THE VALIDITY OF E-MODULE TEACHING MATERIALS IN APPLIED MATHEMATICS COURSES

: This research is a type of research and development that aims to determine the validity of e-module teaching materials in applied mathematics courses for students. This research includes referring to the 4D development model which consists of several phases, namely the stages of defining, designing, developing, and disseminating. The product developed is in the form of e-module teaching materials in applied mathematics courses. The test subjects in this study were graphic engineering students at the State Polytechnic of Creative Media Makassar. The instrument used in this study was a validation sheet consisting of two validators from design experts and materials experts. Based on the results of the research that has been done, an analysis of the validation results: (1) graphic validity, namely 4.7 is in the very valid category; (2) language validity, which is 4.9, is in the very valid category; (3) construct validity is 4.9 is in the very valid category; and (4) e-module presentation that is 4.7, is in the very valid category so that the average value of all aspects is 4.8 which is in the very valid category. So that it can mean that the e-module teaching materials in applied mathematics courses that have been developed are declared valid to be used as teaching materials in the learning process.


INTRODUCTION
ducation has a very central role in improving the quality of human resources (Halik, Acfira, & Tawaddud, 2022).Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and the skills needed by themselves and society (Hidayat & Abdillah, 2019).Effective efforts to shape human character can be made by improving the quality of education (Halik, Acfira, & Tawaddud, 2022).Learning in the 21st century requires the integration of learning with everyday life processes, one alternative is to integrate several fields into STEM (Science, Technology, Engineering, and Mathematics).
The dynamic development of science and technology requires that each individual can select, receive, and manage information to master technology and develop knowledge.To select, receive, and manage information, critical, logical, systematic, and creative thinking tools are needed, one of which is mathematics.Mathematics is a basic science that can develop the ability to communicate using numbers and use the acuity of reasoning to be able to solve everyday problems (Halik, Acfira, & Tawaddud, 2022).In Bloom's E taxonomy, the ability to understand is at a higher level than knowledge.However, this does not mean that knowledge is not needed, because to be able to understand something, knowledge is needed (Sudjana, 2009).According to the NCTM principles and standards for school mathematics, a combination of factual knowledge, procedural facilities, and conceptual understanding is required for students to use mathematics (Lestari & Surya, 2017).When studying mathematics, students are required to be able to focus on solving a problem, so learning mathematics must be planned in such a way that students' problem-solving abilities can be increased (Turnip & Karyono, 2021).In solving mathematical problems, students often experience difficulties so solving problems results in errors (Laman & Halik, 2023).Learning Media plays a quite determining role in the success of a process of learning.This shows that the effectiveness and efficiency of learning can be achieved, them, the use of learning media (Sari & Gautama, 2022) In the process of teaching and learning in tertiary institutions, lecturers play an important role as facilitators to convey lecture material so that it can be understood by students.One of the courses at the Creative Media State Polytechnic, especially in the graphic engineering study program, is applied mathematics.This course is a compulsory subject for students of the graphic engineering study program in semester 1.The studies and materials related to applied mathematics are very broad.It should be realized that the abilities of each student are different, plus the learning process seems monotonous so it makes students less interested in paying attention to the material presented by the lecturer.The use of teaching materials that have never changed from year to year is also a factor in the low interest in student learning which has an impact on low learning outcomes.
Teaching materials as an important part to be able to improving student learning outcomes are deemed necessary to be designed in such a way that the function of teaching materials can be achieved (Ainun, 2019).To realize the function of teaching materials, it is necessary to pay attention to everything that supports the success of the learning process, such as considering the concepts, types, and steps for selecting teaching materials (Purnomo, 2011).The selection of certain learning approaches, models, strategies, and methods greatly influences student attitudes and expected learning achievement.If a lecturer only relies on the lecture method, this will make students bored in the learning process (Yakub, 2019).This can be overcome by improving learning materials that support students' problem-solving abilities, one of which can be based on e-Modules (Islahiyah, Pujiastuti, & Mutaqin, 2021).
E-Module teaching materials are variations of traditional materials that use information technology to make existing modules more interesting and interactive.It is designed with the aim that students can study independently without guidance from lecturers and contains all the important components of the aforementioned tools.Therefore, e-Modules must explain the main skills that students have achieved, present them in good and interesting language, and be equipped with representatives (Madjijd, 2013).The existence of e-Modules can enable lecturers to make more use of digital technology as a teaching tool to increase their mathematical knowledge through the use of electronic teaching materials, including the use of electronic devices that can improve learning in the form of audiovisual, audio, film, and related learning materials, the use of which intended to be easy to understand and use good learning materials (Larkin & Calder, 2016).
The results of research conducted by Aprianka, Setiani, and Imswatama (2021) stated that the results of the validation scores from media experts received a score of 90% in the very appropriate category.The validation score from material experts received a score of 84% in the very appropriate category.The material validation assessment focuses on assessing aspects of appropriateness of content, appropriateness of presentation, appropriateness of language, and contextual assessment.So that the e-module developed for students is valid and suitable for use as mathematics teaching material because it meets the assessment criteria.In line with the research above, the research conducted by Turnip and Karyono (2021) with the research title Developing e-Module Mathematics in Improving Critical Thinking Skills shows that based on the results of student responses in trials have indicated a positive response to e-modules that developed so that e-modules can be disseminated and socialized to teachers so they can be used as teaching materials in the learning process for fifth-grade elementary school students.In addition, there is also research conducted by Ramadhani and Fitri (2020) with the title Research on the validity of the EPUB3-based mathematics e-module using the Rasch model analysis which shows that in terms of the content of applied mathematics material in the e-module it is feasible to use in learning mathematics.Based on the description of this background researchers can develop ideas for further development research with the title "Validity of Mathematics E-Module Teaching Materials in Applied Mathematics Courses in Students".

