DEVELOPING THE FUN AND EDUCATIVE MODULE IN PLANT MORPHOLOGY AND ANATOMY LEARNING FOR TENTH GRADERS

This research aims to examine the eligibility of and responses from expert media, expert material, practitioners and students’ on the ‘Fun and Educative’ biology module. The module was developed in a fun and educative way presenting various educative games. The research development model is using ADDIE model that consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. The data collection technique employed examination of learning media experts, material experts, practitioners (biology teachers), and students. The data of research was analyzed in descriptive-qualitative and descriptive-qualitative ways. The results of evaluation on the module’s eligibility convey that the learning media expert gave 87.69% with the category of ‘highly eligible’, the material expert gave 86.00% with the category of ‘highly eligible', and the practitioners gave 83.68% with the category of ‘eligible'. The students' responses to questionnaires given related to the developed module gave 90.00% with the category of ‘highly interesting'. Based on the results of examination by the media expert, material expert, practitioners, and students, conclude that the module has fulfilled the criteria of good and eligible learning material and can be used for studying biology.


INTRODUCTION
The learning process is a process to develop students' potencies and aims to enable students to master materials based on the determined indicators.A good learning process is a wellexecuted learning process and ability to make students active.To create an effective learning activity, teachers' skills and creativity in compiling lesson plans are certainly demanded.Permana (2015), the learning process must be able to increase the creativity of learners so that more honed skills and produce output that is ready to the challenges of the 21 st century.One of the important matters in planning a lesson is the selection of good learning materials and sources.The teaching materials are designed to meet the needs of students to fit the characteristics of the students and based on the student activity plan.
A good learning material includes all learning materials that can be employed to assist teachers in learning processes in the class.Learning materials are designed to help students to achieve the learning objectives individually.There are various types of learning materials: unwritten learning materials such as audio learning materials and written learning materials such as lesson book, module, handout, student's worksheet, and so on.Pantiwati and Permana (2017), learning materials that have been designed then need to be evaluated, one of them by giving the problem to the learners.
The module is one of the learning materials systematically compiled and designed to help students achieve a specific learning objective.Sejpal (2013), explained that a module is a unit of work in a course of instruction that is virtually self-contained and a method of teaching that is based on the building up skills and knowledge in discrete units.The virtue of the module is expressed by Padmapriya (2015), which says that modules help to develop the self-learning capacity among the learner.Paulo and Cruz (2015), also proved that the use of science experiment modules can significantly improve students' science process skills within seven weeks.
Based on results of observation and interviews at vocational high school 3 Tarakan, the researchers figure out that teachers have applied some different learning methods but the learning performed is still ineffective.This is triggered by the fact that students' interest in biology learning is still low.The assumption is proven as true due to low achievements of students in biology.Besides, learning materials (books) used by students are the copied version of teachers' guidebooks.The books contain materials with boring and vague illustrations that makes students lose attention and interest.The book was bought by a certain publisher, there are no learning materials designed by the teachers themselves.
Meaningful and fun learning is a learning process where a strong and sincere relationship between teachers and students exist (Mulyasa, 2013).Fun learning can be conducted by games integrated with a certain learning material (Dananjaya, 2013).Iten and Petko, (2016) says that learning games can help children to learn more efficiently and better.Noemí and Máximo, (2014) explained that on the use of Game of Island and using an ordinary least squares model, it can conclude that after using the games the most of students have achieved to improve their skills in sustainability, teamwork, solidarity, innovation, creativity, problemsolving, continuous improvement, energy efficiency, mathematical precision, initiative, goal achievement, result orientation, flexibility, and working with the environment.
To help teachers create fun learning, the researchers are interested in making a learning material in the form of fun and educative biology module.The module was designed by combining materials with educative games (crosswords, scramble, make a match, and word square).The module is named "Biology Fun and Educative Module", used as a teaching material on morphology and anatomical material of plant class X vocational high school 3 Tarakan at the North Kalimantan.The module was designed in a colorful mode to make students more excited and interested in reading.It is also expected to be able to motivate students and help them gain a better score.

