E-Module Based on Blended Learning Type Flipped Classroom on Climate Change Materials to Train Students' Digital Literacy Ability

ABSTRACT


INTRODUCTION
Technological progress is one of the supporting factors in the student learning process. Sukmawati (2018) argued that the application of technology in learning has an impact on improving the quality of learning and changing the learning process to be more effective and practical and can increase knowledge and skills for educators and students in utilizing technology in the learning process both in the classroom as well as outside the classroom. Print modules are rarely in demand by students; they prefer to view material via cellphones rather than printed books or printed modules. Therefore, e-modules are teaching materials integrated with technological advances using digital applications that are more attractive to students-based on the research results of Rahayu et al. (2020) demonstrated the effectiveness of using e-modules based on blended learning based on an increase in learning outcomes and able to train students in independent learning.
Blended learning is an alternative to learning activities that utilize digital technology. Blended learning embodies learning methods that eliminate the barriers of place, situation, and time and allows for high-quality interactions between teachers and students while implementing long-distance learning practices that emphasize the flexibility of students' time, place, and learning speed (Prayitno, 2015). One type of blended learning model is the flipped classroom. The blended learning model of the 3 achieved optimally, especially in digitalized conditions. From these various opinions, one model that can be used is the blended learning model of the flipped classroom type dividing independent study sessions and face-to-face sessions with teachers.
E-module is feasible if it meets the valid, practical, and effective elements. Learning devices are declared suitable for use if the minimum level of validity reaches a valid category with a minimum of 2.60 (Ratumanan & Laurens, 2014). The device is practical if the implementation of the learning process is at least in the good category, able to deal with the obstacles that arise during the learning process, and student activities during learning are in the implemented category. Based on the research results of Sukayanti et al. (2018), the mathematics e-module developed using the flipped blended learning model is valid and feasible to apply in learning Mathematics.
According to Sa'diyah (2021), other research shows that digital flipbook-based emodules are included in the valid and feasible category. This research focuses on analyzing the validity of the device used to develop an e-module based on a flipped classroom-based blended learning to train junior high school students' digital literacy skills. In line with the results of research by Nurhayani et al. (2023) showed that the expert team's assessment of the acid-base titration e-module based on blended learning with the kvisoft flipbook maker application based on National Education Standards Agency (NESA) on the content feasibility aspect had an average percentage value of 86.00%, language feasibility 88.00%, and presentation feasibility analysis 85.00% and concluded that the media is very feasible to use and does not need to be revised. Based on the description, the authors developed science learning in the research title "E-Module Based on Blended Learning Type Flipped Classroom on Climate Change Materials to Train Students' Digital Literacy Ability." This research aimed to produce a feasibility of an e-module based on flipped classroom-type blended learning on climate change material to train students' digital literacy skills. The benefits of this research are expected to be a reference for teachers to utilize e-modules based on flipped classroomtype blended learning to train students' digital literacy skills on climate change material. In addition, using e-modules is expected to create an active, creative, innovative, and effective learning atmosphere to motivate students learning, especially in climate change material.

General Background
This type of research is development research which refers to the Dick and Carey Model. According to Borg and Gall, what is meant by a research and development model is "a process used to develop and validate an educational product." That development research attempts to develop and validate the products used in the learning process (Purnama, 2016).

Instrument and Procedures
The subject of this research is an e-module created using a book creator application based on the blended learning model flipped classroom type on climate change material, learning implementation plans, student worksheets, and learning outcomes assessment sheets. The development design in this study adapted the model from Dick and Carey, which was adapted to the 2013 curriculum. The use of the Dick and Carey model in the development of a subject is intended so that: (a) at the beginning of the learning process, students or students can know and be able to do things matters related to the material at the end of learning, (b) there is a link between each component, especially learning strategies and desired learning outcomes, (c) implementing the steps that need to be taken in planning learning designs (Aji, 2016). The stages of developing this model are presented in Figure 1.

Data Analysis
Data collection techniques are carried out using the validation method. At the same time, the assessment instrument uses a validation sheet. The devices developed are then reviewed by the supervisor and validated by the validator to assess the feasibility of being used as a learning tool. This research is limited to the validity of teaching materials in e-modules using the book creator application, which contains syllabi, lesson plans, worksheets, learning achievement tests, and digital literacy ability questionnaires.
This study uses the passing grade average score (P) from the results of the validators' assessment, then adjusted with the following device assessment criteria in Table 1.

5
The instrument's reliability is determined based on the assessment data from the validator. The level of reliability is calculated using the following formula: Information: R = Percentage of instrument reliability A = The average number of scores that are higher than the validator B = Average number of scores that are lower than the validator The instrument is said to be reliable if it has a reliable value ≥ 0.75 or 75.00%.

