Designing Interactive Electronic Module in Chemistry Lessons

This research aims to design electronic module (e-module) oriented to the development of students’ chemical literacy on the solution colligative properties material. This research undergoes some stages including concept analysis, discourse analysis, storyboard design, design development, product packaging, validation, and feasibility test. Overall, this research undertakes three main stages, namely, Define (in the form of preliminary studies); Design (designing e-module); Develop (including validation and model trial). The concept presentation and visualization used in this e-module is oriented to chemical literacy skills. The presentation order carries aspects of scientific context, process, content, and attitude. Chemists and multi media experts have done the validation to test the initial quality of the products and give a feedback for the product improvement. The feasibility test results stated that the content presentation and display are valid and feasible to be used with the value of 85.77% and 87.94%. These values indicate that this e-module oriented to students’ chemical literacy skills for the solution colligative properties material is feasible to be used.


Introduction
As a part of science, Chemistry is directly related to its applications in everyday life. By studying chemistry, students are expected to learn about themselves and the environment, thus be able to apply the knowledge in daily life and in solving the problem as the further prospect of studying chemistry [1]. Chemical literacy skill is defined as the level of individual ability to have scientific knowledge and using it to think critically and creatively, and to analyze scientific phenomenon based on scientific evidence happening in daily life. Chemical literacy skill consists of four levels, namely 1) nominal literacy, capable of recognizing core concepts; 2) functional literacy, capable of determining core concepts; 3) conceptual literacy, capable of using chemical concept to identify phenomena happening in daily life; and 4) multidimensional literacy, capable of linking the concept and scientific inquiry to a decision-making process based on social point of view.
The implementation of information and technology develop rapidly in every aspect of life [2,3]. Implementation of IT in a field of learning is believed to be able to improve student's learning ability [4]. Learning process by implementing IT will provide the learning materials using various media which will affect the student's learning achievement in a positive way [5], learning using multimedia has a positive effect on students' learning outcomes [6].
A module specifically supporting students' chemical literacy development has not been developed yet. Generally, the module and learning in chemistry lessons emphasize more on less applicative content aspects. One of the materials in high school chemistry lessons, relevant to be developed into a module for chemical literacy development, is colligative properties of solutions. This material is a concept presenting properties and concepts based on principles and processes. Moreover, the learning of solution colligative properties is closely related to daily life, for example, the process of melting snow with salt. To make the learning process more significant, it is required a content presentation integrated to aspects of the scientific process, context and attitude. However, the learning of solution colligative properties emphasizes more on symbolic level and chemical calculation problem solving [7]. The colligative nature of the solution is a chemical matter that belongs to a type of concept that states the nature and concepts based on principles and processes. This material of colligative nature is closely related to daily life such as the melting process of snow by using salt. Consequently, it requires aspects of the scientific process, context, and attitude to make the learning process become meaningful. Nevertheless, the materials of colligative nature of solution usually emphasize on the level of symbolic and problem solving which focuses on the scientific content of the materials [7]. Science actually has a strategic function because it can be used to develop the students' potential and ability both in cognitive aspect (science content), psychomotor aspect (science process), and effective aspect (science attitude) [8]. Therefore, it is necessary to develop a module able to facilitate students' chemical literacy skills. Accordingly, an electronic module (e-module) is a good development choice since the conventional one (printed module) is less interactive and has a static or monotone pictorial display while e-module can interactively present materials featured by multimedia such as videos, animations, simulations, and question with a direct feedback [9]. Using multimedia can minimize the number of intrinsic and extrinsic cognitive burden so that it can facilitate the externalization of information thinking, memorizing and processing. Learning content becomes more dynamic, effective and enjoyable. The use of multimedia is considered capable of improving the level of learning outcome [5].
This article carries the research study and the development aiming to create a product 'e-module' or electronic module oriented to students' chemical literacy skill concerning the topic of colligative properties of solutions

Methodology
The making process of e-module of solution's colligative nature uses design-based research method [10] [11]. Overall, this research undertakes three main stages, namely, Define, in the form of preliminary studies; Design, designing e-module; Develop including validation and model trial. Instruments used in this research consist of e-module storyboard and questionnaire. The storyboard is arranged as a guideline on e-module production. The production of e-module should be in line with the flowchart in order to make it easy to understand and perform and follow by user thoroughly and significantly. Criteria used in this e-module development are interaction model and functionality [4]. Flowchart and storyboard are made separately for each topic. Before e-module is made, the storyboard is reviewed first by experts. The questionnaire is used to determine the feasibility of e-module. The feasibility test is done by expert validators, consisting of 1 multimedia expert and 2 study field experts. Aspects asked in the questionnaire are the opinions of experts about the quality and aspects of the material present in the e-module. Furthermore, limited trials were conducted to 20 students to know the opinions of users regarding the ease to master the concept and use e-module oriented to students' chemical literacy skills.

