THE DEVELOPMENT OF CHEMISTRY MODULE BASED ON CONTEXTUAL

ON COLLOID MATERIALS FOR SENIOR HIGH SCHOOL

Febiana Wulandari
1
Chemistry Education Study Program, Postgraduate, State University of Medan, Medan
Contact Address:febianawulandari1994@gmail.com

Abstract

This is a development research that aims to obtain module based on contextual that suits with the criteria of the National
Education Standards Institution assessment and discover the learning outcomes of students who are taught using the
developed modules. This research was conducted at Panca Budi Medan High School. The sample was selected by
purposive sampling to take one class that is used as the experimental class. The type of this research is Research and
Development (R&D) with One Group Pretest-Postest Design. The module that developed was assessed using the National
Education Standards Institution validation questionnaire, while the data for student learning outcomes using the
developed modules were obtained from tests that used objective test instruments as many as 20 questions that had been
tested for validity, reliability, degree of difficulty, difference power and distructor . Based on the expert validator's
assessment, it was shown that the module developed fulfilled the National Education Standards Institution criteria with
valid criteria and didn’t need to be revised. Students' chemistry learning outcomes using the developed module obtain a
higher score than the minimum completeness criteria’s score.
Keywords: module teaching materials, contextual, learning outcomes

I. INTRODUCTION resources, humans who able to think

The environment of society that
develops and demands them to equip
themselves to compete, in this case
education has an important role in all
areas of life to produce quality human
resources (Hutahaean, Harahap,
Derlina, 2017). The development of
quality human resources is needed in
facing competition in various fields of
life, especially being able to compete in
the mastery and development of science
and technology (Sastrika, Sadia, &
Mudarawan, 2013). Science as one
aspect of education has an important role
in improving the quality of education
especially in producing quality human
critically, creatively, make decisions,
solve problems and able to apply
knowledge in life for the welfare of
humanity (Rubini & Permanasari, 2014).
Chemistry has become a field of
& study that plays an important role in the
advancement of science and technology.
Chemistry is part of the natural sciences
that studies structure, characteristic of
substance, changes of material, and
energy involved, law, principles and
theory (Arifin, Latisma., & Oktavia,
2018). Chemistry is not an easy subject
to be understood by students because the
concept is difficult and abstract
(Fadillah, Dewi, Ridho, Majid, &
Prastiwi, 2017). These difficulties are needs of good quality teaching materials
related to the character of chemistry, that can improve Indonesia's human
such as concepts, material and resources to face global competition.
calculations. Therefore chemistry must The chemical material in the module
be designed in such a way so it can be must be complete, systematic, easy to
more effective and innovative understand, interesting, motivate to
(Kristiyani, 2009). independent learning, and have
Chemistry is generally limited to the additional material as enrichment that
use of teaching materials in the form of suits with the characteristics of students
textbooks and worksheets so students (Situmorang, 2013).
can’t understand the microscopic Innovation in teaching and learning
concepts. The efforts to improve the activities is very interesting to talk. One
quality of chemical learning are of them is choosing a learning strategy
currently being carried out, including because by implementing the right
improving the quality of teaching teaching strategy will also improve
materials and diversifying learning student achievement in learning
media. It is hoped that the improvement chemistry (Situmorang, Sitorus,
of the quality of teaching materials and Hutabarat, & Situmorang, 2015).
the diversification of learning media can Contextual Teaching and Learning
accommodate the needs of students in (CTL) is a concept of teaching and
facing the era of information and learning that helps teachers connect the
communication technology by not contents of a subject to the real-world
leaving behind the factors of students' situations, and motivates students to
understanding and skills in the chemistry make connections between knowledge
learning process (Sitepu, 2008). and its application to their daily lives
Teaching materials arranged in educator (Fadillah et al., 2017). Contextual
textbooks can be in the form of modules Teaching and Learning (CTL) aims to
(Soegiranto, 2010). increase the motivation of students to
The development of innovative take what they have learned and apply it,
chemistry learning modules for teaching make it meaningful in the context of
chemistry needs to be done to meet the actions and interactions in their daily
situations (Ilhan, Yildirim, & Yilmaz, Colloid is one of the materials in high
2016). Therefore, it's no wonder why school chemistry lessons. In colloidal
contextual learning is often hypothesized material there are sub-material about the
as an effective teaching method to colloid system, colloidal characteristic,
increase student potential and thus make the role of colloids and how to make
them more interested in learning science colloids. Sometimes the teacher only
(Suryawati & Osman, 2018). delivered the material and students just
The results of previous studies, listen, so students become bored and
learning through Contextual Teaching passive. Necessarily the colloidal
and Learning (CTL) models have material should be used by students to
influenced student learning outcomes in develop their knowledge because this
chemistry (Sanjaya, 2009). Some material is related in their daily life.
research results also prove that Therefore, this material will be easier to
