Development of Science Learning E-Module Equipped with Game On Material Classification of Living Things for Grade VII Students

ini

material students have difficulty writing scientific names according to the rules and students also have difficulty making a list of simple determination keys. This is certainly very influential on student learning outcomes. The average daily test value is still relatively low. This can be proven by the results of students' daily tests at SMP Negeri 5 Bintan and SMP Negeri 2 Tanjungpinang on the classification of living things in general, they did not achieve 85% classical completeness. The availability of teaching materials in schools where researchers conducted research in the form of worksheets and textbooks and the ability of science teachers to use ICT have not been implemented in schools and no one has developed electronic teaching materials in the form of e-modules. This study aims to develop an e-module on Classification of Living Things material that is valid and practical to use for class VII Biology lessons and is effective in increasing ability to understand learning material. Based on the problems that have been described, because at SMP Negeri 5 Bintan and SMP Negeri 2 Tanjungpinang it has not yet been disclosed the development of science learning e-modules equipped with games on living things classification material for class VII students so this needs to be resolved. Therefore, researchers are interested in developing an " e-module Science learning is complemented by games on the material on the classification of living things for class VII students at SMP Negeri 5 Bintan.

METHODE
The type of research used is research and development (Research & Development). The research and development model used is the ADDIE model because the steps taken are easy to understand and the stages in this model are also carried out in detail and systematically, so that the product to be developed can be completed properly and is feasible to use. The ADDIE model developed by Robert Maribe Branch (2009: 2). This model consists of 5 stages, namely: 1) Analysis Phase, which includes: needs analysis, analysis of student characteristics, curriculum analysis and material analysis; 2) Design Stage, which is designing the media to be developed by making storyboards ; 3) Development stage, namely developing learning media that has been designed and conducting media and learning material validation stages; 4) Implementation Phase, at this stage the researcher conducts field trials. Researchers conducted a practicality test to find out the assessment of science teachers and assessments by the responses of students who were research subjects; 5) Evaluation stage, aims to revise the product with reference to suggestions and input that have been given by teachers and students from implementation activities, namely the trial process carried out previously so that later the development of learning media carried out by researchers will get valid, practical, effective results for use by various schools in the junior high school education level (junior high school). The time of the research was carried out on 04 August -13 August 2022. Place of research in SMP Negeri 5 Bintan. The subjects used in this Arneta Sari -Development of Science Learning E-Module Equipped with Games on Class VII Students Classification of Living Things study were 8 male students and 21 female students in class VII A at SMP Negeri 5 Bintan. Data collection instruments include: 1) Instruments for measuring media validity, namely validation questionnaire sheets consisting of: a) media expert validation sheets; b) material expert validation sheet; 2) Instruments for measuring the practicality of using media are in the form of practicality sheets which are filled in directly by the science teacher and students after using the media which have several indicators such as attractiveness, ease of use and suitability of the material; 3) The instrument for measuring the effectiveness of the media is by evaluating cognitive learning outcomes. The test used to measure the effectiveness of the media is 20 post-test questions in an objective form.
The data analysis technique used is descriptive analysis technique. The validator provides an assessment of the developed media. The media, material validity rating scale and the media and material practicality rating scale can be seen in Table 1. Validity and practicality data were analyzed by percentage (%), using the percentages correction formula as follows.
Information : NP = Expected percent value R = Score obtained BC = Maximum score After the percentage is obtained, it is grouped according to the criteria which can be seen in Table 2. 0%-24% Totally Invalid (Source: Riduwan (2014: 41) Data analysis of the effectiveness of learning media is to determine the level of cognitive learning outcomes of students before and after carrying out learning using the e-module media of living things classification, then written tests can be carried out on students. The formula used is as follows.

NP = 100
Bioeduca: Journal of Biology Education Vol. : The number of students who achieve KKM n : The total number of students Cognitive learning outcomes can be said to be complete learning if the evaluation results reach a value of ≥ KKM, while classical completeness is said to be achieved if students who have completed learning reach ≥ 80% of the total number of students. To determine the level of achievement of students' cognitive learning outcomes before and after learning using e-module media, the N-Gain formula can be used. To find out the N-Gain, the following formula is used.