Result and Discussion
E-Module presents materials of colligative properties of solutions, including four scientific aspects i.e. scientific context, process, content, and attitude. The development model of e-module consists of three stages: 1) presenting authentic problems (scientific context) in daily life in the form of videos or related pictures; 2) using the scientific context to develop the process aspect of the targeted skill by presenting the process of how an event occurs that is related to the context; 3) developing aspects of scientific attitude by giving some problems in terms of social, economic and environmental matters to make students able to argue scientifically. By using these ways, the scientific oriented of the e-module characteristic can be fully pursued [12]. This e-module also implies that technology should be highly adaptable and applicable by ignoring environmental effects [13]. Based on the analysis result of the concept and discourse of each topic, the learning objectives of and students' chemical literacy skill developed are set. The analysis result becomes a guideline to determine and identify main elements to be displayed in e-module. The following is the resume of the analysis result of the objectives and chemical literacy developed.  indicators i.e. students' scientific process, context, content, and attitude. e. On pages carrying process, aspect is animation, video or pictures relating to materials presented. f. On pages carrying context, aspect is animation, video or pictures relating to materials presented. g. Learning evaluation pages contain ten question, each, about colligative properties of solutions. The question refers to targeted learning objectives. The student must answer the questions one by one because if they skip even just one, they will not be able to continue or go to the next question automatically. After answering all questions, they will get a feedback in the form of a score and a note whether they are a success or not. The materials also are shown in four aspects namely scientific context, scientific process, scientific content, and scientific attitude that oriented to chemical literacy. One part that belongs to scientific context is sea water purification by using the technology of osmotic reverse and shown in the video. The visualization of scientific context aspects from osmotic reverse theme can be seen in figure 2. Furthermore, scientific context aspects can be explained by presenting an osmotic reverse process that belongs to scientific process aspects. Meanwhile, scientific content aspects can be explained by presenting sub microscopic animation of osmotic reverse aspects. The visualization of scientific content aspects from osmotic reverse theme can be seen in figure 3.  table 2 and table 3. Table 2 gives an overview of respondents' assessment of e-module on the aspect of the material content presentation. The explication of the material description and the suitability of the test questions with the learning objectives appear to be the most prominent criteria. The suitability of the questions with the learning objectives 100 5.
The provision of feedback for students' learning motivation 70 6.
The explication of the targeted learning objectives 85 7.
The ease of learning the materials 70 8.
The suitability of the material presentation order 95 9.
The explication of Al-Quran verses relating to the materials 85 10.
The suitability of the macroscopic presentation 85 11.
The suitability of the submicroscopic presentation 85 12.
The suitability of the symbolic presentation 80 13.
The feedback for the evaluation of attitude and learning performed by students 75  The ease of using e-module 90 2.
The explication of E-module instructions for use 85 3.
The quality of pictorial display presented in relation to the materials 95 4.
The explication of the animation presented in relation to the materials learned 85 5.
The explication of the video in relation to the materials learned 100 6.
The attractive and appropriate color composition 70 7.
The explication of addition value given by pictures to the materials learned 90 8.
The explication of modeling or animation 85 9.
The explication of links available in e-module 85 10.
The suitability of music played 70 11.
The use of the right and correct Bahasa Indonesia 95 12.
The simple yet fascinating e-module design 75 13.
The appropriate layout of font and pictures 100 14.
The use of appropriate font type and size 100 15.
The consistency of button used 85 16.
The explication of navigation buttons 90 17.
The efficiency of text 95 Average Percentage 87,94

Conclusion
The making process of e-module consists of analysis, design development, product production, validation, and feasibility test. The visualization and presentation of the concept used in E-module refer to learning model oriented to chemical literacy skill with presentation order including scientific context, proses, content, and attitude. Validation result done by chemistry and multi media expert shows that all criteria dividing into two aspects, material content presentation and display, are valid. Feasibility test result states that the material content presentation and display are valid and feasible to use with the value 85,77% and 87,94%. Based on the percentage value, e-module is declared feasible to be used as learning media.