RESEARCH METHOD
The method used in this study is a model of research and development.The research model is the development of research methods used to produce a specific product and test the effectiveness of the product (Sugiyono, 2009).The product to be developed in this research is teaching materials in the form of emodules on applied mathematics material.This research was conducted at the Makassar Creative Media State Polytechnic which is located at Jalan Perintis Kemerdekaan VI No 50 Kec.Makassar City Tamalanrea.The subjects of this research are Graphic Engineering students for the 2022/2023 academic year.Emodule that has been developed was tested on students of the Graphic Engineering Study Program.The material to be tested is material in applied mathematics courses which includes the basics of arithmetic, algebra, linear equations, and systems of linear equations and trigonometry.
The development model used in this research is the 4D development model.The 4D development model consists of several phases which include defining, designing, developing, and disseminating.The instrument used in this study was a questionnaire validation assessment sheet with data collection techniques through a validation test which was carried out by asking for expert judgment, namely 2 lecturers consisting of material experts and design experts.The assessment indicators for material expert validation and design expert validation include 4 assessment aspects, namely graphic validity, language validity, construct validity, and e-module presentation.The researcher took these assessment aspects because several kinds of literature read stated that these four aspects were able to measure the level of material validity and media validity of the e-module being developed.Analysis of the level of validity of the e-module using the criteria for the validity of teaching materials can be seen in the following table.

RESULTS AND DISCUSSION
The development of the e-module has been carried out with a 4D development model consisting of 4 stages, define, design, develop, and disseminate.However, the dissemination stage was not carried out perfectly due to time and cost constraints, so it was only disseminated to other mathematics lecturers for use in other classes.The explanation of these development stages can be described as follows:

Define
This defined stage includes activities that will be carried out by researchers to produce the validity of the product to be developed.The things that researchers do during the planning stage starts from making a Semester Implementation Plan (RPS), collecting books related to the material and learning media that will be developed, relevant references used in applied mathematics material, and choosing an attractive and appropriate design.with student characteristics, and preparation of research instruments.In making the RPS, researchers discussed with lecturers who teach the same subject so that later the learning steps used could be maximized when implemented using emodule teaching materials.For books used in creating material content in emodules, subject lecturers recommend that the material presented also contain material from printed books according to the applicable curriculum.This is because the content of the material presented in the e-module is by competencies.However, researchers also add material from other sources, so that later the material in the learning media will be more complete and make it easier for students.