contextual learning approaches can understand if there are any innovative
improve understanding of concepts, teaching materials that integrated with
writing skills and achieving better grades existing media and learning methods,
(Kristiyani, 2009). Other research also one of them by uses the contextual based
shows that the use of innovative chemistry modules.
modules which is one type of teaching
material in learning, has been shown to II. RESEARCH METHOD
provide good results in improving Place and Time of the Research.
student achievement (Suharyadi, This research was conducted at Panca
Permanasari, & Hernani, 2013). Other Budi Medan High School, located at Jln.
studies also prove that learning that uses Gatot Subroto KM 4.5 Medan from
contextual-based modules is very April to May 2016, and was carried out
effective that applied in chemistry on class XI students in Second Semester
learning in terms of achievement of of 2015/2016 Academic Year. The
learning outcomes from cognitive, curriculum that used by Panca Budi
affective and psychomotor aspects Medan High School is the 2013
(Sitepu, 2008). Curriculum (K13).
Population and Sample.
 There are two types of population in T1 = Pre Test
this study. The first population was all T2 = Post Test
X = Teaching with modules that integrated with
high school chemistry books grade XI
contextual based learning models
from several publications. While the
The Technique of Analysis Data.
second population was the entire
The technique of analysis data that
students grade XI of Panca Budi Medan
has been carried out in this study was an
High School as many as two classes. A
analysis of validation rubric and analysis
sample of high school chemistry book
of the trial data results. The validation
class XI, 1 book was selected from the
rubric is in the form of responses and
Erlangga’s publisher. While the sample
improvements from lecturers and
of students, 1 class was chosen as the
teachers. Analysis of data from the trial
experimental class, it was class XI MIA
results of high school chemistry modules
A which amounted to 26 people. The
based contextually on colloidal material
sample was selected by purposive
to improve student learning outcomes
sampling to take one class that was used
reviewed from cognitive aspects in the
as the experimental class.
form of test results data.
Research Design.
The aspects contained in the rubric
This research includes Research and
validation of teaching materials are
Development (R&D). R&D is a study
content feasibility, language feasibility,
used to produce certain products and
presentation feasibility, and graphic
examine the effectiveness of these
feasibility. The answers of questionnaire
products. The product developed in this
were obtained using a Likert scale with
study is a contextual chemistry module
the following categories:
for class XI on colloidal system material.
a) Grade 4 means very good / very agree
In this study, One Group Pretest-Postest
b) Grade 3 means good / agree
Design was used. Look Table 1 below.
c) Grade 2 means bad / disagree
d) Grade 1 means very poor / strongly disagree
The criteria for the average analysis validity
Table 1.Research Design
used can be seen in Table 2 below (Situmorang,
Notes :
Group Pre- Treatme Post- 2013):
test nt test
Experimental T1 X T2
Class
Table 2. Validity Criteria Analysis of the
Average Value of Teaching Materials
for Textbooks
Average Validity Criteria
3,26-4,00 Valid and no need to revise
Quite valid and no need to
2,51-3,25
revise
Less valid, some contents of
1,76-2,50
the textbook need a revision
Not valid andneed total
1,00-1,75
revision
Procedure of the Research.
The implementation of the research
was carried out in several steps, namely:
(1) analysis of chemistry books of class
XI on colloidal system material
published by Erlangga based on National
Education Standards Institution standard
criteria; (2) development of contextual
based chemical modules in high school;
(3) the validation of contextual
chemistry based validation modules in
high school; (4) revision of chemistry
module validation results in high school;
and (5) trial of chemical modules
developed with the students.
III. DISCUSSION AND RESULT
Analysis of high school chemistry books
based on National Education Standards
Institution standards.
Analysis of high school chemistry
books was carried out on the material of
the colloidal system of the Erlangga
publisher. From the results of the
analysis obtained several components
that haven’t been compliant with
National Education Standards Institution
standards such as the components of
content feasibility, language feasibility,
questions and conformity with
contextual based learning.
In the high school chemistry book
from Erlangga publisher, the material
described still doesn’t reflect the
substance of the material contained in
the Syllabus that suits with the Core
Competencies (KI) and Basic
Competencies (KD). The example
doesn’t present the latest developments.
Not presenting the concrete role of
chemistry in the development of science
also not motivated students to enjoy
reading. Descriptions, examples and
exercises haven’t stimulated students to
think more deeply. The absence of
answer keys from the exercises in each
chapter are arranged in a sequence from
the first chapter to the last chapter.
Design and image are not in color. There
are still languages that are not suits with
the Enhanced Spelling (EYD). Not suits
 with the emotional maturity of students Table 3.Tabulation results of the analysis of
or difficult to understand. The material chemical books on the material of the
that delivered has not made the spirit of colloidal system in Erlangga publisher.
learning to work together. This makes Component
Notes
students not optimal in understanding analyzed
Eligibility 1. Material has not adjusted the
the book so it needs to be developed for of Content drafting of concepts that suits
the book. Tabulation of the full analysis with the syllabus and learning
objectives.