Information : N-gain
: Gain Score Score : Value before using learning media Score : Value after using learning media The Gain Index criteria can be seen in Table 3 below. There was a decline (Source: Sundayana (2014: 151)

RESULTS AND DISCUSSION
Research and development of the e-module of classification of living things equipped with games with the ADDIE model obtained the following results.

Analysis
The analysis phase carried out was needs analysis, student characteristics and material. The purpose of the needs analysis is to see the availability of teaching materials in schools. The results of interviews and questionnaires obtained were teaching materials used by students such as LKS and textbooks, 79.3% of students said that the appearance of teaching materials was less attractive because there were too many writings and pictures that made learning boring, on the other hand 62.1% students need teaching materials that contain quizzes as a learning evaluation. This is in line with the opinion of Putry et al., (2020: 19) which states that good teaching materials are teaching materials accompanied by pictures and learning videos so that students can easily understand a material. Analysis of the characteristics of students can be done in terms of the ability to think and the activeness of students. Based on the results of the student questionnaire, it was found that the average age range of students who were the subject of the study was 51.7 % of students aged 12-14 years. According to Piaget's theory in Mu'min (2013: 91) cognitive development can be divided into four stages, namely the sensory-motor stage (age 0-2 years), the pre-operational stage (age 2-7 years), the concrete operational stage (age 7 -11 years) and the formal operational stage (age 11-15 years). The age range of the students who were the subject of the study, namely 12-14 years old, was included in the theory of cognitive development at the formal operational stage (age 11-15 years). At this stage the child has been able to think abstractly, think logically, idealistically, predict, be able to solve problems and provide conclusions systematically. This is in line with the opinion of Bujuri (2018: 49) which states that the development phase of students is already able to think logically, rationally, scientifically and objectively towards something that is concrete or real. At this stage also 93.1 % of students often do not understand what the teacher explains when teaching, lack of enthusiasm for active learning of students. This is because the teacher explains the material using the lecture method so it is difficult for students to understand the material. Students tend to like games, but the games played by 96.6% of students have nothing to do with learning, 93.1% of students like teaching materials in electronic form, namely e-modules equipped with games so that learning is easy to understand and teaching materials can be used offline to make it easier for students to use quotas. This is in line with the opinion (Munandar et al., 2021) which states that e-modules accessible offline so that it doesn't become an obstacle when users run out of data packages when they want to use media.
Material analysis aims to find out which material is included in the difficult material category. Based on the results of the questionnaire for class VII A students, it was found that the material for the classification of living things was quite extensively studied, causing 89.7% of students to have difficulty determining groups of living things, 96.6% of students had difficulty making dichotomous keys and determination keys.. This is also seen from the results of students' daily tests on the classification of living things did not achieve the expected learning objectives. According to Aprianty et al, (2016: 3) material classification of living things is considered difficult because of the wide range of material, difficulties in understanding Latin, classifying and describing the characteristics of each phylum. This is in line with the opinion of Adrianto et al, (2022: 639) which states that the material for classifying living things is considered difficult by students because there are many Latin languages that must be memorized, it is difficult to determine roles, the learning time provided is limited. By developing e-module media can help explain and visualize examples and can help more contextual learning.

Design
In the design process, the learning media development needed is a design sketch. This is made in order to assist in designing the media to be developed. Researchers began to carry out the stages of designing the initial e-module design. The initial design that the researcher did was to make a storyboard, namely designing material, pictures, games regarding the classification of living things to be included in the e-module, incorporating features into the application and designing it as attractive as possible. The initial design of the product opener can be seen in Figure 1 below.

