Development of STEM Based e-Module Using Flip PDF Corporate on

Energy Conservation Law Materials

Dwi Sulistyaningsih, Rifa’atul Maulidah and IfaRifatul Mahmudah

Physics Education, Siliwangi University, Siliwangi Street No. 24, Tasikmalaya 46115, Indonesia

Keywords: Conservation of Energy, e-Module, STEM.

Abstract: This study aims to develop a STEM-based e-module on energy conservation law. This research uses the

Research and Development (R&D) method with a 4D development model. The 4D development model

consists of four main stages: define, design, develop, and disseminate. The evaluation of validators comprised

of media and material experts carried out this research to the build stage. The Data collection techniques are

through interviews; the student needs analysis and validation questionnaires from media and content experts.

The results showed that the percentage of product value based on media experts was 94.91%, with valid

criteria covering aspects of appearance, presentation, and quality of supporting media. The product value

based on material experts is 95.00%, with valid criteria, including parts of the suitability of practicum

objectives with learning outcomes, clarity of practicum series, and STEM components. Thus, the STEM-

based e-module on the energy conservation law material has met the valid criteria for teaching materials in

practical activities.

1 INTRODUCTION

Education is the most crucial aspect of the

development of a country because education aims to

prepare quality human resources to face challenges in

the 4.0 industrial revolution era(Syahirah et al.,

2020). Education that is held must be able to improve

the quality of one's self in order to be able to adapt to

advances in the field of technology which is

increasing rapidly(Sari, 2020). The creation of

intelligent, responsible and adaptive human beings to

the development of the times can be realized through

education, in particular through science learning.

Science learning aims for individuals to have mastery

of the basics of science followed by mathematical

abilities. Mastery of the basics of science and

mathematics can be obtained through learning using

the STEMapproach(Zulaiha & Kusuma, 2020).

STEM is an approach that integrates science,

technology, engineering and mathematics in the

learning process. The application of technology is a

supporting tool to help students understand the

concepts being studied. The application of the

technique aims to train students to design, assemble,

draw, and do other activities so that students

understand the procedures for solving problems.

Furthermore, mathematics aims to simplify the

concept of science itself more systematically and

mathematically(E. Susanti et al., 2021). Applying

STEM to learning can encourage students to design,

develop and utilize technology and apply

knowledge(A. Susanti, 2020).

Accuracy in choosing the presentation method or

approach is the key to success in actualizing the

learning outcomes that have been formulated(A.

Susanti, 2020). In addition to the choice of approach,

the quality of learning and the achievement of

learning objectives are also influenced by the use of

teaching materials(Arisya et al., 2021). One of the

teaching materials that educators can develop is a

module. A module is a teaching material that is

systematically arranged in a language that is easily

understood by students according to their level of

knowledge and age so that they can learn on their own

(independently) with minimal assistance or guidance

from educators(Prastowo, 2012). Technological

advances have developed the print module into an

electronic module (e-module). E-module is an

embodiment of multimedia-based teaching materials.

E-modules were born due to teaching materials

integrated with technological advances(Pratiwi,

2021). E-modules can be developed on a STEM basis.

STEM-based e-modules are electronic learning

Sulistyaningsih, D., Maulidah, R. and Mahmudah, I.

Development of STEM Based e-Module Using Flip PDF Corporate on Energy Conservation Law Materials.

DOI: 10.5220/0012196400003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 46-51

ISBN: 978-989-758-669-9; ISSN: 2975-9676

modules that integrate related disciplines. The use of

STEM-based modules in learning can build

professional characters who have skills, good time

management, work with colleagues, use technology

and effective ways to solve a problem being discussed

(Syahirah et al., 2020).

The law of conservation of energy in this study

describes the conservation of mechanical energy. The

law of conservation of mechanical energy explains

that an object's total mechanical and potential energy

at any point is always constant. The magnitude of the

mechanical energy at any point is sometimes constant

due to the influence of non-conservative forces acting

on objects(Sulistyaningsih et al., 2022). The amount

of mechanical energy that is not constant due to non-

conservative forces is a discussion that needs further

study by students in learning. Proof of the law of

conservation of energy can be done by using a mini

roller coaster.

