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Volume 6 , Number 3, December 2021 
 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

  

  

Development of Engineering Mechanics Module as Student's 
Learning Material in Google Classroom 

 
Syaiful Ikhwan, Nurhasan Syah, M. Giatman and Ambiyar  

Pendidikan Teknologi dan Vokasi, Fakultas Teknik, Universitas Negeri Padang. 
E-mail: : syaifulikhwan78@gmail.com 

 

Accepted: 
August 17th  2021 

Reviewed:  
September 17th , 2021 

Published:  
November 30th 2021 

 
Abstract : In the Mechanical Engineering subject the teacher has compiled a module but the 
module has not been developed properly, the content of the module only contains a 
collection of learning materials that do not meet the basic competency standards that must 
be mastered by students in the syllabus. Weaknesses in the previous module were not 
equipped with instructions for using the module, learning evaluation, answer keys and 
bibliography which were made in a systematic and structured manner as the module should 
be. So that if the engineering mechanics module has been developed, it can be used as a good 
teaching material used by students both during face-to-face and online learning. Especially 
for online learning, modules that have been developed are needed to be used as teaching 
materials for students in Google Classroom so that students can access them at any time and 
learn independently. The module development research procedure uses a modified 4-D 
models development model. The development model consists of four stages, namely Define 
(defining), Design (design), Develop (development) and Disseminate (dissemination) but at 
the disseminate stage (dissemination) is carried out in a limited way, namely only to class X 
students, Department of Design, Modeling and Building Information at SMK N 1 Padang 
which is the subject of product trials. The results obtained from this development research 
are as follows: (1) Engineering Mechanics learning module, (2) The validity of the learning 
module is declared valid on the content aspect with a value of 0.93 > 0.67, the format aspect 
is obtained a value of 0.85> 0.67, (3) The practicality of the learning module, based on the 
teacher's response, was stated to be very practical with an average value of 92.30 and based 
on 36 student responses stated to be practical, an average value of 76.50 was obtained, (4) 
The engineering mechanics learning module, was declared effective. improving aspects of 
student knowledge can be seen from improving student learning outcomes and effectively 
improving aspects of student skills seen from the results of the resulting picture assignments. 
Based on the results of this study, it can be concluded that the Engineering Mechanics 
learning module has been valid, practical and effective as a learning resource in Engineering 
Mechanics subjects.. 
 
Keywords : Learning Module, R&D, Mechanical Engineering 
 

 

 

 

 



  

 

  

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INTRODUCTION 

Vocational education (SMK) has an important role in preparing and equipping 

students with competence, science and technology as well as vocational skills in the 

profession according to the needs of the community. Therefore, each educational unit must 

have complete facilities and infrastructure such as buildings, furniture, educational 

equipment, educational media, books and other learning resources that support an orderly 

and continuous learning process1 . 

SMK Negeri 1 Padang is one of the schools in the city of Padang that produces 

skilled graduates to go directly to work in accordance with the majors they have. SMK Negeri 

1 Padang has a vision to produce graduates who are smart, competitive, and have noble 

character. With this vision, the graduates produced are expected to be able to meet the 

challenges of competition in the world of work and industry.  

Each department must be able to develop students' skills in order to produce 

competent graduates. All aspects must be taken seriously to make it happen, one of which is 

that the subjects taught must be in accordance with the curriculum and industry needs. The 

Department of Modeling and Building Information Design (DPIB) aims to prepare students 

to2:  

1. Able to master the science of  Engineering Drawing 

2. Able to master the knowledge of  Mechanical Engineering 

3. Able to master the basics of  building construction and land surveying techniques 

4. Able to master the knowledge of  Software Applications and Building Interior Design 

5. Able to master the science of  Road and Bridge Construction 

6. Able to master the science of  Construction Cost Estimation  

7. Able to master the science of  Construction Utility Buildings 

8. Able to master the science of  Creative Products and Entrepreneurship.  

 

Results of analysis and interviews conducted at SMK Negeri 1 Padang, majoring in 

Modeling Design and Building Information (DPIB) class X in the Engineering Mechanics 

subject, obtained information about data on student semester exam scores of more than 50% 

have not reached the Minimum Completeness Criteria (KKM) . With the results of the 

semester exam students below the KKM more than 50%, it means that the learning 

objectives in the Mechanical Engineering subject have not been achieved optimally. Data on 

student scores in the first and second semester examinations of Mechanical Mechanics 

Subjects for the 2020/2021 Academic Year.  

