Development of IPS Learning Module Based on Contextual Teaching and Learning Model for Grade V Elementary School Students
Abstrak
DEVELOPMENT OF IPS LEARNING MODULE BASED ON CONTEXTUAL TEACHING AND LEARNING MODEL FOR STUDENTS GRADE V ELEMENTARY SCHOOL Ira Yuliani 1 , M.Tamrin 1 , Darwianis 1 1 Program Studi Pendidikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Bung Hatta e-mail: irayuliani1507@gmail.com Abstract This study aims to produce ips learning module based on Contextual Teaching and Learning model for grade V SD that meets valid criteria. This type of research is development research. The development research model used is a 4-D development model that is define, design, develop and disseminate. In this study only until the development stage is the validation stage, due to time constraints and because of the covid-19 outbreak that is currently sweeping. The research instrument is a validation sheet. In the validation process, the Module is validated by 1 material expert, 1 linguist and 1 display expert. Based on the results of the study, module validation conducted from the aspect of IPS material obtained a value of 80% with a valid category, from the language aspect obtained a value of 87.5% with a valid category, and from the display aspect obtained a value of 93.75% with a very valid category. Judging from the average assessment score, the contextual teaching and learning model-based learning module in IPS learning for grade V sd meets valid criteria with a rating percentage of 87%. While the practicality test consists of 1 teacher and 6 students, from the results of practicality by teachers obtained a result of 87 % with very practical criteria, and from the results of practicality by students obtained results 85 % with practical criteria. So, it can be concluded that the learning module based on contextual teaching and learning model on IPS learning for grade V elementary students is valid and practically used as an alternative teaching material, so that students are able to learn well without teacher guidance or with teacher guidance. Keywords: module development, contextual teaching and learning model-basedReferensi
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