The mini roller coaster is a prototype designed to

resemble the trajectory of a roller coaster

ride(Maulidah et al., 2022). This tool has been

successfully designed in the fundamental physics

laboratory, but the module for using this tool in

learning fundamental physics has yet to be available.

Therefore, the researchers took the initiative to

develop a STEM-based e-module on energy

conservation law. In developing the e-module,

researchers will use the software flip PDF corporate.

This software is easy to use, with the appearance of

publishing as a flip (back and forth) like an actual

book.

2 METHOD

This study uses the Research & Development (R&D)

method. In this study, the crucial target is developing

STEM-based e-modules on energy conservation law

materials to be used in fundamental physics courses.

This study used a 4D model consisting of four main

stages: define, design, develop and disseminate. This

research is limited only to the development stage. The

activities carried out at each stage of development are

described as follows.

2.1 Define

The define stage is a stage that aims to determine and

define the needs in the development process. This

stage is often called a needs analysis. In the context

of developing teaching materials in the form of e-

modules, the definition stage is carried out by:

2.1.1 Curriculum Analysis

Curriculum analysis is carried out by reviewing the

curriculum documents used by the study program so

that the curriculum needs develop teaching materials.

2.1.2 Formulate Learning Objectives

Learning objectives need to be formulated to limit the

extent to which teaching materials will be developed.

2.1.3 Analysis of Student Needs

Analysis of students' needs for teaching materials in

the form of e-modules needs to be done to determine

whether development needs to be carried out based on

the needs of students. Student needs are analyzed by

distributing questionnaires to students who have

contracted fundamental physics courses.

2.2 Design

The design stage aims to produce a prototype that will

be made. The activity carried out at the design stage

is to outline the e-module that will be developed.

2.3 Develop

The Develop stage is the development stage of the

outline made at the design stage. After the product has

been successfully created, it is then evaluated by a

media and material expert validator. Validation is

done by giving a questionnaire to the validator to

assess the product developed according to the Likert

scale, which consists of four categories, namely:

Strongly Agree (SA), Agree (A), Disagree (D), and

Strongly Disagree (SD). In addition to providing an

assessment, validators are also asked to provide

suggestions to produce even better products. The

assessment results from the validator are then

presented using equation (1).

()

%100% ×



)

With:

= average value (in%)

x

= total score

= maximum score

The calculation results are then interpreted based on

the table of product validity criteria presented in

Table 1.

Development of STEM Based e-Module Using Flip PDF Corporate on Energy Conservation Law Materials

Table 1: Product Validity Criteria.

Percentage (%) Category

81 – 100 Very high

61 – 80 High

41 – 60 Moderate

21 – 40 Low

0 – 20 Very low

(Riduwan, 2010)

3 RESULTS AND DISCUSSION

The product of this research is a STEM-based

practicum e-module on the law of energy

conservation. In developing this e-module, the steps

taken by the researcher are as follows.

3.1 Define

In the define stage, the researcher performs several

activities to determine and define the needs in the

development process. These activities are curriculum

analysis, formulating learning objectives, and

analyzing students' needs for practicum e-modules.

The analysis results are used as a reference in the

development of STEM-based e-modules on the law

of energy conservation.

3.1.1 Curriculum Analysis

In the curriculum analysis stage, the researcher

reviewed the curriculum document in the form of the

Syllabus for the Basic Physics I course used in the

Department of Physics Education, FKIP, Siliwangi

University. As a form of confirmation regarding the

contents of thedocument, the researcher also

conducted interviews with the lecturers in charge of

the courses. The results of the selected Sub-CPMK

curriculum analysis are Sub-CPMK-5; namely,

students can comprehensively identify the concept

and application of business and energy. Students are

expected not only to understand concepts but also to

be able to use the concepts learned to solve problems

related to everyday life. Support is needed in the form

of hands-on and contextual learning methods.