 
1 Dede Rusmana, “PENGARUH KETERAMPILAN DIGITAL ABAD 21 PADA PENDIDIKAN KEWIRAUSAHAAN 

UNTUK MENINGKATKAN KOMPETENSI KEWIRAUSAHAAN PESERTA DIDIK SMK,” JURNAL EKONOMI 
PENDIDIKAN DAN KEWIRAUSAHAAN (2020). 

2 Niam Wahzudik, “Kendala Dan Rekomendasi Perbaikan Pengembangan Kurikulum Di Sekolah Menengah 
Kejuruan,” Indonesian Journal of Curriculum and Educational Technology Studies (2018); Gita 
Mahardika Pamuji and Asep Herry Hernawan, “Analisis Kebutuhan Pengembangan Kurikulum 
Pelatihan Kompetensi MICE Bagi Guru SMK Usaha Perjalanan Wisata,” Jurnal Penelitian Ilmu 
Pendidikan (2019). 



  

 

  

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At this time at SMKN 1 Padang due to the pandemic, the learning system is 

implemented in 2 ways, the first is face-to-face (Offline) and the second is online (on the 

network) which is connected through the Google Classroom application. In the face-to-face 

learning process in Mechanical Engineering subjects, teachers generally use a teaching 

method, namely Teacher Centered Learning , where learning is still teacher-centered. The 

teacher provides learning materials and then students pay attention, listen and take notes on 

the material from the blackboard the material explained by the teacher. Student activity 

becomes hampered because students only learn to take notes on the lessons taught by the 

teacher, so they are not trained to think creatively. 

Other factors identified that caused the lack of achievement of the learning process 

for Mechanical Engineering material were the inappropriate schedule of the material 

provided by the teacher and the amount of time wasted because what should have been 

included in the advanced material but the teacher repeated the teaching material at the 

previous meeting. 

Researchers see that teachers in teaching mechanics subjects generally use teaching 

materials such as guidebooks or material summaries that are distributed to students during 

learning3. Actually, the guidebook functions to train students' independence to actively think 

critically during the teaching and learning process. Students will be ready to receive the 

subject matter because they have studied first using a guide book. However, there are some 

students who are given a guide book, they are lazy to read the book because the contents of 

the book are too theoretical and dense. So that students do not understand the subject matter 

they are studying, especially the subject of engineering mechanics . 

Less practical teaching materials and students' laziness to read are the causes of 

students being less active in critical thinking. With these problems, a treatment is needed to 

overcome these learning difficulties by selecting appropriate and effective teaching materials, 

one of which is by using learning modules. The Ministry of National Education 4 states that 

a module is a set of independent teaching materials that are presented systematically. 

According to Prastowo 5 explaining a good learning module is that it can function as teaching 

materials for independent learning without depending on the presence of teachers or 

 
3 Purwosiwi Pandansari and Abdul Gafur, “PENGEMBANGAN MULTIMEDIA INTERAKTIF UNTUK 

PEMBELAJARAN DESAIN BUSANA DI SMK,” Jurnal Inovasi Teknologi Pendidikan (2016); Ajeng 
Maulina, “Pembelajaran Desain Grafis Pada Mata Pelajaran Multimedia Di Smk Negeri 02 Adiwerna 
Tegal,” Eduarts: Journal of Visual Arts (2014); “Pengembangan Media Edukatif Berbasis Augmented 
Reality Untuk Desain Interior Dan Eksterior,” Innovative Journal of Curriculum and Educational 
Technology (2017). 

