The Development of Chemical-Literacy-Oriented Electronic Module
on Battery Topic
Cucu Zenab Subarkah
1
, Aditya Gunawan
1
, Ferli Septi Irwansyah
1
, Uus Ruswandi
2
1
Prodi Pendidikan Kimia, UIN Sunan Gunung Djati, Jalan A.H. Nasution No. 105 Bandung, Indonesia
2
Prodi PendidikanAgama Islam, UIN Sunan Gunung Djati, Jalan A.H. Nasution No. 105 Bandung, Indonesia
Keywords: Electronic Module, Chemistry Literacy, Battery
Abstract: Instructional materials of battery topic in the form of electronic modules as an application of the Voltaic
cells and a Chemistry literacy oriented module was considered necessary. The Battery Concepts is important
to be understood because it is related to modern technology and daily life. This study aimed to analyse the
results of validity tests and the results of the electronic module feasibility test. The research method used
was the Design Based Research (DBR) which consisted of two main stages. First, the product development
stage that covered analysis, design, design development, and product development stages. Second, the
product testing stage that covered the validity and feasibility tests of the generated module. The validation
was done by three validators, covering both material and presentation aspects. The feasibility test was
performed on students of Chemistry Education. Validation and feasibility results were declared valid and
very feasible for the module to be used as a teaching material and a learning media. This was because the
module showed not only text contents, but also images, animations, and videos which referred to the
indicator of Chemistry literacy components. This research was done only until the second stage and it
needed to be followed up to the next stage that is dissemination stage, so that the product could be
implemented in general and wider scope.
1 INTRODUCTION
Learning chemistry is a part of science learning.
Students' Chemistry literacy is part of the science
literacy achievements. In the learning process, the
selection of appropriate methods is required
(Irwansyah et al., 2018). Moreover, appropriate
teaching materials or media are needed to achieve
learning objectives. Based on research, the process
of learning using multimedia, such as electronic
materials, can improve the quality of learning
outcomes (Suartama, 2010, p. 260). The teaching
materials can be used to develop the student's
Chemistry literacy. As Toharudin et al. (2011, p.
205) stated, Chemistry literacy can be developed by
making Chemistry-literacy-oriented materials that
are developed based on certain criteria in order to
obtain a good quality result.
One of the teaching material that can be
developed by Chemistry-literacy-oriented method is
electronic modules. As Farenta et al. (2016, p. 2)
showed that compared to other media, electronic
module has characteristics that can be developed on
various materials and approaches of learning in
accordance with the learning achievement goals.
Electronic modules for Chemistry subject related to
everyday life can be presented in the form of
writing, drawings, diagrams, graphics, animations,
videos and audios. The content presented is more
interesting and easily understood by students. As
stated by Ogunkola (2013, p. 265), developing
science literacy in science learning could be done by
connecting one concept of science with one topic
that is up to date and interesting in everyday life.
The concept of Chemistry is very related to daily
life (Aisyah et al., 2017; Irwansyah et al., 2018). For
example, a battery topic that is the application of
Voltaic cell concept. This battery topic can be used
504
Subarkah, C., Gunawan, A., Irwansyah, F. and Ruswandi, U.
The Development of Chemical-Literacy-Oriented Electronic Module on Battery Topic.
DOI: 10.5220/0008221500002284
In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 504-509
ISBN: 978-989-758-416-9
Copyright
c
2022 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
as one of the materials to develop students'
Chemistry-literacy.
In previous study, Perdana (2017) has researched
on the development of electronic modules on
alkanes, alkenes, and alkalis topic using Learning
Cycle 5E learning method. Another study by
Nurlatifah (2013) has created an environment-based
Chemistry-literacy-oriented electronic module of
hydrocarbon. Previous studies tend to discuss the
topics that are already in textbooks and convert them
to electronic forms. In this study, Chemistry-
literacy-oriented electronic module was developed
on battery topic as the application of Voltaic cell. In
battery textbook resources, this topic is rarely
discussed in detail, even though the concept of the
battery has a relationship with Chemistry technology
associated with everyday life.