3.1.2 Formulate Learning Objectives

The learning objectives to be achieved through

practicum activities using STEM-based e-modules on

the law of energy conservation consist of goals from

knowledge and skills aspects. From the aspect of

knowledge, the learning objectives to be achieved are

that students can apply the concept of work and

energy to solve problems related to energy

conservation law on mini roller coasters. From the

skill aspect, students can design practicums to solve

problems related to the motion of objects on a roller

coaster trajectory.

3.1.3 Analysis of Student Needs

Analysis of student needs for STEM-based practicum

e-modules on the law of conservation of energy is

carried out by distributing questionnaires to students

who have contracted Basic Physics courses. The

questionnaire consists of 3 parts: an analysis of the

use of practicum modules in general, an analysis of

the use of practicum modules on the law of

conservation of energy, and an analysis of the

usefulness and components of the module. The

questionnaire consists of 17 questions, with details of

16 questions being fixed responses and one other

question being an open question. The number of

respondents to the questionnaire is 80 students. Based

on the results of the needs analysis that has been

carried out at the define stage, a practicum e-module

is needed to help guide the practice of the law of

conservation of energy with the following

specifications: (1) The module is solving practical

problems and only contains guiding questions so that

students can solve and design own practicum, (2)

Integrate technological advances (software) to help

analyze the physics data of the practicum results (3)

Have an attractive design and contain various

representations (video, images, text, animation, etc.),

(3) Easy to access using a PC or mobile and does not

require ample storage space.

3.2 Design

At the design stage, the researcher outlines the e-

module that will be developed. The outline of the

STEM-based e-module on energy conservation law

material consists of a Cover, Preface, Table of

Contents, Description of the Practicum Module,

Instructions for the use of the Module, Graduate

Learning Outcomes, Course Learning Outcomes,

Course Learning Sub-Achievements, Learning

Objectives, Real World Problems, Tools and

Materials, Exploration, Conclusions, and

Bibliography. The module outline or writing plan

containing a module's outlines is then developed at

the development stage.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

3.3 Develop

The development stage aims to produce a STEM-

based e-module on the material of the law of

conservation of energy that is valid and practical.

However, the research achievements reported in this

progress report have only reached the stage of

validator evaluation. In contrast, trials for students to

see the practicality of e-modules have yet to be

carried out.

The development stage is done by developing the

module outline that was prepared at the design stage.

The outline was developed in Microsoft Word, which

will later be converted to PDF format and flipped

using Flip PDF Corporate software. The cover

display of STEM-based e-modules on the law of

conservation of energy can be seen in Figure 1.

Figure 1: The cover display of STEM-based e-modules.

The validator then evaluates the product that has been

developed. The validator consists of media experts

and material experts.

3.3.1 Product Validation Results by Media

Expert Validators

Three media expert validators validated the

developed e-module with an instrument in the form

of a questionnaire. The questionnaire for product

assessment in terms of media consists of 3 aspects,

namely appearance, presentation, and quality of

supporting media, which are translated into ten

statements. The results of the media expert validation

are presented in Table 2.

Table 2: Media Expert Validation Results.

Assessment

Aspect

Total

Score

Max

Score

Percentage

(%)

1. Appearance 32 36 88.89

2. Presentation 36 36 100

3. Supporting

media quality

46 48 95.83

Final Score Overall Media Expert

Validation (%)

94.91

In Table 2, the percentage of the final value of the

overall media expert validation is 94.91%, with very

high interpretation criteria.

3.3.2 Product Validation Results by Material

Expert Validators

Three material expert validators has validated the

developed e-module with an instrument in the form

of a questionnaire. The questionnaire for product

assessment in terms of the material consists of 3

aspects, namely the suitability of practicum

objectives with learning outcomes, clarity of

practicum series, and STEM components, which are

translated into 11 statements. The results of the

material expert validation are presented in Table 3.

