E-module Development Model I Came to Facilitate Student Independence in Learning Mathematics
DOI:
https://doi.org/10.24203/ajas.v10i4.7037Keywords:
e-Modul, Model I CAME, Independent Learning, MathematicsAbstract
To help students learn independently in online learning mathematics at the junior high school level, interactive e-modules are needed. The purpose of this research is to determine the steps for developing, prototyping, and evaluating the effectiveness of the e-Module Model I CAME in facilitating the independence of students in Class VII Semester I in learning algebraic forms at the SMP/MTs level. The Dick and Carey model of research and development (R&D) includes ten stages: a preliminary study, e-Module design, validation and testing, and final product. Individual trials, as well as small group tests and field tests for teachers and students using questionnaires, observation guidelines, and interviews, have been used to validate the e-Module. To determine the effectiveness of the e-Module, the data were analyzed using qualitative and quantitative data analysis, as well as one group pre-test and post-test analysis. The results of the study found that the e-Module product model I CAME developed was feasible and effective in facilitating students to learn independently on the algebraic form of material. The e-Module I CAME model fulfils the aspects of content feasibility, presentation, language accuracy, graphics, suitability of the presentation structure with the I CAME model, and student learning independence, which can increase student learning activities with the e-Module presentation structure and syntax of the I CAME model, and received a very positive response from students so that they could achieve a value above the KKM 75 and classical completeness above the predetermined 85%.
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