Abstrak:E-modul merupakan bahan ajar yang dinilai inovatif untuk pembelajaran. Sebagai bahan ajar yang inovatif, sebaiknya e-modul dikembangkan oleh guru itu sendiri agar sesuai dengan karakter siswa dan metoda pembelajaran yang akan digunakan. Kegiatan ini bertujuan untuk memberi pelatihan kepada guru untuk membuat e-modul yang berbasiskan pendekatan saintifik. E-modul dilengkapi dengan komponen bahan ajar sebagaimana mestinya serta gambar, video/ animasi dan quiz dan fiturinteraktif untuk menarik perhatian siswa. Analisis data yang diperoleh dari kegiatan pelatihan membuktikan bahwa guru tertarik untuk membuat dan menggunakan e-modul untuk pembelajaran. E-modul dinilai mempunyai design yang menarik dan efektif untuk pembelajaran.Kata Kunci: e-modul, video/animasi, gambar, quiz interkatif, fitur interaktif. Abstract:E-module is considered innovative for learning especially if designed by teacher, for it can be suited to students and methods used in learning. This activity aims to give training to teachers to develop scientific approach based e-module. E-module is designed with the prerequired components, pictures, videos/animations, interactive quizzes, and other interactive features. Data analysis shows that teachers are interested to develop e-module because it has attractive design, interactive and effective for students to learn.

In this study, 52 students in Padang, West Sumatra, Indonesia used an e-learning system to study a chemistry topic. Students’ e-learning activities were recorded, and their perceptions and expectations regarding e-learning were determined via an open-ended questionnaire after the study. There were more students who perceived e-learning as a difficult system to use than those who found it suitable. Most students did only few quizzes and spent less time on e-learning materials. Low activity in e-learning was related to conventional classroom instruction that had been accustomed practice and to the difficulty of reading materials on the screen. This study found students’ expectations for e-learning in terms of design, content, and learning atmosphere. First, it is important to design a readable website by choosing the best line length, line height, font style, font size, and font-background color combination. Next, the provision of instructional videos and pictures, comprehensive resources and worked-out examples would develop students’ self-confidence to learn through e-learning. Lastly, social features namely synchronous discussion forum and display of online users were noted to sustain students’ interest in e-learning.

This study aims to determine the maximum concentration of hydrogen gas produced through the electrolysis process of dry cell generators. This research using experimental generator apparatus with Sensor-MQ-8 Arduino and optimizing using Response Surface Method with Design Expert 6. To produce hydrogen gas is done through the method of water electrolysis by decomposing the molecule H2O into hydrogen gas and oxygen gas with the help of direct electric current. Hydrogen gas productivity by electrolysis method applied to DC generators using 4/4 plate electrodes (Cu/Al) as cathodes and NaNO3 solutions as electrolytes. The current and voltage used in this electrolysis process is 0.6 ampere and 2 volts for 1 hour. The optimum condition of hydrogen gas concentration obtained is at NaNO3 1 M concentration and 60 minutes with hydrogen concentration produced as much as 143.393 ppm. The verification result value for hydrogen gas concentration is 144 ppm.

E-module is an alternative teaching material that can be used in chemistry learning process. This study aims to analyze the validity and practicality of the chemistry e-module which is based on guided discovery learning model. This research is educational research design using Plomp development model. Research instruments were validity and practicality questionnaires. Subjects in this study were 17 validators consisting of 11 lecturers and 6 chemistry teachers and 84 practitioners consisting of 6 chemistry teachers and 78 high school students. Research data were analyzed with CVR and CVI formula, kappa moment and Aiken’s V. The result of the construct validity showed a very high category of validation (k=0.90). The result of media validity also showed a high category of validation (k=0.90). The result of content validity showed a high category of validation (CVI=0.98). The result of the practicality test showed a high practicality category, V=0.90 for teachers’ responses and V= 0.84 for students’ responses in the small group test, and V=0.81 for students’ responses in the field test. Based on these results, it can be concluded that the chemistry e-module which is based on guided discovery learning model is highly valid and practical for chemistry learning in senior high schools.