Table 3: Material Expert Validation Results.

o Assessment Aspect Total

Scores

Max

Score

Percentage

(%)

Conformity of

practicum objectives

with learning

outcomes

24 24 100

Explanation of the

ractical circuit

56 60 93.33

STEM Components

44 48 91.67

Final Score Overall Media Expert

Validation (%)

95.00

In Table 3, the percentage of the final value of the

overall material expert validation is 95.00% with very

high interpretation criteria.

The research product in the form of a STEM-

based practicum e-module has been successfully

developed through this research. The developed

products are categorized as valid for use in learning

activities based on the assessment of media and

material experts. Media experts provide assessments

related to three aspects, namely appearance,

presentation, and quality of supporting media, each of

which meets valid criteria. From the appearance

aspect, the design, colour composition, and

appearance of the letters are appropriate and

attractive. The presentation aspect gets the maximum

percentage, meaning that the e-module is presented

wholly and systematically to facilitate the

achievement of learning objectives. The next aspect

of the media expert's assessment is the quality of the

supporting media. Supporting media here include

pictures and videos so that they are multi-

representative to support students in solving the

Development of STEM Based e-Module Using Flip PDF Corporate on Energy Conservation Law Materials

problems presented. In addition to assessments from

media experts, there are also assessments from

material experts covering three aspects: the suitability

of practicum objectives and learning outcomes,

clarity of practicum sequences, and STEM

components, which also receive assessments with

valid criteria.

The aspect of conformity of practicum objectives

with learning outcomes gets the maximum rating

from the validator. This means that the practicum

objectives in the e-module are by the learning

outcomes to be achieved and have been formulated at

the defining stage. The next aspect is the practical

aspect. The practicum series is presented by

considering the complexity of the problems and their

suitability for application at the higher education

level. To support problem-solving, the e-module is

equipped with a video that presents real-world

problems and illustrated images adapted to the

existing concepts in the material on the Law of

Conservation of Energy. The e-module is made so

that students can design their practicum to reach

solutions to the problems to be solved so that the

questions presented at the exploration stage are

constructed correctly and correctly according to the

concepts in the Law of Conservation of Energy

material. The third aspect is the STEM component

aspect. The e-modules developed for practicum

activities have facilitated aspects of science,

technology, engineering, and mathematics in the

STEM approach presented in the practicum series.

This research has only reached the stage of testing

the validity level of the developed media. Follow-up

is needed from this research, namely to determine the

level of practicality of the developed media. A

practicality test is needed to see whether the media

developed meets students' needs and the desired

product specifications based on the results of the

media development needs analysis (Wulandari et al.,

2022). In addition to validity and practicality, this

media also needs to be implemented in learning to see

the effectiveness of the media being developed so that

it can have a good influence on learning. These

influences include increasing problem-solving

abilities, creative thinking abilities and students'

understanding of concepts (Zulaiha & Kusuma,

2020).

4 CONCLUSIONS

Based on the results of the research that has been

carried out, it can be concluded that:

The STEM-based practicum e-module on the law

of energy conservation has been successfully

developed through the 4D development method.

The steps taken to produce a research product in

the form of an e-module are defined, designed,

and develop (up to the evaluation stage of the

validator).

The validity of the STEM-based practicum e-

module on the conservation of energy law

material based on media experts gets a

percentage of 94.91% with valid criteria

covering aspects of the display, presentation, and

quality of supporting media. Based on the

material expert, the validity of the e-module gets

a percentage of 95.00% with the criteria of valid,

covering aspects of the suitability of practicum

objectives with learning outcomes, clarity of

practicum series, and STEM components.

ACKNOWLEDGEMENTS

The authors wish to thank the head of the Basic

Physics Laboratory of the University of Siliwangi for

the support and encouragement of this research. The

fund DIPA Ministry of Research, Technology and

Higher Education, University of Siliwangi, supported

this project.

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Development of STEM Based e-Module Using Flip PDF Corporate on Energy Conservation Law Materials