METHOD
The type of this research is research and development (R&D).The procedure of research and development of biology module with educative game refers to the ADDIE model which consists five stages, namely Analysis, Design, Development, Implementation, and Evaluation.

Analysis
This phase involved two aspects that were analyses of curriculum and needs.The curriculum used was the School-Based Curriculum (Kurikulum Tingkat Satuan Pendidikan/KTSP) with the basic competence as identifying types of cell, basic tissues, and plant organs.The analysis of needs was conducted by analyzing students and materials.Student analysis is an analysis executed to observe students' characters that are learning an ability, age, learning interest, and experience.Moreover, the material analysis was performed by identifying main materials developed.The main materials developed were planted morphology and anatomy.

Design
Trianto ( 2007), argues that the designing phase consists of three stages.The first phase, the construction of standard reference test, was performed by compiling questions and models of question presentation used as an evaluation tool for the developed module.The developed module was expected to be fun and educative containing evaluation tests designed in forms of educative games such as word square, crosswords, scramble, and make a match.
The learning media selection suitable for materials and students' characteristics.In this phase of development, the chosen media is in the form of a module.The module enables students to study independently and measure their abilities by themselves (Padmapriya, 2015).The format selection aimed to give the module a more interesting appearance from the aspects of size, font, pictures layout, and content layout.The early design (prototype) of the developed product was a module in B5 size, using HVS 100grs paper, and using Book Antique 10 font.The selection also aimed to make the module appropriate in size.The selection of Book Antique font with the size often aimed to make the words readable.

Development
Development was the third phase in the implementation of ADDIE model.In this phase, the researchers created a product (module) that had been designed and developed in accordance with the design and produced a module product.After being developed, the product was validated by several experts consisting of material expert, media expert, and practitioners (biology teachers) to gain information of module's eligibility.

Implementation
Implementation was a real step to implement the development of the developed product.The developed and validated product (module) was tried out to 32 students (one class).The try-out was conducted by giving the module to students and asking their response to questionnaires given.

Evaluation
Evaluation is the last phase of ADDIE model.In this phase, the researchers analyzed students' responses based on the product try-out and revised the product based on the recommendations and suggestions of experts, practitioners, and students so that the product was eligible to use.

Subject of Try-out
The product try-out was executed at the school that was Vocational High School 3 Tarakan at the North Kalimantan.The try-out was performed by 32 tenth graders.Students becoming respondents for this activity were those who had learned materials of plant morphology and anatomy.

Data Collection Instruments
The data collection instruments consisted of module eligibility validation sheet (filled by experts and practitioners) and student's response questionnaire (filled by students).

Data Analysis Techniques
The questionnaire data about responses of experts (material, media, and practitioner) related to the developed product (module) eligibility were in forms of qualitative and quantitative data.The qualitative data were in forms of critics and suggestions managed to be guided to fix the module.The quantitative data were obtained from scoring by the experts.To conduct the scoring and evaluation, the experts utilized the Likert scale with five intervals and criteria as Table 1.Purwanto ( 2013), was hired to gain the eligibility percentage.The formulae are as follows: NP = x 100% (1) Description: NP: the investigated percentage value; R: the obtained score; SM: the maximum score.
After counting the eligibility percentages, the researchers interpreted the results by following the criteria of validators' evaluation as seen in Table 2. Based on the criteria presented in Table 2, a product is perceived as eligible if the minimum eligibility average is ≥76.Students' responses towards the developed product were developed into qualitative and quantitative data.The qualitative data were students' critics and suggestions that they were perceived as recommendations to improve the module; while the quantitative data were gained by evaluating and analyzing students' responses by using Riduwan (2011), standard scores that had been modified.The evaluation of students' responses was executed by utilizing the Likert scale with five intervals as shown in Table 3.The percentage obtained was then categorized as in Table 4.