results in Table 3. 2. Presentation of material still
incomplete.
Development of high school chemistry 3. Descriptions, examples and
exercises not stimulate
modules based on contextual colloidal system students to think further.
4. Material, examples and
material.
exercises that presented are
The development of chemistry not interesting and not reflect
current events, and conditions.
modules in high school that carried out Eligibility 1. The language used to explain
is based on the principles of Research of concepts and illustrations of
Language application concepts is not
and Development. The chemical module easy to understand.
Eligibility 1. The presentation of material is
developed is a contextual chemistry of not interactive and
module on colloidal system material. Presentatio communicative.
n 2. There is a glossary that
The purpose of the development is to contains important terms in
the text with an explanation of
obtain a contextual chemistry
the meaning of the term but
modulebased on colloidal system placed at the end before the
bibliography.
material according to National 3. Not place students as subjects.
Education Standards Institution 4. The presentation of material is
less interesting and doesn’t
standards. The contextual components of stimulate the depth of students
thinking, including through
the chemistry module that are developed illustrations, analysis, and
include language feasibility, content sample questions.
5. There are no answer keys
feasibility, feasibility of presentation and from the exercises in each
chapter that are arranged in a
feasibility of graphics. The components sequence from the first
of the chemistry module that are chapter to the last chapter.
Eligibility 1. Not take notice to the overall
developed in full are shown in Table 4. of Graphics appearance of colors that can
provide certain nuances and
can clarify the material.
 Table 4. Tabulation of chemical module
components developed based on
National Education Standards
Institution standards.
Eligibility of
National
Education Notes
Standards
Institution
Eligibility of 1. The material presents the latest
Content developments
2. Material suits to indicators
3. Writing elemental symbols suits
to relevant conventions
Eligibility of 1. Presenting chemical regulations
Language in the development of science
2. Material that presented are
develop Indonesian insights and
the role of chemistry in
development of science
1. The presentation of material is
Eligibility of interactive and communicative
Presentation 2. Stimulates the depth thinking of
students.
3. Make answer keys from the
exercises arranged in sequence.
1. Making cover and designs in
Eligibility of interesting and colorful
Graphics textbooks, to foster students
'reading interest and students'
curiosity.
2. Make an index in the form of
important terms and names of
chemists in the text as complete Table 5.Comparison of the average results of
as possible
1. There is a connection between
Contextual matter and daily life
Based 2. Declare that there is a role for
chemistry in society
3. Material that presented from the
opening of the initial
understanding
4. Material or examples that
presented are inventive and make Aspects of
learning to work together
The high school chemistry module
that has been developed then validated
by three chemists from the University
institution (Medan State University) and
two teachers using a valid questionnaire
instrument. This is to obtain data on the
feasibility of chemistry modules in terms
of content, language, presentation and
graphics. Suggestions for improving the
chemistry module results from lecturer
and teacher validation are revised so the
valid chemistry module is obtained.
Comparison of the average results of the
feasibility test of chemistry books on the
colloidal system material of Erlangga’s
publisher with contextual chemistry
based development results shown in
Table 4. Data in Table 5 shows that the
validity level of chemistry modules is
contextually based on the results of
higher development than chemistry
books by Erlangga’s publisher.
the feasibility test of the chemistry
book of the Erlangga High School
publisher with the high school
chemistry module based on the results
of the development.
Eligibility Average Eligibility Test Results
Erlangga Module Based on
Publisher Book Contextual
Eligibility 2,70 3,53
 of Content experimental class which are
Eligibility 2,54 3,48
of Language summarized in the descriptive statistics
Eligibility 2,40 3,54 table of students' experimental class
of
Presentation learning outcomes in table 6.
Eligibility
of Graphics
2,44 3,48 Table 6.Summary of Descriptive Statistics of
2,52 3,51
Average Student Learning Outcomes
Data Statistics Experimental
Trial of chemistry modules resulting from Class
Pretest Average 46.92
the development of students. Deviation 11.14243
Standard
The contextual chemistry module is
Posttest Average 86.53
based on the results of the development Deviation 7.179034
Standard
then tested on students. The purpose of Based on Table 6, it can be described
these trials is to determine the extent to the difference in the results of the
which the effectiveness of high school average pretest and posttest scores of the
chemistry modules is based on experimental class through the diagram
contextual development results in terms in Figure 1.
of cognitive, psychomotor and affective
aspects. The trial was conducted on 26
students of class XI MIA A at Panca Average of Learning
Budi High School in Medan by Outcomes
conducting written tests (pretest and
posttest). The test uses objective test
instruments as many as 20 questions that 86.53
have been tested for validity, reliability, 46.92
level of difficulty, power difference and
distructor. Average Pretest Average Posttest
The pretest and posttest results used
Figure 1. Average Pretest and Posttest Class
were pretest cognitive learning
Experiment Diagrams
outcomes. Based on the calculation
results obtained the statistical data of Improving Student Learning Outcomes

