santosa et al., 2017). The development of information technology also Corresponding author *E-mail addresses: Jurnal Ilmiah Sekolah Dasar Vol. 5, No. 2, Tahun 2021, pp. 307-314 308 has a very important role for the implementation of learning in schools (Coman et al., 2020; Ghavifekr & Rosdy, 2015). With this development, an educator is required to further hone, explore his abilities, and be able to take advantage of this information and communication technology, so that it is expected to support progress and change to a more positive aspect in the world of education (Shilpa & Sunita, 2016). Learning is a process of interaction that occurs between students and learning resources. Good learning is learning that provides opportunities for students to find and explore their own knowledge because by doing their own activities in the learning process students will get more experience that can be used in everyday life(Bressington et al., 2018; Kostiainen et al., 2018). During the current pandemic, educators are required to continue to carry out effective and efficient learning activities by designing their own learning and being able to utilize information technology-based learning media (Coman et al., 2020; Dewa, 2021) 2020). The use of information and communication technology in learning can not only be used at the upper secondary level but also at the elementary school level. This development requires an educator to become a facilitator for students during the learning process which is in line with the objectives of implementing the 2013 curriculum at the elementary school level (Cintang et al., 2017; Wahyudin, 2018). To fulfill obligations as facilitators, educators must be creative in finding media or teaching materials that can be used during learning (Usman, 2016). This is in order to stimulate students' curiosity so that students will be interested in exploring their own knowledge (Herayanti et al., 2017; Johnson, 2017). Based on the results of observations made at SD Dwijendra, it was found that there were gaps in the learning process which resulted in the learning outcomes of many students who did not meet the minimum completeness criteria, especially in one of the integrated subjects, namely science subjects. There are several problems that occur such as the lack of initiative from the students themselves to explore their own knowledge so that students only accept the knowledge provided by the teacher. This can be caused by the lack of teaching materials that support the implementation of learning. Currently, the existing teaching materials have not been able to develop students' courage and skills in asking questions and opinions(Weriyanti et al., 2020). Currently, the (...truncated)