Results
This research produces teaching materials based on blended learning flipped classroom type on climate change material. The learning materials developed include a syllabus, learning implementation plans, e-modules, student worksheets, learning outcomes assessment sheets, and student digital literacy ability questionnaires.

Syllabus Validation
The syllabus that has been developed is validated by three validators. Validation results can be seen in Table 2.

Validation of Learning Implementation Plans
Lesson plans that have been developed are validated by three validators. Validation results can be seen in Table 3.

E-Module Validation Results
The e-module that has been developed is validated by three validators. Validation results can be seen in Table 4.

Digital Literacy Instrument Validation Results
Three validators validate the student digital literacy ability questionnaire sheets developed. Validation results can be seen in Table 6.

Knowledge Test Instrument Validation Results
Test instrument knowledge that has been developed is validated by three validators. Validation results can be seen in Table 7.

Discussions
This research produced an e-module based on a blended learning type flipped classroom on climate change material to train students' digital literacy. Apart from emodule, it also produces other devices: syllabi, learning implementation plans, student worksheets, learning outcomes assessment sheets, and student digital literacy ability questionnaires. A syllabus is a set of plans that contain an outline for implementing systematic learning (Yulaelawati, 2014), in line with what was stated by Fadilah (2014) that the syllabus can help an educator find ways to carry out good, effective, and efficient learning so that the specified graduate competencies can be achieved. According to the Minister of Education and Culture of 2016 No. 22, the syllabus is the reference used in compiling a learning framework for each subject matter.
Based on the results of the syllabus validation assessment in Table 2, the components assessed in the preparation of the syllabus consist of content, language, and time which are further broken down into several assessment aspects for each of these components. The overall average category for various validated aspects is very valid, with a reliable level between the three validators of 94.00%. The results of this validation indicate that the developed syllabus can be used as a reference in preparing plans for implementing learning in the classroom. The developed syllabus has revisions to formulating competency achievement indicators adapted to essential competencies and sentence simplification. Several suggestions from the validator have been revised according to suggestions from the validator so that the syllabus is valid and suitable for use as teaching material (Agustin et al., 2022).
A learning implementation plan is a design that describes the learning process and the implementation of learning in achieving basic skills that are applied in content standards and contained in the syllabus. The preparation of the lesson plan used in this study is based on the 2013 curriculum format and adapted to the learning steps based on blended learning flipped classroom using the PBL model (Bernawi & Arifin, 2016). Learning flipped classroom learning combines online and face-to-face learning (Hobri et al., 2021). Online activities are carried out outside the classroom using madrasah elearning media as a preparation for face-to-face learning conducted in the classroom. Learning in the classroom uses the PBL model. According to Assegaf & Sontani (2016), PBL starts with meaningful real-life problems where students can choose and carry out any investigation inside and outside of school as far as necessary to solve the problem.
Based on Table 3, the validated components consist of the instrument's content, activities, and completeness. The average of all aspects assessed is very valid, with an average reliable test between the three validators worth 96.00%. The learning implementation plans that were prepared received several inputs from the assessment instrument adjusted to the learning objectives to be achieved. The learning implementation plan used during the research implementation stage has been revised according to the validator's suggestion. The learning implementation plans developed have revised assessment instruments adapted to the learning objectives to be achieved and revised according to suggestions from the validator. Based on these results, it can be said that the developed lesson plan has good validity with appropriate learning steps, mentions the methods and media used in learning, allows students to be involved optimally, and allocates time for each step (Akbar et al., 2016).
Technological progress is one of the supporting factors in students' learning process. Lately, printed modules have rarely been found because students prefer to view material on their cell phones rather than printed books or printed modules. E-modules were born due to teaching materials integrated with technological capabilities (Balqis & Sunaryo, 2019). This study uses the E-Module using the Book Creator application. According to Fikrah (2022), Book Creator is application software that can be used to make digital teaching materials; the resulting teaching materials are interactive and exciting and can be added with sound, images, videos, and links. The advantages of Book Creator are that it is straightforward for novice teachers, it can be used as online or face-to-face teaching materials, and digital Book Creator teaching materials are easy to distribute by teachers to students (Hashanah, 2021).
Based on Table 4, the results of the validation of all aspects of the evaluation of the emodule of students are in the valid category, with an average percentage of agreement of the three validators of 94.00%. This indicates that the developed student e-module is valid regarding content, language, and presentation. In the validation instrument, the presentation characteristics are included in the format where the mode of the validation criteria is categorized as valid. In addition, e-modules must also be communicative and student-centered oriented (Akbar, 2016). According to Piaget's theory, several principles in teaching can be applied in programs that emphasize: 1) learning through discovery and real experience using tools, materials, and other learning media and 2) the role of the teacher as someone who prepares an environment that allows students to acquire a wide variety of learning experiences. Based on this theory, it is necessary to have learning media prepared by the teacher in the learning process so that students get a learning experience that is appropriate to their era.