4 R I Undang-Undang, “Nomor 20 Tahun 2003 Tentang Sisdiknas Dan Peraturan Pemerintah RI Nomor 47 
Tahun 2008 Tentang Wajib Belajar,” Bandung: Citra Umbara (2008). 

5 Uzlifatul Jannah, Sri Handono Budi Prastowo, and Subiki, “Analisis Keterampilan Proses Sains Terintegrasi 
Dalam Pembelajaran Fisika Pada Siswa SMK Negeri 5 Jember Kelas X Materi Suhu Dan Kalor,” Jurnal 
Pembelajaran Fisika (2018). 



  

 

  

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educators. Meanwhile, according to Anwar 6, learning modules must be arranged 

systematically and attractively including material content, methods, and evaluations and these 

compiled modules will be used as teaching materials in online learning so that students can 

use them independently to achieve the expected competencies. 

In the Mechanical Engineering subject the teacher has compiled a module but the 

module has not been developed properly, the content of the module only contains a 

collection of learning materials that do not meet the basic competency standards that must 

be mastered by students in the syllabus. Weaknesses in the previous module were not 

equipped with instructions for using the module, learning evaluation, answer keys and 

bibliography which were made in a systematic and structured manner as the module should 

be. So that if the engineering mechanics module has been developed, it can be used as a good 

teaching material used by students both during face-to-face and online learning. Especially 

for online learning, modules that have been developed are needed to be used as teaching 

materials for students in Google Classroom so that they can access at any time and learn 

independently. 

According to Purwanto (1986:106) states that the high or low value of learning 

outcomes achieved by students can come from "inside (internal factors) and from outside 

students (external factors)". Internal factors include maturity, intelligence, motivation, 

interests, and personal factors. External factors include social environmental factors and 

tools used in the learning process . The learning module is one of the external factors, in the 

form of tools or media that can affect the high and low value of student learning outcomes.. 

 

 

METHODS 

A. Development style 

The method used in this study using research and development methods ( research 
and development) . According to Sukmadinata 7 research and development ( Research and 
Development ) is a process or steps to develop a new product or improve existing 
products, which can be accounted for. Sugiyono 8 states that Research and Development 
research which is usually abbreviated as R&D is included in the category of need to do 
research, namely research whose results are used to assist the implementation of work, 
so that the work is assisted by products produced from R&D, it will be more 
productive, effective and efficient. In this study, the resulting product was a learning 
module in the Mechanical Mechanics subject in class X of the Department of Modeling 
Design and Building Information at SMK N 1 Padang resulting from the development 
of existing modules .  
 

 
6 Rengga Nofrianti and Muhammad Anwar Anwar, “PENGEMBANGAN MODUL BAGI SISWA TEKNIK 

KOMPUTER JARINGAN PADA MATA PELAJARAN PEMROGRAMAN DASAR,” Voteteknika (Vocational 
Teknik Elektronika dan Informatika) (2019). 

7 Nana Syaodih Sukmadinata, Metode Penelitian Pendidikan (Program Pascasarjana Universitas 
Pendidikan Indonesia dengan PT Remaja Rosdakarya, 2005). 

8 Sugiyono, Metode Penelitian Pendidikan (Bandung: ALFABETA, 2016). 



  

 

  

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Development Procedure 
The module development research procedure uses a modified 4-D models 

development model . The development model consists of four stages, namely Define 
(defining), Design (design), Develop (development) and Disseminate (dissemination) but 
in the disseminate stage (dissemination) is carried out in a limited manner, namely only 
to class X students, Department of Modeling and Building Information Design at 
SMK N 1 Padang which is the subject of product trials. 

