Jurnal Pendidikan

e-ISSN: 2443-3586 | p-ISSN: 1411-1942

Website http://jurnal.ut.ac.id/index.php/jp

Open access under CC BY NC SA Vol. 24, No. 2, 2023, 51 – 60

Copyright © 2023, the author(s) DOI: 10.33830/jp.v24i2.4579.2023

Development of Interactive E-Module on Learning IPAS

Yunita Susanti1*, Suci Islami1, Windy Widya Kusuma Ningrum1, Asep Nuryadin1,
Muhammad Aizuddin bin Ab Alim2
1Universitas Pendidikan Indonesia
2Sekolah Kebangsaan Alor Bakat, Kelantan, Malaysia

*Corresponding Author: yunita5ts@upi.edu

Abstract: This research aims to develop an interactive e-module as an additional learning media
for fourth-grade elementary schools in the Natural and Social Sciences subject (IPAS). The study
was conducted utilizing the ADDIE approach of research and development. Fourth-grade
students and instructors at SDN Cikadongdong verified the product before it was released.
Observation, interviews, and questionnaires were used as the primary methods of data collection.
The results of product trials based on the teacher’s response showed a score of 95.8%, which was
in the very good category. In addition, students’ responses based on interview results showed
that the students liked the interactive e-module because the appearance of the interactive e-
module was attractive, not boring, and easy to use. Thus, it can be concluded that the interactive
e-module is considered a very good category and is suitable to use as an additional learning
medium in fourth-grade Natural and Social Sciences learning.

Keywords: Elementary school, interactive e-module, natural and social sciences learning

INTRODUCTION

Human existence is influenced by several elements, one of which is education

(Fadhilah at al., 2022; Nasrah & Elihami, 2021). Education, as defined by Law No. 20 of
2003, is the process by which individuals acquire the knowledge, skills, and values
necessary for contributing members of society, the country, and the state (Lestari at al.,
2022; Sukmayadi & Yahya, 2020). With education, humans can develop various aspects
of life. Learning occurs when there is interaction between students and their learning
environment, such as with teachers, peers, and other learning resources (Siregar, 2018;
Gultom & Suhartini, 2021). In addition, learning is successful if it fulfills the components
of learning itself, one of which is the use of learning media, which is seen as something
that is used as a communication link between class members in the learning process
(Miftah, 2013; Ulfa & Purnamaningsih, 2022). In the current era, the very high speed of
development of information technology directly demands developments in other fields,
one of which is the field of education. To keep up with the times, educators are required
to move quickly to adjust to technological developments by using technology in the
learning process (Khairrani, 2019; Susanti & Sholihah, 2021). Media is an important focus

Jurnal Pendidikan, Vol. 24, No. 2, 2023 51

in the development of learning technology because learning media in the form of
electronic media or other learning machines can help the continuity of learning activities
and make it easier and smoother (Miftah, 2013; Puspitarini & Hanif, 2019).
Digital learning media development is needed because of curriculum demands,
adjusting learning to student characteristics, and solving problems (Sari at al., 2021;
Sukmayadi & Yahya, 2020). Especially in 21st-century learning, the use of technology is
commonplace. The results of observations made in the learning process in grade 4 SDN
Cikadongdong, which already uses the independent curriculum in learning, teachers only
use printed textbooks and some conventional learning media, have yet to be introduced
and used digital-based learning media. Based on student learning outcomes in grade 4
SDN Cikadongdong, there are learning outcomes with low student understanding when
using only conventional learning media, including IPAS subject matter on “plants as a
source of life on earth.” It is necessary to introduce and use digital learning media, one of
which is an e-module, which will make it easier for students to understand the material
and make it interactive in the learning process. A Module is a program that is compiled
and designed for student learning continuity and is equipped with various components
such as teacher instructions, student activity sheets, and so on(Riyana, 2012; Susanti &
Sholihah, 2021). The E-module or electronic module is an innovation in presenting digital
or electronic modules that students can use freely (Agustin at al., 2021; Sidiq & Suhendro,
2021).
Based on the discussion, researchers developed an e-module in the IPAS subject
matter of “plants as a source of life on earth”. Software applications are needed for the
product manufacturing process. One of them is the Flip PDF Corporate application, which
is known as software the use to make modules like books (Susanti & Sholihah, 2021;
Asrial et al., 2021). Making an E-module using software, namely the Flip PDF Corporate
Edition application, has the aim of making the display of teaching materials or textbooks
into electronic books in the form of flipbooks. This device can be downloaded for free via
the internet to be accessed using any electronic device, including mobile devices. This
flipbook is presented not only with text but also with many colorful images, as well as
learning videos that can be accessed directly and linked to the YouTube account where
the video was taken so that the learning process will be more interesting and not boring
(Erlina et al., 2022; Asrial et al., 2021) . Through drag, drop or click, it is easy for users to
create an e-module assisted by Flip PDF Corporate, which allows adding various
animated media such as images, audio, video, animated text, hyperlinks, and so on (Putri
& Slamet, 2021; La Aba et al., 2022). This is evidenced by research conducted by Susanti
and Sholihah with the conclusion that the Flip PDF Corporate-based e-module on the area
and volume of the ball is valid, practical and effective for grade VI students of SDN I
Gamping, Talungagung.