student learning outcomes in the (Gain).

 Calculation of the increase in learning Cla
Affective Psychomotor
ss
outcomes can be obtained from the
average gain value of all experimental Ses Ses Ses Ses Ses Ses
Av
Ex sio sio sio Ave sio sio sio
class students with 100% multiplied. era
peri rage
ge
me 2 3 1 2 3
Based on the calculation of gain in the
nt
experimental class using Microsoft 27, 61,91, 60, 31,64, 91, 62,
56 5303 04 4142 35 39
Excel, the average gain of the
experimental class is summarized in Normality Test and Data Homogeneity.
Table 7 below: Before testing the hypothesis, namely
Table 7.Results of Experiment Gain Class the t-test, the assumption test is first
Acquisition made as a prerequisite for hypothesis
Class Criteria Gain % Crite testing, namely the data normality test,
Gain ria
%g < 30 = and variance homogeneity. Test the
Low
Expe normality of data using Chi Square test
30 < %g < 70
rime 0,759 75,9 % High
= High (x2) at α = 0.05 with db = 5 that is 11.07.
nt
%g > 70 =
Very High Homogeneity is seen based on the
smaller standard deviation, the data of a
Assessment of Affective Aspects and group is increasingly homogeneous.
Psychomotor Aspects of Students. Calculation results for normality test
Based on observations during the for experimental class student learning
learning process, affective aspects outcomes data (pretest and posttest)
(attitudes) and psychomotor aspects using Chi-Square test at significant
(skills) of learning for all experimental levels α = 0.05 and dk = 5 with Chi
class students have increased in each Square criteria (χ2) count <(χ2) tables
meeting, from the first to the second then stated normal distribution can be
meeting. In accordance with the results seen in table 6 below:
of observations that have been made Table 9.Test of the Normality
during the study, the following data are Students’Learning Data
obtained:
Data X2Ta
Class X2count Α Notes
Table 8.Average Student Affective and Source ble