In this study also, the development of Chemistry-
literacy-oriented electronic module on battery topic
was done by analysing the results of validity test and
feasibility test.
2 METHODS
The research method used was the Design Based
Research (DBR) with series of ADDIE model steps
(Analysis, Design, Development, Implement, and
Evaluations) (Barab and Squire, 2004, p. 114).
The research procedure referred to procedure
Design Based Research (DBR), electronic module
according to Herrington et al. (2007), with the steps
as follows: 1) preparation phase (Analysis),
activities at this stage were the determination of
subjects, lessons, competencies to be developed,
learning achievement analysis, literacy analysis of
science and Chemistry, formulation of title,
collection of sources and materials, and selection of
software; 2) design phase (Design), the activities
included the collection of materials to be presented
in science-literacy-oriented electronic module on the
battery topic, such as text materials, phenomenon
texts, images, animations, audios, and videos; 3)
development phase (Development), this included
selecting the title, making the flow chart, making
content analysis and plan, storyboard preparation,
and generating the electronic module products; 4)
testing phase (Implementation), this included the
validation of electronic module by media experts
and topic experts, and the feasibility test to limited
respondents and revision according to the test
questionnaire result; 5) improvement phase /
revision of product (Evaluations), this was the
revision of the generated electronic module based on
suggestion of improvements from both experts.
The research instrument used was the Likert
enclosed type questionnaire with improvement
suggestion that aimed to test the validity of each
item of electronic module criteria. The Guttman
scale form of questionnaire was used to find out the
feasibility test seen from material presentation and
display aspects.
According to Arikunto (2010, p. 154), the result
of the Likert scale questionnaire addressed to the
validators was processed by looking at the number
of checks in each column, then multiplying the
frequency in each column with the corresponding
column values. The result of questionnaire
rcalculated was compared with the value of rcritical
resulting r = 0.30. If the value of rcalculated was
greater than 0.30, then the criteria was valid,
otherwise the criteria was invalid. The r calculation
uses the following formula:
Declaration:
rcalculated : validity value
x : number of respondents answer quality
n : number of respondents
N : the biggest number of questionnaire
According to Rivai and Sudjana (2009, p.
44), the data processing on the Guttman scale
questionnaire obtained from the test results to the
limited respondents, was done by summing the
entire value of the column and then converting it
into a percentage. A module or electronic module
has the eligibility criteria, with the following
percentage qualification (%): 90-100 was declared
very viable, 80-89 was declared feasible, 70-79 was
declared less feasible, and < 60 was declared not
feasible. The percentage was calculated by using the
following formula:
Declaration:
% : the percentage of feasibility
: the number of respondents answering
yes and no
N : the total
respondents
The subject of the study consisted of subjects for
validity and feasibility test which can be described
as follows: 1) the subjects of validity test were a
topic expert and a media learning expert (lecturer of
Chemistry education and lecturer of Informatics
departments); 2) the subject of the feasibility test
were students of 4th and 6th semesters, as many as
10 students who have received the Voltaic cell
material and its application.
The Development of Chemical-Literacy-Oriented Electronic Module on Battery Topic
505
3 RESULTS AND DISCUSSION
3.1 Validation Result of Chemistry-
Literacy-Oriented Electronic Module
on Battery Topic
After the development phase of the design and
electronic module generation, validation was done
by three people consisting of two experts in
chemistry and one multimedia expert. The validation
process was done by providing validation
questionnaire to the validators to be filled after
examining the electronic module thoroughly. This
validation aimed to look at the extent to which the
initial product could measure the criteria from the
material content and presentation aspects. The
validation result generally could be declared as valid
from both aspects with some improvement
suggestions.
