The Practicality and Effectiveness of E-Modules with an Inquiry Approach in Geometry Learning Courses for Elementary School Teacher Education Students

I Ketut Suastika

doi:10.31764/jtam.v7i4.16543

The Practicality and Effectiveness of E-Modules with an Inquiry Approach in Geometry Learning Courses for Elementary School Teacher Education Students

I Ketut Suastika

Abstract

The focus of this research is to develop a teaching material product in the form of an e-module with an inquiry approach in geometry learning courses. In this development, researchers refer to the stages of Plomp & Neeven The stages of this research were: (1) preliminary research, (2) prototyping phases, and (3) assessment phases. This article will discuss the assessment phase, namely the test try e-module. The focus of the assessment on this test is to assess the practicality and effectiveness of the e-module. The evaluation for the practicality of the e-module uses the Lecturer Response Questionnaire, while the effectiveness assessment uses the Student Response Questionnaire and Teaching Material Mastery Test. The results of the lecturer response questionnaire were 3.530, the student response questionnaire results were 3.276, and the average test results for mastery of teaching materials were 91.595. The test results show that the e-module meets the criteria of practicality and effectiveness Based on the results of this implementation, e-module with an inquiry approach in geometry learning courses can be applied in lecture classes

Keywords

Development; E-modules; Inquiry approach.

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DOI: https://doi.org/10.31764/jtam.v7i4.16543