Development
At the development stage, of course, it is carried out according to the design. After that, the media will be validated by expert lecturers and science teachers at SMP Negeri 5 Bintan. In the validation process, the validator uses instruments that have been prepared in the previous stage to assess and provide input on the media being developed so that it is valid for use. The e-module media that has been developed is validated and revised by experts. The menu display that has been validated and there are improvements from experts can be seen in Table 4 below. The validation results from material and media experts can be seen in Tables 5 and 6: Negeri 5 Bintan obtained a percentage of 94% which indicated a very valid category with several improvements, namely the validator gave directions to the media by adding an explanation regarding animal classification, plant classification, coldblooded and warm-blooded animals as well as typo fixes in writing and numbering. The aspect of suitability of the material with KI and KD obtained a percentage of 100% with a very valid category because of the suitability of the material with the Core Competencies and Basic Competencies and the suitability of the material with learning objectives. This is in line with the statement of Miftah & Rokhman (2022: 416) which states that one of the criteria for selecting media is the suitability of the media with curriculum materials and learning objectives. The accuracy and correctness aspect of the material obtained a percentage of 89.5 % with a very valid category because the material is presented clearly, the material is presented using language that is easy to understand. This is in line with Nurrita's opinion (2018: 171) which states that to improve quality learning, the material presented must be systematic and interesting. Aspects of learning support material obtained a percentage of 92.5 % with a very valid category because the material presented is in accordance with the development of science and technology, making it easier for students to understand the material and the images are presented clearly. This is in line with the opinion of Kristianto & Rahayu (2020: 16) which states that media equipped with images will be interesting for students to understand a material. Based on the results of all aspects, material validation on the e-module media obtained a percentage of 94% with very valid criteria. Based on Table 6, the media validation process was carried out by media expert 1, namely the Biology Education Lecturer at FKIP UMRAH and media expert 2, namely the Science teacher at SMP Negeri 5 Bintan obtained a percentage of 90% in a very valid category and additional input in the form of suggestions for improvement so that the media becomes more valid for later used by students, including replacing the background media which was previously plain blue with the addition of pictures of animals and plants. Then on the previous media there was no home button now there is a home button. Judging from the aspect of media display, a percentage of 91% is obtained with a very valid category because according to experts it is already good in the media display section, it can be seen that several criteria such as color and media design are attractive, feature layout is organized, and image quality is good. This is related to the opinion of Sungkono (2008: 74) which states that the criteria for selecting good learning media are media that meet technical quality standards such as image quality, color, narration, effects, and background so that the selected learning media can attract students' attention.
The programming aspect obtained a percentage of 91.6 % with very valid criteria. because in the programming aspect there are features on the media that are complete, ease of use of features, and ease of installing media. According to experts, the programming aspect is good because the features in the media are easy to use. Aspects of usefulness obtained a percentage of 87.5% with very valid criteria because according to experts it is good and the media can be used as a means or container for conveying messages from teachers to students, so that students can focus more on following the learning process and can increase students' attention while studying. This is in line with Sadiman's opinion (2014: 7) that the use of media in learning is important, because learning media can be used to channel messages from senders to recipients so that they can stimulate thoughts, feelings, concerns and interests and understanding of students so that the learning process occurs. Based on the results of all aspects, validation of the e-module media for classification of living things get a percentage of 90%. In this case the researcher considers that this media is good because it has been tested. This is in line with Abidin's opinion (2016: 14) who said that the criteria for good learning media were media that had been confirmed through trials or validation.