METHOD

This study employs the R&D methodology, which includes five stages (analysis,
initial product design, development, implementation, and evaluation) according to the
ADDIE development model (Cahyadi, 2019; Hidayat & Nizar, 2021). According to
Nuryadin at al. (2021) & Lestari et al. (2023), the ADDIE framework has seen extensive
use in digital education, so the ADDIE model is considered suitable for developing an
interactive e-module in this study.
Respondents are people involved in development and research to evaluate the
products produced. This research involved test respondents and user respondents. Test
respondents are experts in their fields to assess the products produced. The interactive

52 Jurnal Pendidikan, Vol. 24, No. 2, 2023

e-module developed will be tested by 1 (one) expert, who is a lecturer in the field of
learning media as a media expert. The expert is a lecturer majoring in Elementary School
Teacher Education at the University of Education Indonesia. The user respondents were
teachers and fourth-grade students of SD Negeri Cikadongdong Tasikmalaya who
conducted the trial.
Data collection techniques in developing interactive e-module on the content of
IPAS subject matter of plant sources of life on earth in grade IV elementary schools are
observation techniques, interviews, and questionnaires. Observation is carried out by
directly observing field conditions carried out by identifying places or objects as research
sites. While interviews were conducted by asking questions to teachers to collect data as
a needs analysis in the preliminary study and conducting questions and answers with
students to get student responses after using interactive e-module products. Also, filling
out questionnaires by media experts and grade 4 SDN Cikadongdong teachers for the
data collection process related to the assessment of the products developed.

FINDINGS AND DISCUSSION

This research produces products in the form of interactive e-modules on the

material of plant sources of life on Earth. The description of the development results of
each stage carried out as follows:

Analysis Stage
In the analysis stage, researchers conducted a needs analysis by collecting data
from interview activities related to the research. In analyzing the problem, researchers
conducted a preliminary study at Cikadongdong Elementary School. They found that the
teacher only used printed textbooks and some conventional learning media in the
learning process. However, there are low student learning outcomes due to students'
difficulty in understanding material that only uses conventional learning media. One of
the topics that use only conventional learning is the material of plants as a source of life
on Earth. After finding the problem, the researcher analyzed the needs of students who
should begin to be introduced to digital learning media. The digital learning media is
packaged in an attractive, educational and effective manner that can be accessed via
mobile phones or laptops in the form of an interactive e-module, which students can use
independently and easier to understand the material. This agrees with Partono (2019) &
Nazifah & Asrizal (2022) that e-modules are seen as needed by 21st-century students
with various features that make e-modules more attractive and more interactive so that
they can be used independently and multiplatform because they can be accessed through
various electronic devices.

Design Stage
The results of the analysis stage become the basis for the design stage. What this
stage does is to design an interactive e-module by realizing the flowchart that will be used
in the production process. A flowchart is a graphical representation of program steps and
sequences (Budiman et al., 2021). Flowcharts can provide step-by-step solutions to
overcome problems that occur in the process that can be seen in Figure 1 (Sari et al.,
2021; Nurhikmah et al., 2021).

Jurnal Pendidikan, Vol. 24, No. 2, 2023 53

 Figure 1. Flowchart of Interactive E-module

Development Stage

Figure 2. Display of electronic media after importing

The third stage is development. Researchers began to develop electronic-based

modules using the Flip PDF Corporate Edition application. First, researchers conducted
pre-production by collecting several book sources to be used as a reference for preparing
electronic-based modules. Then, at the production stage, researchers carried out several
activities, including asking illustrators for help to design the front cover and back cover,

54 Jurnal Pendidikan, Vol. 24, No. 2, 2023

making materials for the contents of electronic-based modules using the Canva
application, then compiling and designing each page of the electronic-based module
content using Canva. After that, the file is converted into PDF. The next step is to make
the material a digital-based module, which is done with the help of Flip PDF Corporate
Edition. The first process is to run the flip pdf corporate edition application, click New
Project and select version HTML5, browse the electronic-based module PDF file, and click
Import Now. After the PDF file is imported, the next module display can be seen in Figure
2.
Table 1. Revision Results Based on Validator Assessment
Assessment Before After
Aspect Improvement Improvement
Changing the cover