Disseminate
There are several research instruments used by researchers, namely graphic validity, language validity, construct validity, and e-module presentation.All instruments are first validated by validators to assess whether the instruments used are suitable for use or not.Before being used, they are first validated by experts to assess whether the instruments used are suitable for use or not.If there are still improvements to the validated instrument, the researcher will revise it first before using it.

Design
The preparation of the design is done by compiling the framework of teaching materials by selecting materials or problems by the basic statistics of basic material by selecting reference images or information to complete the emodule teaching materials and framing the layout of the material on the emodule teaching materials by the preparation of the material topics.This emodule contains 4 materials, namely the basics of arithmetic, algebra, linear equations, and systems of linear equations and trigonometry.There are several advantages of this e-module teaching material.The advantages over printed modules are that they are more interactive, easy to use, can display audio, images, video, and animation, and have configuration checks/tests that allow immediate feedback.Apart from that, this e-module is also equipped with problem-solving questions which are presented at the end of each chapter.The e-module design being developed can be seen as shown in the following figure.

Develop
At this stage, modifications are made to the initial form of learning materials that have been prepared at the defined stage through validation tests.The validation test used is graphic validity, language validity, construct validity, and e-module presentation.Graphic validity assessment indicators include e-module size, e-module cover design, and module content design.Language validity assessment indicators include the language used is easy for students to understand, the sentences used to explain the material are easy to understand, the sentences used do not give rise to double meanings, and conformity with good and correct Indonesian language rules.Construct validity assessment indicators include suitability of the material with learning indicators, completeness of the learning material in a systematic order and arrangement, material in the e-module is easy for students to understand, material in the e-module can motivate student learning, material in the emodule is appropriate to the student's level of ability.Graphic validity assessment indicators include Practice questions at the end of the lesson that are on the material and learning objectives and there is support for presenting the material in the module (Reference).Based on the validity test using the validity assessment sheet instrument, the following results were obtained.Table 2 above shows that the average value of the test results for the validity of the e-module teaching materials is 4.8 with very valid criteria.This shows that the e-module teaching materials produced in this research are valid.Both the components of graphic validity, language validity, construct validity, and e-module presentation can be used with minor revisions.Revisions are made on the responses and suggestions given by each expert, either directly or written in the suggestion column.The suggestions from the expert team can be seen in the following table.

Suggestion Action
The cover of the e-module used must be made more attractive.
Revise the cover of the emodule used to make it more attractive.The contents of the material in the e-module should be concise and clear.
Make the contents of the material in the e-module concise and clear.The composition of the material sub-chapters must be systematic.Make a more systematic arrangement of material subchapters.The number of questions in the emodule should be reduced.
Reducing the portion of the questions in the e-module.

