Pengembangan E-Modul Berparadigma Kooperatif TPS berbantuan Multimedia Interaktif untuk Mencegah Miskonsepsi Peserta Didik pada Materi Kesetimbangan Kimia 

Development of an Interactive Multimedia-Assisted E-Module Based on the Cooperative TPS Paradigm to Prevent Students' Misconceptions on Chemical Equilibrium

Penelitian ini mengembangkan e-modul berbasis model pembelajaran kooperatif TPS (Think Pair Share), yang menggabungkan diskusi berpasangan, refleksi mandiri, dan berbagi dalam forum. E-modul ini dilengkapi multimedia interaktif dan representasi tiga level kimia: makroskopik, mikroskopik, dan simbolik. Fitur interaktif seperti animasi reaksi kimia, simulasi kesetimbangan dinamis, dan video eksperimen virtual terkait prinsip Le Chatelier memungkinkan peserta didik mengeksplorasi keterkaitan antar level dengan cara yang tidak dapat dicapai melalui metode konvensional. Penelitian dilakukan pada 35 peserta didik kelas XI-5 SMA Negeri 3 Surabaya dengan menerapkan model ADDIE. Pengumpulan data dilakukan melalui validasi perangkat, observasi, serta pretest dan posttest dengan ranah kognitif four-tier-test. Hasil utama diperoleh skor kevalidan sebesar 4 (valid), dan peningkatan pemahaman konsep peserta didik dari tidak paham konsep (TPK) menjadi paham konsep (PK) sebesar 98,09%. Selain itu, hasil angket observasi pada pembelajaran 1 dan 2 didapatkan persentase sebesar 95,82% dan 98,6%. Penelitian ini membuktikan bahwa e-modul berbasis TPS layak digunakan untuk meningkatkan pemahaman dan mencegah miskonsepsi dalam pembelajaran kesetimbangan kimia dilihat dari segi kevalidan, kepraktisan, dan keefektifan.

This study developed an e-module based on the cooperative learning model Think Pair Share (TPS), which integrates pair discussions, individual reflection, and group sharing. The e-module is equipped with interactive multimedia and representations of the three levels of chemical understanding: macroscopic, microscopic, and symbolic. Interactive features such as chemical reaction animations, dynamic equilibrium simulations, and virtual experimental videos related to Le Chatelier's principle enable students to explore the interconnections between these levels in ways that conventional methods cannot achieve. The study was conducted with 35 eleventh-grade students from class XI-5 at SMA Negeri 3 Surabaya using the ADDIE model. Data collection was carried out through instrument validation, observations, as well as pretests and posttests using a four-tier test targeting the cognitive domain. The main results showed a validity score of 4 (valid), and an improvement in students’ conceptual understanding from lack of concept understanding (TPK) to conceptual understanding (PK) by 98.09%. Additionally, observation questionnaires during learning sessions 1 and 2 yielded percentages of 95.82% and 98.6%, respectively. This research demonstrates that the TPS-based e-module is suitable for enhancing conceptual understanding and preventing misconceptions in chemical equilibrium learning in terms of its validity, practicality, and effectiveness.