Add an author or None

about the author section

Added main menu None

and video

Add interactive None

features

Jurnal Pendidikan, Vol. 24, No. 2, 2023 55

 After opening the display above, the researcher can choose the background of the
electronic-based module display and customize the menu display, flip display, and logo.
Then, the researcher adds the Flip PDF Corporate Edition file to the download settings so
students can download it and read it offline. The last process is for researchers to upload
online then log in and click publish. The process takes time, as it is completed, a link will
be published to students and redirected to the application. The matching file, in either
*.fbr or.zip format, is also readily accessible, allowing students to read the book without
installing FlashPlayer or any other third-party software. FlipBuilder allows for many
output formats, including HTML, ZIP, APP, and FBR, to ensure the module is compatible
with as many platforms as possible (Erniwati et al., 2022; Islami et al, 2021).
At this stage, researchers also tested the product before field testing, which was
carried out by expert review, namely media experts. Expert review is carried out by a
media expert lecturer. The purpose of this validation is to find out related to the
development of products that have been developed to have good validity, as well as to
get recommendations and suggestions for improving the instruments that have been
developed. In terms of expert validation of the test instrument, the percentage score
obtained was 75%; based on this percentage, the results of the validation of the test
instrument by the expert were included in the sufficient criteria. These results reveal that
the product design developed can be used for trials. Based on the results of the validator
trial on the validation instrument, the product development of the IPAS electronic-based
module needs improvement according to the results of the validity test by the expert.
Some aspects along with the revision results can be seen in Table 1.
Based on the Table 1, it displays the revision results from the validation expert
regarding the developed electronic-based module. Some improvements after validation
are changing the cover of the electronic module display, adding author or about the
author, adding videos and interactive menus, and adding menu features.

Implementation Stage
The fourth stage is the Implementation stage. After the electronic-based IPAS
learning module product has been developed, the next step is implementation.

Figure 3. Implementation of the e-module media part of the material in class

Figure 4. Implementation of e-module media part games in class

Products developed into electronic-based IPAS modules in the form of applications

are then randomly tested on respondents, grade IV (four) students at SDN Cikadongdong.
This research obtained 12 students as respondents in the product development trial and

56 Jurnal Pendidikan, Vol. 24, No. 2, 2023

provided an assessment of the test instruments provided. Based on the data from the trial
results, several limitations were found. The constraints were regarding the availability of
laptops and internet electronic devices, thereby hindering implementation activities.
Furthermore, many respondents are not familiar with the use of electronic devices, so
guidance is needed in the implementation process.

Evaluation Stage
The final stage is evaluation, where there are practical test activities for electronic-
based module development products using educator response questionnaires and
student response interviews. Large-scale experimental tests were carried out on 12
fourth-grade students at Cikadongdong State Elementary School.

Table 2. Results of Educator Response at Research Schools

No Aspects Rated
1. Observation of the interactive e-module application 4
2. Observation of IPAS learning tools 3,5
Observation of IPAS learning video for Grade 4
3. 4
Elementary School
Score obtained 11,5
Maximum score 12
Percentage 95,8%
Category Excellent

According to Table 2, 95.8 percent of educators rated the final electronic module
product as "very excellent" after it was put through its paces in a real-world test.
Therefore, it can be concluded that the results of the teacher response e-module product
test in grade 4 SD Cikadongdong are very good and suitable to use in the learning process.
This is in line with the research of Lestari at al. (2022) regarding "Development of
Professional Flif Pdf Based E-module on the theme of Global Warming as a Grade VII
Independent Learning Resource." It shows that the validity assessment given by the
science teacher reached 100% of the developed e-module because of electronic-based
media that follows the development of science and technology and is adaptive.
Based on the results of interviews of student responses during the product trial test,
it can be said that this electronic module is of interest to grade IV students as this
electronic module is easy to use anywhere. Moreover, the flip book display on the
electronic module makes students not bored in using the electronic module, and they can
understand concepts and gain new experiences in conducting IPAS learning activities on
plant body parts material using electronic-based modules. Thus, the IPAS electronic
module is an alternative learning and teaching media for students and teachers to achieve
learning goals. This is in line with Ummi & Erita (2021) research on "Integration of
Thematic Instruction Beginning in Fifth Grade Using the Professional Flip Pdf
Application." It is said that electronic teaching modules can assist teachers in learning
activities. Also, in Mardhatillah (2022) regarding "E-Module Development Using the Flip
Pdf Corporate Application on Integrated Thematic Learning in Elementary Schools", it is
said that it can be effectively applied to thematic learning with the results of improving
student performance which reached 87%.

Jurnal Pendidikan, Vol. 24, No. 2, 2023 57

CONCLUSION
Several inferences were drawn from the study's findings, including the validity of
the generated product—an electronic-based module covering the subject of plant body
parts. The expert validation findings reveal a 75% accuracy rate, this data is in the
sufficient criteria so that the product can be tested in elementary schools. Students'
responses towards the results of electronic-based module products on the topic of plant
body parts were declared good. Then, the teacher's response to the results of the
electronic-based module product on the topic of plant body parts was declared very good.
Based on the teacher response questionnaire results, the results obtained 95.8% with a
very good category. Therefore, the products that have been developed can be categorized
as feasible as part of learning materials and can be used in IPAS learning in elementary
schools. The obstacles in using Flip PDF Corporate Edition as IPAS learning media in
elementary schools are that teachers need to be more skillful and have much free time to
make it and use it with students. This e-module media is also not suitable for schools that
do not have adequate digital facilities.

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