 
 

Figure 1. The 4-D Module Development Procedure Source: Trianto (2012:94) 
 

1. Defining Phase ( Define)  

At this definition stage, it aims to see and determine the basic problems faced 
in the learning process so that a development of teaching materials is needed. This 
stage is a needs analysis where an analysis of the learning conditions that occurred 
before the development was carried out so as to obtain solutions and the selection of 
the development of teaching materials that were in accordance with the needs in the 
learning process . With this analysis can determine and define the conditions needed 
in learning.   

2. Design Phase ( Design)  

The learning module that will be developed is carried out in class X in the 
subject of Engineering Mechanics, Department of Modeling Design and Building 
Information at SMK N 1 Padang. Design (design) this module develop existing modules 
by redesigning modules. The module design phase begins with compiling the 
components of the module framework based on basic competencies, indicators, 
learning materials and formative tests that exist in each learning material. 

 



  

 

  

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3. Development Stage (Develop) 

At the development stage, there will be 3 actions, namely, the validation stage, 
the practicality and the effectiveness of the module. 

a. Validity Test  

 Data can be said to be valid if it corresponds to the actual situation. The validity process 
consists of content validation and validation of the format of the Engineering Mechanics 
learning module. The validity process is accompanied by the provision of questionnaires 
and direct discussions with experts/experts and supervisors regarding improvements 
that must be made to design learning modules. Then the design is assessed by validators 
who have understood the principles of developing learning modules. 

b. Practical Test  

Practicality relates to the use of the Mechanical Engineering learning module in 
class X by teachers and students in class. A module can be said to have practicality if it 
is practical, easy to understand and easy to use. At the data collection stage, it was carried 
out with practicality questionnaires by teachers and students. Before giving a 
questionnaire regarding teacher and student responses, validation of the contents of the 
teacher and student response questionnaire instrument was carried out to 2 validators 
consisting of postgraduate lecturers from the Faculty of Engineering, UNP. Aspects 
assessed regarding the practicality of the contents of the teacher and student response 
instruments are aspects of content quality, content aspects, and language.  

c. Effectiveness Test  

The effectiveness test was conducted to determine whether the Mechanical 
Engineering learning module which was carried out in class X at SMK Negeri 1 Padang 
was effective in increasing student activity and learning outcomes. The effectiveness 
analysis was determined by looking at the comparison of the increase in student learning 
outcomes from the two groups, namely the experimental group and the control group. 
If in the experimental group there is an increase in student learning outcomes that is 
higher than the increase in student learning outcomes in the control group, it can be 
said to be effective. 

d. Stage of Dissemination (Disseminate)  

The function of the dissemination (Disseminate) of this module is to get input, 
criticism and suggestions for the development of the module to be better. The 
dissemination stage can be done by distributing the developed learning modules, 
dissemination ( Disseminate ) can be done in other classes with the aim of knowing the 
effectiveness in the learning process by using learning modules. 

 

 

 

 



  

 

  

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RESULT AND DISCUSSION 

A. Class X Engineering Mechanics Learning Module  

The advantage of the Engineering Mechanics subject module that was developed is 
that it is easily accessible independently in the form of files, besides that it can guide students 
to make mechanics assignments. The development of the Engineering Mechanics subject 
module is carried out by looking at the development of previous research modules. The 
development of this module is intended to be able to support efforts to fulfill learning 
resources for students so that it will improve the quality of learning for students.  

  

B.    Validity of Class X Engineering Mechanics Module Learning Module  
The Mechanical Mechanics subject module developed has fulfilled the Material Content 

aspect with Aiken's V value of 0.93 in the valid category. The format aspect of the 
Mechanical Mechanics subject module is Valid with Aiken's V value of 0.85. When these 
two aspects are added together, the score for the validity of all aspects is obtained by an 
average of 0.89, this value is in the valid category. Content validation is a requirement related 
to the process of finding the correct concepts and in accordance with the applicable 
curriculum. Valid validation results for content validation indicate that the Engineering 
Mechanics subject module developed is in accordance with the current curriculum. In the 
aspect of the module format, the validation value of the validator also obtained a valid value 
of 0.85 which is categorized as valid. The validity of the module format is the conformity of 
the module components with the elements that have been determined. Based on the validity 
of the value obtained from the validator it can be concluded that the module that was 
developed has been in accordance with the terms module to be used as a resource.  