Implementation
Implementation stage, all the media designs developed are applied after revisions to the media, which are then implemented in real situations. The trials carried out were to see the level of practicality and effectiveness of learning media. The practicality test phase is carried out to determine the practicality level of the emodules used in the learning process. For e-modules that have been validated and revised, practicality tests will then be carried out by distributing practicality questionnaires that have been validated by the previous instrument validator. This questionnaire was given to science teachers and class VII A students at SMP Negeri 5 Bintan. The results of the teacher and student practicality test can be seen in Table  7 and Table 8. Based on the results of the teacher practicality questionnaire in Table 6, the average teacher response to the media is 96.6 %. Thus, the high percentage of teachers who give a positive response proves that the media can be said to be very practical to use. The practical validator is a science teacher at SMP Negeri 5 Bintan. Assessment of the practicality of the media is seen from 3 aspects, namely the aspect of attractiveness, ease of use and suitability of the material. The teacher's assessment of the attractiveness aspect obtained a percentage of 100% in the very practical category because according to the teacher the design of the application being developed was already attractive, so it has appeal to its users. As stated by Arsyad (2013: 31) that the design of media appearance is a feature and principle so that a learning media must be able to become dynamic visuals.
The aspect of ease of use obtained by the percentage of assessment from the teacher is 90%. with a very practical category because the developed e-module is easy for users to access and operate so users don't waste a lot of time. This is in line with the opinion of Annisa et al, (2020: 78) the practicality of learning media is important to know because one of the practical requirements of learning media is that it is easy for users to use. While on the aspect of suitability of the material obtained a percentage of 100%. From this aspect the teacher has assessed it well because the presentation of the material in the e-module has been presented clearly and structuredly. The practicality test of students on the media consists of 3 aspects as well as the practicality test given to the teacher. Every aspect belongs to the "very practical" category. The average student gives a score of 4 and 3 which states that the media can be accessed easily and can be used anywhere and anytime. This is in line with the research of Widiana & Rosy (2021: 3730) which states that students can have independent teaching materials that can be used anywhere and are able to think scientifically in the learning process. In the aspect of suitability of the material, getting a very practical category because in the e-module is presented some content such as quizzes that can test students' understanding while learning, there is a video so students can re-understand the lesson, games are played so students don't get bored when using the e-module and the material interspersed with competency tests aims to see how well students understand the material. This is in line with Arsyad's opinion (2015: 90) which states that the learning media used must emphasize the clarity and accuracy of everything. Based on the results of the practicality assessment, it can be concluded that the e-module media is categorized as "very practical" with an average acquisition of 96.91% that the e-module media can be used as a practical learning medium and can assist students in understanding material classification of living things. The results of the effectiveness of students can be seen in Table 9 below.  The effectiveness of the use of e-modules is carried out by tests in the form of students' cognitive learning outcomes. The results of this cognitive test were carried out in two stages, namely the daily test scores of students who the researchers had obtained their scores on the material before using the media that the researchers developed, namely not achieving 85% classical completeness. Then the researchers compared the results of the post-test cognitive tests after using the media. The posttest questions that the researchers made consisted of 20 objective questions and were tested on students who were the test subjects, namely class VII A students at SMP Negeri 5 Bintan. To measure the effectiveness of the media is done by comparing the average value of the daily test results with the results of the post-test using the N-Gain formula. Based on the results of the N-Gain calculation, an average gain score of 0.71 is obtained in the "high" category. The number of students who completed the KKM was 27 out of 29 students with a classical completeness percentage of 93.10% in the very effective category. This is in accordance with the opinion of Permatasari & Marniati (2019: 56) which states that one class is declared complete in learning if in the class there are > 80% of students who complete. The increase is supported by the competencies contained in the media developed by the researcher which are presented clearly and easily understood and remembered by students what are the important points of each material making it easier for students to answer questions that are in accordance with the classification of living things. This is in line with Anwar's opinion (2017: 472) which states that a learning is considered effective if the score achieved has met the predetermined mastery limits. This is consistent with the findings when distributing student questionnaires and interviewing science teachers that the obstacles students face when studying living things classification material are the limited teaching materials used by teachers. The teaching materials used are worksheets and textbooks which only contain text and pictures. Thus encouraging researchers to develop e-module media. The developed e-module media contains a variety of interesting components so that all senses can function. In line with what was expressed by Asikin & Daningsih (2018: 198) the more senses and student movements involved in the learning process, the easier it is for students to define meaning. Based on these results, it can be concluded that e-module media is effectively used in learning material classification of living things.

CONCLUSIONS AND SUGGESTIONS
Based on the development research carried out, it can be concluded that the emodule Classification of Living Things that was developed has valid and practical criteria used for class VII Biology learning and is effective in increasing abilities in understanding learning material. The development of the e-module for classification of living things is said to be effective based on the results of the N-Gain calculation which is equal to 0.71 which indicates that the e-module for classification of living things has a high level of interpretation. The number of students who achieved the KKM was 27 students with a classical completeness percentage of 93.10 % with very effective criteria. The research suggestion is that e-module products can be presented offline to make it easier for students to use quotas and for the future the included games should be made at a level level.