Validity of e-module integrated scientific literacy using the smartphone-assisted IBL model to improve student competence

Currently, the integration of digital technology into learning modules is an important factor in developing student competencies in the 21st century era. However, in reality the available modules have not utilized technology in their use, have not loaded and have not been integrated with learning models so that learning is not fully student-centered. Whereas learning models, integrated teaching materials and the use of technology are very important in improving student competence and learning independence. Based on this, this research was conducted to produce e-module physics integrated with scientific literacy using a valid inquiry based learning (IBL) model. The type of this research is R&D with Plomp model. The e-module validity test was carried out by three three validators. The instrument used is a validity test questionnaire. Furthermore, analysis of e-module validation results uses the Aiken’s V formula. The validation results show that the aspect of the validity of the substance of the material is 0.90; visual display 0.86; learning design 0.87; and 0.85 software utilization. Based on the data analysis, the average value of e-module validation is 0.87 with a valid category. Thus, the integrated physics e-module of scientific literacy using a smartphone-assisted IBL model can be applied in learning of physics to improve student competence.


Introduction
The 21st century demands education that promotes active student participation.This century was marked by the rapid development of science and technology.Students must be able to learn on their own, be active, as well as utilize technology that supports the process of discovering and using various information [1].Both teachers and students should be able to compensate for this condition.They must be able to get used to facing changes and updates in the field of technology education positively [2].One example is by utilizing technological devices in the field of education (learning) such as smartphone.
Education in the 21st century has four main principles, including: a) learning is dominated by students, b) collaborating, c) learning according to context and d) integrated with everyday life [3].Learning will get good results if the four indicators are well mastered by educators and students.Learning is said to be successful if it produces output of students who have creativity, can communicate well and are skilled, think at a higher level and can solve problems through research/investigation [4].
Students' independence and interest in physics is expected to increase with the use of smartphones.In addition, practicum or learning activities in class also become effective and efficient with the use of smartphones both in learning activities and in operating teaching materials [5].This fulfills the needs of 21st century education, namely the development of learning skills through the integration of technology as a learning medium.Integrated learning has a positive impact on student learning processes and outcomes [6].
In this regard, in an effort to increase education quality and human resources, the Indonesian government, especially the minister of education, made changes to the curriculum and learning system [7].This change indirectly changes the views and education system which were initially dominated by teacher learning dominated by students, .The implementation of the 2013 curriculum is characterized by the existence of models, approaches, strategies, methods and innovative learning techniques and tactics so that it will produce the expected students [8].This is intended so that students can develop their competencies as a whole, be active and responsive in facing problems.. 21st century education emphasizes the importance of literacy programs in schools because literacy skills are one of the most important factors for individual success.Many jobs require high-level skills and the ability to think creatively in explaining a problem faced [9].The purpose of school literacy program is to improve student literacy such as basic literacy, technological, scientific and so on.Thus, the application of integrated literacy learning is relevant to science learning [10].Science learning is closely related and cannot be separated from scientific literacy.Scientific literacy integrated learning is able to provide direct learning experiences so that what is obtained will be stored longer in students' memories [11].
Learning model is also an important factor that supports the success of student learning activities.Learning models should be adapted to subject characteristics, student characteristics, and 21st century learning characteristics.In this century, information can be obtained easily; work has become easier with technology; and communication can be done anytime and anywhere.IBL is a suitable model for learning physics today.
Inquiry is defined as the process of interpreting and investigating a problem [12].Inquiry is a way to gain knowledge by carrying out an inquiry process [13].The purpose of this IBL model is to gather information through experimental/observational activities.This is intended to obtain answers to problems.This learning model directs students to explore information independently from existing learning resources.Students must have the ability to process information well, think critically, logically and creatively, and have good communication and collaboration skills.
IBL model consists of 5 stages, namely orientation (growing students' curiosity and providing questions to challenge learning), conceptualization (students asking questions related to the problem, based on hypothesis or theory), investigation (planning an experiment, collecting then analyzing data), conclusion (making conclusions) and discussion (delivering the results of the experiment).The steps of the IBL model can help students achieve learning goals and meet the needs and demands of current learning and the demands of the 2013 curriculum.
Learning will achieve the desired goals if students' needs for teaching materials are met.. Teaching materials are interpreted as tools/objects/systems used to support learning activities [14] like module.The module contains complete learning activity steps [15].Almost the same as modules, e-modules (electronic modules) are non-printed teaching materials opened in electronic format [16].E-module is a type of nonprinted (electronic) teaching material.Electronic teaching materials are used by students for independent learning and their use is expected to increase learning motivation [17] The conditions found in schools show that the modules used in learning are printed modules and have not been integrated with technology.The modules that are actually needed are modules that are interesting and contain learning guidelines, contain multimedia and online sites which will later be accessed when needed by students [18].Furthermore, in learning the teacher is more active than students and often conducts learning with lecture methods.Furthermore, the scientific literacy ability of students is still relatively low based on the survey results by PISA.Based on this explanation, physics teaching materials must contain learning models, literacy and technology.For that we need to develop a physics e-module integrated with scientific literacy that integrates learning models and technology .This study aims to produce physics e-module integrated scientific literacy using a valid smartphone-assisted IBL model.