  
C.    Practicality of Learning Module for Class X Engineering Mechanics Module 

  

The results of the practicality test of the module by the teacher obtained an average 
percentage of 92.30 in the very practical category . These results indicate that the Learning 
Module The developed module makes it easier for teachers to help students learn 
independently and helps teachers provide concepts for learning materials to students . 
Practicality of the Learning Module The Mechanical Mechanics Module is based on student 
responses with an average score of 76.50 in the practical category. The results of this 
practicality test show that the module developed can make it easier for students to understand 
the material. Susilana and Riyana, (2008:03) revealed that "The good or bad of a learning is 
supported by learning media users". So it can be concluded that the Mechanical Engineering 
Learning Module is able to help teachers convey material concepts as effectively as possible 
and help students understand the material independently.       

D. The Effectiveness of the Mechanical Engineering Subject Module 

The technique is carried out by conducting a pretest and posttest which is given to 2 
different classes consisting of the control class, namely the class that does not receive the 
treatment of the Engineering Mechanics Module Learning Module with the experimental 
class, namely the class that can be treated in the form of the Engineering Mechanics Module 
Learning Module. The results of this test were then compared with the recap of students' 
scores between the control class and the experimental class. 



  

 

  

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To test the difference in the significance of the learning outcomes of the control class 

and the experimental class using the Gain score test . Based on these data, obtained by the 
value of the gain score of 0.5175 on the class experimental means to increase the results of 
classroom learning experiments classified was because 0.7 > g ≥ 0.3. In the control class , 
the gain was 0.254, meaning that the control class also experienced an increase in learning 
outcomes, but the increase was in the low category because G<0.29.  

The results of the analysis test show that the use of the Mechanical Engineering Learning 
Module Learning Module is very good for improving student learning outcomes in 
Engineering Mechanics subjects compared to student learning outcomes that do not use the 
Engineering Mechanics Module. So, it can be concluded that learning using the Mechanical 
Engineering Module can be said to be effective in improving student learning outcomes. 

       In addition to being effective in improving student learning outcomes, the Mechanics 
Engineering Learning Module is also effective in improving student skills. From the results 
of the drawing assignments that have been generated by students. This proves that the use 
of the Mechanical Engineering Module assistance can help students improve their soft skills 
(skills) in applying the learning concepts they understand. 

  

DISCUSSION 

       The results of this development research have proven that the Engineering Mechanics 
module is valid, practical and effective so that the developed module teaching materials can 
be used for students and teachers in understanding engineering mechanics lessons both at 
home and at school. Modules can also increase knowledge and skills in order to improve the 
quality of Engineering Mechanics learning .  
       The validity of the results of this research and development is that the Mechanical 
Engineering module has met the requirements of a good module and is suitable for use. The 
module can be used in the learning process of engineering mechanics in other schools .  
       The practicality of the results of this research and development is the practical 
Engineering Mechanics module to be used by teachers and students in learning Engineering 
Mechanics. The use of the Mechanical Engineering module directs students to be able to 
learn independently so that they can streamline study time. 
       The effectiveness of the results of this research and development is that the use of the 
developed module makes it easier for students to understand the material, so that student 
learning outcomes in terms of knowledge and skills increase. Significant learning outcomes 
between the control and experimental classes can indicate that the students ' use of the new 
module has different results and has positive developments. 

  
 

CONCLUSION 

Based on the results of research on the development of learning modules that have 

been carried out, the following conclusions are obtained: 

    The development research resulted in a valid, practical and effective Engineering 

Mechanics Module at SMKN 1 Padang with the Four D development model . 