RESULTS AND DISCUSSION
The module is an effective learning media to improve learning results.By the means of the module, students can be more active in studying since faced to problems and guided to solve the problems by themselves (Chotimah, Susilo, Muhdhar, & Ibrohim, 2017).Before preparing the module, the researchers were initially conducted an analysis in order to make the module able to meet the expectation and need of students.The analysis stage consisted of two phases: working analysis and need analysis.The activities of module making included the sorting of learning objectives, preparation of materials, conceptualizing of the module and its materials, and the making of modules' appearance design.Then, the draft of module evaluated in terms of its eligibility.

Module's Eligibility
This evaluation was executed by using questionnaires.Questionnaires used by the material expert, learning media expert, and practitioners to acknowledge the module's eligibility.

Learning Media Experts' Validation
Based on the results of validation analysis by media experts, it can be observed on Table 5 that the developed module gains the percentage of 87.69%.The percentage was perceived as 'eligible' by Purwanto (2013).The fun and educative biology module were also rated as being eligible to be used yet it had to be revised first.Learning media expert validator provided several suggestions, such as module's covers should be modified in order to be more interesting, authors of plant's scientific names should be added, and the learning indicators had to be made in terms of learning objectives.Developing the fun and educative …. 57

Material Expert's Validation
Based on the analysis of validation from material experts shown in Table 6, it can be concluded that the developed module gets the percentage of 86%.According to Purwanto, (2013), the percentage indicates a high eligibility.The fun and educative biology module are also perceived as eligible to be used, yet it has to be revised first.The material expert validators stated that the developed biology module could be regarded as good but the sources of several material citations contained by the module should have been added.

First Practitioners' Validation
Based on the analysis of validation of biology teacher 1 shown by Table 7, it is known that the developed module gets the percentage of 82.10% and thus it is categorized as 'eligible' by Purwanto (2013).The fun and educative biology module is perceived to be able to be used but with revision.The 1 st Practitioner stated that the developed biology module had been eligible in quality but there were still mistakes in its content.The practitioner suggested using the same font in terms of its type and size.

Second Practitioner Validation
Based on the analysis of validation of 2 nd practitioner displayed on Table 7, it can be observed that the developed module obtains the percentage of 85.5% and thus it can be categorized as 'eligible' but it has to be revised first.The 2 nd practitioner argued that the developed module had been excellent and interesting in terms of appearance and hence it could be expected to enable students to study the materials of plant morphology and anatomy easier.

Recapitulation of Validators' Score Percentage
Table 8 indicates that the media expert' evaluation is 87.69% with the category of 'eligible', the material expert' evaluation is 86% with the category of 'highly eligible', and the practitioners' evaluation is 83.68% with the category of 'eligible'.Therefore, according to Purwanto (2013) the average score of those three scores is 86.79% indicating that the module is eligible.

Students' Responses
Table 9 displays the result of analysis of students' responses towards the developed module.The developed fun and educative biology module earns an excellent percentage value as much as 90% and hence fulfills the criteria of students' interest and compatibility with students' needs.The module is able to help students understand the materials of plant morphology and anatomy.The highest percentage value is achieved by the eighth indicator with the percentage value of 93% with the category of 'highly interesting'.Purnama (2010), believes that color is a crucial element to develop learning materials.An interesting content and color composition can attract students to read the developed module.Besides, illustrations can also ease students to comprehend the materials presented.Giving games as an evaluation material and observational activities supporting the materials can encourage students to be more active instead of only asking them to listen to teachers while studying.Silberman (2006), conveys that students that get learning materials by only listening to teachers earn learning achievement as much as 30% only.To obtain an optimum result, students are suggested to read, observe, listen, and do supporting activities.Pantiwati, Wahyuni, and Permana (2017), learning model with a fun learning module will make students become interested in learning.

Table 1 .
The criteria of validators' rating

Table 2 .
The criteria for product eligibility level

Table 3 .
The

Table 4 .
The

Table 5 .
The results of media expert's validation

Table 6 .
The results of material experts' validation

Table 7 .
The results of 1 st practitioner validation