INTERNATIONAL SEMINAR

Reformulating The Paradigm of Technical and Vocational Education


1407

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 (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 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 is equivalent integral containing the broader sense of all
the activities that associated with the processing, manipulation, management, and transfer / transfer of
information between media.
INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1408

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 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, 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 into the "construct" and not accept the knowledge of teachers 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 imitate.
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
INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1409

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 Cycle (Engagement, Exploration, Explanation, Elaboration, and
Evaluation) (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 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 to the procedure and how to get the data to solve the problem. 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, 2001 in Dasna et al, 2007).
Application of the learning cycle strategy gives the following advantages:
1. Increase motivation to learn because learners are actively involved in the learning 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 the 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.

INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1410

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, et al (1990: 9) learning module system has the following 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 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 Learning Cycle 5 phases, as shown in Figure 1.








INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1411












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


Procedures for Research and Development
1. Potential and Problems
Making learning media should consider the potential and problems of students, because 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 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
addition to being an explanation from the teacher, the student must immediately do lab work in
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 nformation Collect
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 in 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.Desain Module
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 school
Class XII.Component modules developed include: (a) Student Book, (b) Worksheet (LK), and (c)
Teacher Book
4. Validation Module
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
Potential and
Problem
Information
Collect
Module
Design
Module
Validatio
n
Revision
Module
Module
Testing
Complete of
Module
INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1412

weakness and kekuatanmodul.Validator in the development of this module is a media expert (teacher),
ahlimateri (lecturer), teachers and students.
5. Revision Module
After validation of the module, the thing to do is make revisiterhadap module so that any
weaknesses can be reduced.
6. Test Module
Product trials can be conducted after the revision of the module has been implemented. Product
trials carried out to high school students Negeri 2 Nganjuk class XII IPA 1.
7. Completion of Module
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 intended 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 class XII.

1. Design Validation
Validation is performed 2 kinds of content validation and product 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 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. Subjects Validation
Subject validation (validator) is the person doing the validation to module that have been
developed. Validator specification presented in Table 2.
3. Data Types
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 and students.
4. Data Collection I nstruments
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 and the second part of comment from the validator of the module developed. Answers
from the questionnaire using Likert scale.
5. Data Analysis Techniques
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.
The equation used is as follows.
P = ΣX/ΣX1 x 100% (Arikunto, 2009)
INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1413

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 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 grid).
Setting up activities I include a new page to make a presentation, create a new file (make a
presentation with Blank Presentation, the From Design Template, with 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 pages using WordArt, Looking at the 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 phase (early stage), Exploration (exploration), 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 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
INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1414

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. Results Validation Expert Media
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 100% items, one item a percentage 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. Expert Content Validation Results
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 this module is Dr. Muladi, S.T., M.T. Validation
to this matter experts using a questionnaire instrument with 12 items. Matter experts validate the
results obtained to 10 items a percentage of 100%, an item gets a percentage 96.43%, an item gets a
percentage 91.66%. Of the overall data processing item percentages obtained 98.71% which 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 in the material prior to doing the revisions that
have been previously received from the experts.
3. Validation Results From Teacher
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 stated that it is feasible to develop modules to be used and no revision.

INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1415

4. Validation Results By 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 and Communication Technology Learning Cycle 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, should be added, c)Glossary sketchy.
5. Validation results of Respondents
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. The results of the trial questionnaire obtained a small group of 8 items earn a
percentage of 100%, a percentage of 97.22% gain items, 3 items earn a percentage 95.83%, 4
percentage 91.66% gain items, one item get the percentage of 87.50%. The calculation of the
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 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. The presentation of trial data of the 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 of items get a percentage calculation of the overall percentage of 85.95% is obtained 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 of teachers gained 100%, which means decent, 75% of the students, which 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 of 92.43% with appropriate assessment 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 Evaluasi Pendidikan. Yogyakarta: Bumi Aksara
INTERNATIONAL SEMINAR
Reformulating The Paradigm of Technical and Vocational Education