Table 1: Validation Result of Presentation Aspect of the Electronic Module Per-page
No
Subject
V
1
V
2
V
3
r
calculated
r
critical
1
The accuracy of the selection of battery application
materials in life with the understanding of Chemistry
literacy
5
4
4
0.86
0.30
2
The conformity of content with learning achievement
indicators
4
4
4
0.80
0.30
3
The clarity of content description
4
4
4
0.80
0.30
4
The accuracy of the battery material presentation order
4
4
4
0.86
0.30
5
The conformity of phenomenas with the learning objectives
5
4
4
0.86
0.30
6
The conformity of the phenomena presented with the
context of the battery topic
4
4
4
0.80
0.30
7
The ease of learning the battery topic
4
4
4
0.80
0.30
8
The conformity of the Quranic verse with the topic and the
Chemistry literacy
4
4
4
0.80
0.30
9
The clarity of the Quranic verse
4
4
4
0.80
0.30
10
The content material fosters religious attitudes, cares about
science and environmental and social attitudes
5
4
4
0.86
0.30
11
The conformity of questions with learning objectives
4
4
4
0.80
0.30
12
The problems presented cultivate an attitude of curiosity to
science
4
4
4
0.80
0.30
13
The suitability of video content, images and other media
with the concept discussed
4
4
4
0.80
0.30
Table 1 illustrates that the presentation aspect of
the electronic module is valid and the electronic
module is feasible on the material aspect to be used
as a teaching material. The criteria with the highest
average score of 0.86 are the accuracy of the
selection of battery application materials in life with
the understanding of Chemistry literacy, the
accuracy of the battery material presentation order,
and the conformity of phenomenas with the learning
objective
Table 2: Validation Result of Presentation Aspect of the Electronic Module Per-page
No
Subject
V
1
V
2
V
3
r
calculated
r
critical
Result
1
The quality of image/video regarding the material is fairly good
4
4
3
0.73
0.30
Valid
2
An appropriate and attractive combination of color display
4
4
3
0.73
0.30
Valid
3
The conformity of text, image and video layout
4
4
3
0.73
0.30
Valid
4
The efficiency of text display
4
4
3
0.73
0.30
Valid
5
The clarity of text display
4
4
3
0.73
0.30
Valid
6
The module cover display
4
4
4
0.80
0.30
Valid
7
The clarity of instructions for module usage
4
3
4
0.73
0.30
Valid
8
The ease of using the module
4
3
4
0.73
0.30
Valid
9
The conformity of the language used with the formal rules of
the good and correct Indonesian language
4
4
4
0.80
0.30
Valid
10
The suitability of the use of fonts type
4
4
3
0.73
0.30
Valid
11
The suitability of using fonts size
4
4
3
0.73
0.30
Valid
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Table 2 illustrates that the electronic module
presentation aspect has been valid and the electronic
module is feasible to be used as a learning material
of Chemistry application concept which is the
battery topic. The criteria with the highest average
score of 0.80 are the module cover display and the
conformity of the language used with the formal of
the good and correct Indonesian language rules.
The result of electronic module validation
showed that all criteria of assessment on material
content and presentation aspects were valid with
average value of the r
calculated
between 0.73-0.86,
which is bigger than the r
critical
value, 0.30. The value
of r
calculated
was compared with the value of r
critical,
if
the value of r
calculated
is more than 0.30 the the
criterion was considered valid, otherwise it's not
valid (Arikunto, 2010, p. 154).
a. Feasibility Result of Chemistry-
Literacy-Oriented Electronic Module
on Battery Topic
After all the aspects of electronic module were
declared valid at the validation stage, feasibility test
was conducted on small scale (limited trial) to 10
randomly selected students of Chemistry Education
Department that had studied the concept of Voltaic
cell application. This trial was conducted by giving
questionnaire and showing the electronic module
thoroughly to the respondent in order to obtain an
assessment of material content and presentation
aspects of the electronic module.