According to Hasanah (2021), the advantages of book creation are that it is straightforward to make for novice teachers, it can be used as online or face-to-face teaching materials, and digital book-creator teaching materials are easily distributed by teachers to students. Another advantage of digital books is the features of the digital bookmaker application, which provides interactive learning that can increase students' enthusiasm to learn (Divayana et al., 2016). A student worksheet is a form of stimulus or teacher guidance in sheets containing learning material and concept material for tasks carried out by students as a learning process. According to Agustin et al. (2022), student worksheets have structured directions so that students can complete tasks related to learning objectives. A few things to note in the preparation of student worksheet is the suitability of the material with the characteristics of students, presenting material that is interesting for students, and using clear and straightforward language (Astuti et al., 2019).
Based on Table 5, the student worksheet developed in this study has valid criteria in terms of material, activity, and language, with an average compatibility test between the three validators reaching 89.00%-the developed Student Worksheet stage. Through student worksheets, it is expected that students can interpret, analyze, and evaluate the knowledge and skills they have. The Student Worksheets developed are arranged according to the PBL model, which starts with real-life problems related to climate change. PBL encourages students to be active in discussion activities and solve problems given (Asyari et al., 2016).
In addition, the presentation of the developed student worksheet is also interesting, fun, and exciting because the student worksheet is prepared with attention to integrating colors and designs suitable for junior high school students. The grammar used has been adapted to the national language. The sentences used are also per students' level of thinking, do not contain double meanings, instructions, and directions are clearly stated, and the language is communicative. This is shown from the results of most groups' maximum student worksheet work during learning. In line with Prastowo (2015), the clarity of directions and the language used in student worksheets will provide maximum results for student worksheet work. Overall, the student worksheet that has been developed has been improved according to the validator's suggestions so that it can be used in classroom learning. According to Hazmi et al. (2021), Blended Implementation Learning spurs students to increase digital literacy because students participating in learning will be independent and process information independently. Indicators of digital literacy skills consist of (1) creativity, (2) collaboration, (3) effective communication, (4) working according to ethical rules, (5) understanding when and how technology must be used to achieve goals effectively, (6) critical thinking and evaluation, (7) productive (Kemendikbud, 2017). In this study, students' digital literacy indicators were achieved using a digital literacy ability questionnaire after applying flipped classroom-type blended learning. The indicators measured are use skills, critical thinking, communication, collaboration, and creativity.
Based on the results of the validation assessment of students' digital literacy instruments in Table 6 below, the average rating in the valid category and the average Percentage of agreement of the three validators was 86.00%. Thus the digital literacy assessment instrument that has been developed can be used to assess students' digital literacy after the learning process. Digital literacy provides students with information on learning materials from various sources in an era of rapidly developing technology (Shiyamsyah & Yuliani, 2022). Digital literacy is very important for students because, in the 21st century, there are demands for digital-era proficiency in learning. So students must have digital literacy from an early age in school.
The developed instrument is a knowledge test instrument. Overall the test instruments developed amounted to 10 questions with the type of description questions. Questions can assess students' level of understanding at a higher level; they give freedom to students to choose, prepare, and present ideas in their own words; and description questions can show students' ability to organize thoughts and create ideas, methods, and solutions. The essay test certainly has weaknesses, one of which is that the score can be different when assessed by the same rater at different times or by different raters at the same time. Therefore, scoring guidelines or assessment rubrics must be developed simultaneously for the essay test to have high reliability in determining student scores. Based on Table 7, the validation results of the knowledge outcome test instrument are in the valid category, with an average percentage of agreement among the three validators of 87.00%. Aspects validated in this test instrument include material, construction, and language. Overall, the suggestions from the validator kept the questions and the purpose of the questions the same. However, only some questions did not match their cognitive level, and some information needed to be revised. In preparing a description test, the question maker must avoid words that can be interpreted differently. To compile a description test, the active verbs must also be stated clearly and according to the indicators to be achieved. According to Ramadhan et al. (2022), the utilization of existing technology is needed as an effort to improve student achievement. Media presence in learning can also help increase students' understanding, present data or information more exciting and reliable, and facilitate data interpretation and condense information.

CONCLUSION
Fundamental Finding: Based on the research, the e-module based on blended learning type flipped classroom on climate change material to train junior high school students' digital literacy skills is likely appropriate for learning activities. This is because the emodule validation results are valid and very valid. Implication: The implications of this research can be used as an alternative to electronic modules in learning to improve students' digital literacy skills. This e-module can be used for various learning, both online and offline, so students are expected to gain learning experience, which can later be used to solve problems encountered in real life. Limitation: The limitations of this