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Uirma Triwi Deana
Yurni Suasti


This study aims to know the effectiveness of using geography teaching materials based on e-modules with inserted religious values. This type of research is research and development by adapting the ADDIE model. The model is developed in five stages: 1) analyze phase; 2) the design phase; 3) the development phase; 4) the implementation phase; and 5) the evaluation phase. The validation of teaching materials was obtained from learning material experts, learning media experts, and learning design experts. The practicality of teaching materials obtained from teachers and students. The effectiveness of teaching materials is obtained from student learning outcomes. The results showed that: 1) The quality of the e-module- was very valid and very practical. The assessment of the validity of the learning material experts got a final score of 92.5%, the learning media expert got a final score of 91.25%, and the learning design expert got a final score of 85.71%. The practicality assessment got a final score of 88.33%; and 2) Student learning outcomes data showed that there was a change in the score from pretest to posttest with an average N-gain score for the experimental class of 77.07 which was included in the high category. Meanwhile, the average N-gain score for the control class is 60.05, which is included in the medium category. Based on the results of the t-test, it can be concluded that the significance value (2-tailed) is 0.000. So the significance value (2-tailed) is 0.000 < the significance value is 0.05. This means that there is a difference between the experimental class that was given special behavior using e-module-based teaching materials and got a higher score than the control class that did not use e-module-based teaching materials. So it can be concluded that the developed teaching materials can increase the effectiveness of learning.


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How to Cite
Uirma Triwi Deana, & Yurni Suasti. (2022). DEVELOPMENT OF E-MODULE-BASED GEOGRAPHY TEACHING MATERIALS. International Journal of Formal Education, 1(5), 58–67. Retrieved from