Research Method
Research and development (R&D) conducted using the Plomp model.The purpose of this research is to develop a valid physics e-module for class X high school students.The e-module was validated by three experts using a validity questionnaire sheet.Data validity analysis technique uses the Aiken's V.

𝑉 = Ʃ𝑠 [ 𝑛 (𝑐 − 1)]
(1) s = r -lo, lo is the lowest score on validity (in this case it is 1), c is the highest score on validity (in this case it is 4), and r is the value from validator.To know The developed e-module validity category are shown in Table 1.

Result
The research results include four aspects, namely material substance feasibility, visual appearance, design of learning and software utilization.Product is categorized as valid if it can assess what you want to assess [19].The instrument that will be used to assessing the validity of the e-module is validated first.The validition instrument sheet is validated by an expert, namely YL, while the e e-module validator consists of three people namely US, DS, and FJ.The validity results of e-module are explained below.

The Result of Instrumen Validation.
Instrument validation aims to measure whether the designed instrument can to assess the validity level of the e-module.Instruments that have been assessed as valid by the validator can be used as an measurement of e-module validity.Instrument validation was analyzed using the Aiken's V formula (equation 1), V Value is the value of Aiken's V.The result of instrument validation shown in Table 2.

Table 2. Results of Instrument Validation Analisys
The validity instrument assessment is 0.89 (valid).V Value > 0.6.Therefore, this instrument can be used as a measuring tool for e-module validity.3.

Table 3. E-Module Validition Results
After analysis, validators gave some suggestions to produce a better product.In other words, there are several parts of the e-module that still need to be revised, in order to improve the created e-module .Suggestions of validator and the the e-module sections before and after the revision are shown in Table 4.

No
Before the Revision After the Revision 1 The formulation of knowledge indicators should refer to basic competencies.

Disscussion
Physics learning has a goal to develop students' experience and reasoning abilities including critical, creative, collaborative and communicative thinking skills which are very much needed in the 21 st century [18].That is, learning physics is not only about understanding the theory but how students find and investigate the theory, so that learning is more meaningful, for example, such as practicum activities [19].Learning, especially learning physics, is closely related to the use of technology.However, in reality the modules used do not support the digital learning process because only printed modules are available in schools.In addition, in learning more use of the lecture method than the learning model that can train students' activeness in class.Learning model can be interpreted as learning steps/patterns [6].Knowledge and understanding of the learning model must be mastered by the teacher so that he can apply it properly.IBL is the model of learning that are in accordance with the characteristics of physics.This model requires the student active participation, students learn and do their own experiments, while the teacher facilitates students learning process (as a facilitator).
E-module first to evaluate the validity before testing its practical value.Whether or not the e-module is valid is assessed based on e-module suitability with its constituent components, e-module suitability with the steps of the IBL model and the accuracy of integrating scientific literacy into the e-module.Same with Budiarsa's opinion which states that a valid device contains compatibility between each of its components [20].E-module validity test is conducted to measure the substance feasibility, visual appearance, design of learning and use of the software.Based on the results of validity analysis, the developed physics e-module is declared valid and can be used for physics learning.

Conclusion
Average value of validation e-module is 0.87 (valid).The following is the validity for each aspect: material substance feasibility (0.90); visual appearance feasibility (0.86); learning design feasibility (0.87); and the feasibility of using the software (0.85).After valid, then e-module can be used in physics learning.
Result.The developed e-module was validated by three experts by assessing the following aspects: material substance feasibility, visual appearance, design of learning and software utilization.The aspect of material substance feasibility consists of 14 indicators, learning design 17 indicators, visual display 12 indicators and the use of software consists of 3 indicators.E-module validity results test are shown in Table