Disseminate
The teaching materials obtained at the final stage of development are then tested and distributed on a wider scale, for example in other classes and at other institutions.However, in this research, the dissemination stage was not carried out perfectly due to time and budget limitations, so it was only distributed to other lecturers for use in other classes and other study programs in applied mathematics courses.
Teaching materials have an important role in learning so the development of teaching materials must be appropriate and learning needs to be able to improve the abilities of students.The process of developing teaching materials has certain rules and regulations by the development model carried out.The development model used is a 4D development model with development steps, namely define, design, develop, and disseminate.One of the core stages is conducting a validation test.The validation test is carried out as an effort to produce good teaching materials that are relevant to the theoretical basis of development.The feasibility test is also very important to ensure whether or not the teaching materials are used in the learning process (Akbar, 2013).
The subjects of this research are Graphic Engineering students for the 2022/2023 academic year.There were 20 students consisting of 8 men and 12 women.The e-module that has been developed is tested on students of the Graphic Engineering Study Program.Based on the results of the analysis of the validation assessment sheet instrument conducted by 2 lecturers consisting of material experts and design experts, the average validation value was 4,8 with very valid criteria.This shows that the e-module is suitable for use by lecturers in the learning process as well as the desired aspects in this study.These aspects include aspects of graphic validity, language validity, construct validity, and e-module presentation.
Judging from the aspect of graphics, the e-module teaching materials were declared very valid by the two validators with an average value of 4,7.This shows that the size of the e-module teaching materials is by ISO standards, namely A4 size (210 x 297 mm), the font size and the color of the title of the e-module teaching materials used are attractive, proportional, and easy to read and do not use too many types of letters.In addition, the appearance of the layout elements on the front and back covers harmoniously has a match and is consistent.This is in line with what was conveyed by (Daryanto, 2013) that it is necessary to pay attention to the consistency of graphic selection so as not to confuse the user.The consistency used will have an impact on the convenience of students in using e-module teaching materials.
Judging from the aspect of language, the e-module teaching materials were declared very valid by the two validators with an average value of 4,9.This shows that the language used in the e-module teaching materials is following the correct Indonesian language rules, both in terms of readability and clarity of information.The use of language in the teaching materials of this e-module pays attention to accurate and communicative language following the level of education, namely clear, straightforward, and communicative.The use of language also pays attention to proper spelling, punctuation, and mechanical aspects by Enhanced Spelling guidelines.The choice of words and sentence structure is adjusted to the rules of good and correct Indonesian.This is in line with what was stated by Sitepu (2015) which states that language uses certain rules so that messages in the form of ideas and/or feelings of the sender can be conveyed appropriately.
Judging From the aspect of construct validity, e-module teaching materials were declared very valid by the two validators with an average score of 4,9.This shows that the material contained in the e-module teaching materials follows the Semester Program Plan and Graduate Learning Outcomes and Course Learning Outcomes to be achieved in e-module teaching materials which are a summary from several sources so that it can make it easier for students to learn and understand the material following the applicable curriculum.This is confirmed by Prastowo (2011) who argues that the substance of good teaching materials to achieve predetermined competency standards and basic competencies includes knowledge, skills, and attitudes.
Viewed from the aspect of the presentation of the material, the emodule teaching materials were declared very valid by the two validators with an average value of 4.7.This shows that the material contained in the emodule teaching materials is systematically arranged.The presentation of the concepts in the e-module teaching materials does not lead to many interpretations, the material is according to students' abilities and the illustrations that exist can support the clarity of the material.One of the functions of teaching materials according to Prastowo (2011) which states that a teaching material must be able to maximize the role of students compared to the role of the teacher, make it easier to understand the material, be concise and practice, and facilitate the learning process.

CONCLUSION
Based on the results and discussion of this research, the e-module teaching materials developed using the 4D development model in applied mathematics material in graphic engineering study programs through validation tests using assessment sheet instruments obtained validation analysis results on aspects (1) graphic validity, namely 4,7 is in the very valid category, (2) language validity is 4,9 is in the very valid category, (3) construct validity is 4,9 is in the very valid category and (4) E-module Presentation is 4,7 is in the very category valid so that the average value of all aspects is 4,8 in the very valid category.So it can be concluded that the e-module teaching materials that have been developed are declared valid to be used in class as one of the teaching materials in the learning process, especially in applied mathematics courses.The development of e-module teaching materials should be developed for other materials so that they can make students more active and more interested in studying mathematics.

Figure
Figure 5. Before Revision

Table 2 .
The Validation Results of Teaching Material