Psychomotor Scores Experi 11,0 Norm

Pretest 8,6 0,05
ment 7 al
 Distri the minimum completeness criteria’s
bution
Norm
score (75). The test used the One Sample
11,0 al Test with a significant level of α = 0.05.
Posttest 7,7 0,05
7 Distri
bution This hypothesis test is used to determine
X2= chi-square; α = significance level whether the hypothesis in this study is
accepted or rejected. Testing criteria if
The results of the calculation for the tcount>ttable, then the alternative hypothesis
homogeneity test for student learning is accepted and the null hypothesis or
outcomes data for one experimental null hypothesis is rejected. Data from
class (pretest, posttest) were obtained by hypothesis testing can be seen in Table
looking at the group data standard 11 below:
deviation values. The smaller the Table 11.Research Hypothesis Test Results
standard deviation, the data of a group is T
c
increasingly homogeneous. Test of o Not
Class Data ttable
homogeneity of student learning u es
n
outcomes can be seen in Table 10, as t
Exper x́ = 86,53 Ha
follows: iment 8,18936 1,708 acce
S = 7,179034 pted
Table 10.Homogeneity Test of Student
Learning Data
Contextual Teaching and Learning
Data
Class S Notes
Source (CTL) is a conception that helps teacher
Pretest Experiment 11,14243 Homogeneous
Postest Experiment 7,179034 Homogeneous to associate subject content with real
world situations and motivates students
Hypothesis testing. to make connections between knowledge
After it is known that the data of and its application in their lives as
student learning outcomes are normally family members, citizens and labor. By
distributed and homogeneous then using contextual based learning, student
hypothesis testing can be done by using learning outcomes are better, because
a one-party statistical test, namely right- during the teaching and learning process
sided t test. Alternative hypothesis (Ha) students conduct group discussions and
is the result of learning chemistry using conduct demonstrations, students are
contextual based modules higher than also more motivated when learning with
the method. Learning by using preparation, facilities and infrastructure,
contextual learning will foster high self- and assessment of student learning
confidence in students because students outcomes. As for overcoming the
are given the opportunity to discover and weaknesses of the learning model and
explore their own subject matter in the difficulties in the study, the firmness
studying chemistry, and students can of the researcher is needed to control the
also directly link the material that students so in the process of carrying out
learned with real life. the task, the classroom atmosphere can
The advantages of this research are be arranged easily, the teaching and
improving critical thinking skills, learning process runs well.
fostering the initiative of students in
working groups as well as individuals, IV. CONCLUSION
internal motivation to learn, encouraging Based on the results of the study, it
their ability to do important work, was stated that the module developed
providing experience to students in fulfilled the criteria of the National
learning and practice to organize tasks, Education Standards Institution, from
linking with real life and solving processing the data obtained: Eligibility
problems, making the learning of Content = 3,53; Eligibility of
atmosphere to be fun, so students and Language = 3,48; Eligibility of
educators can enjoy the learning process. Presentation = 3,54; and Eligibility of
But in addition to the advantages, Graphics = 3,48 with valid criteria and
there are also weaknesses of this study. doesn’t need a revision. From the
Firstly, allows students difficulties in research that has been done and based on
processing a number of data, the processing of existing data, the
information, and completion of tasks in a cognitive learning outcomes of students
short time, so contextual learning using contextual-based modules are
requires a relatively long time allocation. higher than the minimum completeness
Secondly, the class atmosphere is easily criteria of 75. Affective and
noisy in carrying out group assignments. psychomotor abilities of students
Weakness is also found in aspects of develop at each meeting with an average
learning plan, teacher and student
 value of affective +60,04 and the
average psychomotor value +62,39.
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