Pengembangan Digital Flipbook untuk Menfasilitasi Kebutuhan Belajar Multiple Representation pada Materi Sel Volta

N. Setiawan, I. W. Dasna, M. Muchson
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引用次数: 14

Abstract

The voltaic cell teaching materials used in high school are still in the form of textbooks that do not present multiple representations of chemistry, namely the macroscopic, submicroscopic, and symbolic levels. The three levels of chemical representation can be visualized using flipbook teaching materials so that students are expected to understand the voltaic cell material. Teaching materials are used to support the learning process. Current learning still uses conventional learning models that only focus on teachers. Constructivist-based active learning is needed because it involves students so that learning is more meaningful. One of the constructivist learning models is the guided inquiry learning model which includes observing, asking questions, compiling hypotheses, gathering information, testing hypotheses, and concluding. The purpose.of this development.is to.produce a proper guided inquiry-based flipbook teaching material. The flipbook teaching.materials were developed.using the Four-D model (define, .design, .develop,and.disseminate) but the disseminated stage was not carried out. Media and material validation was carried out by five chemistry lecturers. The legibility test was carried out by 50 high school alumni with a specialization in Science. The assessment uses a Likert scale accompanied by comments, suggestions from the validator, and audience. The data obtained from the analysis questionnaire to determine the feasibility level of the product using the percentage technique. The validation of the flipbook teaching materials development product in terms of material obtained an average score of 85.4%, validation in terms of media.obtained.an.average percentage of 85.5%, while the readability test results obtained.an.average.percentage of 87%. Based on the results.of material validation, media, and legibility tests, it can be concluded that the flipbook teaching materials guided inquiry-based voltaic cells are very suitable as a learning resource.
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数字Flipbook开发,促进Volta细胞物质的多功能学习需求
高中使用的光伏电池教材仍然是教科书的形式,没有呈现化学的多重表征,即宏观、亚微观和符号层面。这三个层次的化学表征可以用翻页书教材可视化,这样学生就可以理解光伏电池材料。教材用于支持学习过程。目前的学习仍然使用传统的学习模式,只关注教师。基于建构主义的主动学习是必要的,因为它让学生参与进来,这样学习才更有意义。指导性研究性学习模式是建构主义学习模式之一,它包括观察、提问、假设、收集信息、检验假设和总结。的目的。关于这个发展。是。制作适当的引导探究型翻页教材。翻书教学。材料被开发出来了。使用四维模型(定义、设计、开发和传播),但没有进行传播阶段。介质和材料验证由五位化学讲师进行。易读性测试是由50名科学专业的高中校友进行的。评估使用李克特量表,并附有来自验证者和听众的评论、建议。从分析问卷中获得的数据,使用百分比技术确定产品的可行性水平。翻页教材开发产品在材料方面的验证率平均为85.4%,在媒介方面的验证率平均为85.5%,可读性测试结果平均为87%。根据结果。通过材料验证、媒体和易读性测试,得出的结论是,以探究性光伏电池为指导的翻书教材非常适合作为学习资源。
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