Table 3: Analysis Result of the Feasibility Questionnaire Content Delivery Aspect of the Electronic Module
No
Subject
YES
NO
R
%
R
1
The suitability of phenomenon of battery application in life with Chemistry literacy
10
100
0
2
The selection accuracy of the battery application topics in life with Chemistry literacy
10
100
0
3
The clarity of the battery topic material
10
100
0
4
The conformity of questions related to the battery material with the learning
achievements goals
9
90
1
5
The clarity of feedback on battery related questions
9
90
1
6
The suitability of video and image presentation related to the battery material
10
100
0
7
The ease of learning the battery material
10
100
0
8
The accuracy of the presentation order of the battery material
10
100
0
9
The clarity of Quranic verses relating to the battery material and Chemistry literacy
10
100
0
10
The suitability of the problems difficulty level with the level of student thinking
9
90
1
11
The delivery of feedback on the questions
8
80
2
Average Percentage
95
Table 3 provides an overview of respondent
assessment of the electronic module content
delivery aspect on the battery topic. 100% of the
respondents agreed on the suitability of
phenomenon of battery application in life with
Chemistry literacy, the selection accuracy of the
battery application topics in life with Chemistry
literacy, the clarity of the battery topic material,
the suitability of video and image presentation
related to the battery material, questions related
to the battery material with the ease of learning
the battery material, and the accuracy of the
presentation order of the battery material. On the
criteria of the conformity of learning achievements
goals, the clarity of feedback on battery related
questions, the suitability of the problems difficulty
level with the level of student thinking, as many as
90% of the respondents agreed. As for the
delivery of feedback on the questions, 80% of
the respondents agreed.
Table 4: Analysis Result of the Feasibility Questionnaire Content Presentation Aspect of the Electronic Module
No
Subject
YES
NO
R
%
R
1
The ease of using the electronic module
10
100
0
2
The clarity of the electronic modules instruction
10
100
0
3
The quality of images and supporting images in accordance with the material
presented
10
100
0
4
The quality of videos and animations used in accordance with the material presented
7
70
3
The Development of Chemical-Literacy-Oriented Electronic Module on Battery Topic
507
No
Subject
YES
NO
R
%
R
5
An appropriate and attractive combination of color display
10
100
0
6
The suitability of the language used with the good and correct Indonesian language
rules
10
100
0
7
The attractive and compelling design of the electronic module
10
100
0
8
The appropriate layout of text, images, videos, and animations
9
90
1
9
The suitability of the use of font type and size
9
90
1
10
The suitability of the screen size of the electronic module
10
100
0
11
The ease and clarity using the navigation keys
10
100
0
12
The efficiency and clarity of text usage
10
100
0
Average Percentage
96
Table 4 provides an overview of the respondents'
assessment of the presentation aspects of the
electronic module on the battery material. 100% of
respondents agreed to these criteria: the ease of
using the electronic module, the clarity of the
electronic modules instruction, the quality of images
and supporting images in accordance with the
material presented, an appropriate and attractive
combination of color display, the suitability of the
language used with the good and correct Indonesian
language rules, the attractive and compelling design
of the electronic module, the suitability of the screen
size of the electronic module, and the ease and
clarity using the navigation keys. For the
appropriate layout of text, images, videos, and
animations, and the suitability of the use of font type
and size criteria, 90% of respondents agreed. The
quality of videos and animations used in accordance
with the material presented, received the smallest
assessment with only 70% of respondents agreed.
The results obtained from the feasibility test of
the Chemistry-literacy-oriented electronic module
on the battery topic received a good response from
the respondents. In general, respondents' response
who 95% agreed to the content delivery aspect and
96% agreed to the presentation aspect, could be
categorized as very feasible and the module is ready
to be used as a learning source. An electronic
module or module has the elegibility criteria with
the following percentage qualifications (%): 90-100
is very viable, 80-90 is declared as eligible, 70-79 is
declared as sufficient enough, 60-69 is declared as
less feasible, and < 60 is declared as not feasible
(Rivai and Sudjana, 2009, p. 45).
4 CONCLUSIONS
The results obtained from the validation and
feasibility tests of the Chemistry-literacy-oriented
electronic module on the battery topic were declared
valid and very feasible to be used as a source of
instructional materials and electronic media in
Chemistry learning. This research was only done
until the second phase. For the future, the next
phase, the dissemination of the electronic module is
needed so that it can be implemented in a general
and bigger scope.
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