1416

BSNP. 2006. Standar Isi. Jakarta : Depdiknas
Dasna, I Wayan, Fauziatul Fajaroh. 2007. Pembelajaran Dengan Model Siklus Belajar (Learning
Cycle), (Online), (http://lubisgrafura.wordpress.com/2007/09/20/pembelajaran-dengan model-
siklus-belajar-learning-cycle/, diakses tanggal 16 Februari 2011)
Dian, Marthania. P. 2007.Implementasi Modul Bahan Kimia di Bidang Industri, Pertanian dan
Kesehatan Berbasis Learning Cycle Pada Siswa Kelas IX SMP Negeri 14 Malang.Skripsi Tidak
Diterbitkan. Malang:UM
Diknas, Puskur Indonesia. Tanpa tahun. Pengertian Teknologi Informasi dan Komunikasi Menurut
Para Ahli, (Online), (http://komunikasi-pembangunan.blogspot.com/2009/02/pengertian-
teknologi-informasi-dan.html, diakses tanggal 16 Februari 2011)
Indriana, Dina. 2011. Ragam Alat Bantu Media Pengajaran. Jogjakarta: DIVA Press (Anggota IKAPI)
Ismail, Taufik. 2007. Pengembangan Modul Ekosistem Untuk Pembelajaran
Sains Di SMP Kelas VII Dengan Model Siklus Belajar (Learning Cycle) Yang Berorientasi
Konstruktivisme. Skripsi Tidak Diterbitkan. Malang: UM
Kurniawan, Dodik. 2011. Pengembangan Sumber Belajar Mandiri Membuat Blog Untuk Suplemen
MataPelajaran TIK Pokok Bahasan Internet di Sekolah Menengah Atas. Skripsi Tidak Diterbitkan.
Malang: UM
Kustandi, Cecep, Bambang Sutjipto. 2011. Media Pembelajaran. Bogor: Ghalia Indonesia
Lorsbach, A. W. Tanpa Tahun. The Learning Cycle As A Tool For Planning Science Instruction,
(online), (www. Interconection. Co. uk, www.Reviewing. Co. uk, diakses tanggal 16 Februari
2011)
Mulyasa, Encok. 2002. Kurikulum Berbasis Kompetensi. Bandung : PT Remaja Rosda Karya
Bandung
Setyosari, Punaji, Moch. Effendi. 1990. Pengajaran Modul. Malang: Departemen Pendidikan dan
Kebudayaan IKIP Malang
Sudrajat, Akhmad. Tanpa tahun.Guru dan KTSP, (Online), (http://akhmadsudrajat.wordpress.com/a-
opini/guru-dan-KTSP, diakses tanggal 16 Februari 2011)
Sudrajat, Akhmad. Tanpa tahun.Model Pembelajaran, (Online),
(http://akhmadsudrajat.wordpress.com/bahan-ajar/model-pembelajaran-01, diakses tanggal 16
Februari 2011)
Sugiyono. 2009. Metode Penelitian Kuantitatif, Kualitatif Dan R&D. Bandung: Alfabeta
Trianto. 2011. Model Pembelajaran Terpadu (Konsep, Strategi, dan Implementasinya dalam
Kurikulum Tingkat Satuan Pendidikan (KTSP)). Jakarta: Bumi Aksara
Utami, Fadila. P. 2007. Implementasi Modul Pembelajaran Zat Adiktif dan Psikotropika Berorientasi
Learning Cycle Pada Siswa Kelas VIII SMP Negeri 14 Malang. Skripsi Tidak Diterbitkan.
Malang: UM
Vembrianto, S. T. 2003. Pengantar Pengajaran Modul. Yogyakarta: Yayasan Pendidikan Paramita

Master your semester with Scribd & The New York Times

Special offer for students: Only $4.99/month.

Master your semester with Scribd & The New York Times

Cancel anytime.