    The results of the research on the development of the Mechanical Mechanics 

Module revealed that the results of the validity test of the developed module had fulfilled the 



  

 

  

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content aspect with an average of 0.87 categorized as valid, and the format aspect obtained 

with an average of 0.83 categorized as valid. The conclusion obtained is that the Mechanical 

Engineering Module developed is valid to be used as a learning module in the learning 

process . 

    The results of the research on the development of the Mechanical Mechanics 

Module reveal the results of the practicality test. The module developed has met practicality. 

It can be seen from the results of the teacher's response that 92.30% was obtained in the 

very practical category and the student response results obtained an average of 76.50% in the 

practical category. The conclusion obtained is that the module is practical, easy to understand 

and easy to use. 

    The results of the research on the development of the Mechanical Mechanics 

Module revealed the results of the effectiveness of the developed module as seen from the 

learning outcomes of students who took the pretest before using the module and the posttest 

after using the module showed that there was an increase in learning outcomes in terms of 

knowledge and skills. 

 

REFERENCES 

Jannah, Uzlifatul, Sri Handono Budi Prastowo, and Subiki. “Analisis Keterampilan Proses 
Sains Terintegrasi Dalam Pembelajaran Fisika Pada Siswa SMK Negeri 5 Jember Kelas 
X Materi Suhu Dan Kalor.” Jurnal Pembelajaran Fisika (2018). 

Maulina, Ajeng. “Pembelajaran Desain Grafis Pada Mata Pelajaran Multimedia Di Smk 
Negeri 02 Adiwerna Tegal.” Eduarts: Journal of Visual Arts (2014). 

Nofrianti, Rengga, and Muhammad Anwar Anwar. “PENGEMBANGAN MODUL BAGI 
SISWA TEKNIK KOMPUTER JARINGAN PADA MATA PELAJARAN 
PEMROGRAMAN DASAR.” Voteteknika (Vocational Teknik Elektronika dan 
Informatika) (2019). 

Pamuji, Gita Mahardika, and Asep Herry Hernawan. “Analisis Kebutuhan Pengembangan 
Kurikulum Pelatihan Kompetensi MICE Bagi Guru SMK Usaha Perjalanan Wisata.” 
Jurnal Penelitian Ilmu Pendidikan (2019). 

Pandansari, Purwosiwi, and Abdul Gafur. “PENGEMBANGAN MULTIMEDIA 
INTERAKTIF UNTUK PEMBELAJARAN DESAIN BUSANA DI SMK.” Jurnal 
Inovasi Teknologi Pendidikan (2016). 

Rusmana, Dede. “PENGARUH KETERAMPILAN DIGITAL ABAD 21 PADA 
PENDIDIKAN KEWIRAUSAHAAN UNTUK MENINGKATKAN 
KOMPETENSI KEWIRAUSAHAAN PESERTA DIDIK SMK.” JURNAL 
EKONOMI PENDIDIKAN DAN KEWIRAUSAHAAN (2020). 

Sugiyono. Metode Penelitian Pendidikan. Bandung: ALFABETA, 2016. 
Sukmadinata, Nana Syaodih. Metode Penelitian Pendidikan. Program Pascasarjana Universitas 

Pendidikan Indonesia dengan PT Remaja Rosdakarya, 2005. 
Undang-Undang, R I. “Nomor 20 Tahun 2003 Tentang Sisdiknas Dan Peraturan Pemerintah 

RI Nomor 47 Tahun 2008 Tentang Wajib Belajar.” Bandung: Citra Umbara (2008). 
Wahzudik, Niam. “Kendala Dan Rekomendasi Perbaikan Pengembangan Kurikulum Di 

Sekolah Menengah Kejuruan.” Indonesian Journal of Curriculum and Educational Technology 
Studies (2018). 

“Pengembangan Media Edukatif Berbasis Augmented Reality Untuk Desain Interior Dan 



  

 

  

Volume 6, Number 3, December 2021 | 302  

  

  

Eksterior.” Innovative Journal of Curriculum and Educational Technology (2017). 
 


