Journal of Education, Teaching, and Learning 

Volume 4 Number 2 September 2019. Page 389-394 

p-ISSN: 2477-5924 e-ISSN: 2477-8478 

 

389 

 
Journal of Education, Teaching, and Learning is licensed under  

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THE DEVELOPMENT OF LEARNING MODULE IN SOCIAL KNOWLEDGE ON 

ECONOMIC ACTIVITY BASED ON LIVING VALUE EDUCATION OF 

RESPONSIBILITY VALUE 

Heny Purnamasari
1)

, Asrori
2)

, Warneri
3) 

1)
Universitas Tanjungpura, Pontianak, Indonesia 

E-mail: henypurnama337@gmail.com 
 

2)
Universitas Tanjungpura, Pontianak, Indonesia  

E-mail: asroriuntan@yahoo.com 

 
3)

Universitas Tanjungpura, Pontianak, Indonesia  
E-mail: warner6369@yahoo.co.id 

 

 

Abstract. This research intends to develop a learning media in the form of modules based on living values education, a 

module that develops key personal and social values, especially the value of responsibility, aimed at teaching students 

about the principle of responsibility, bringing students to be able to take responsibility for their behaviour and life. The 

research steps for developing the social studies learning module based on the living values education use the steps of the 

development of Borg and Gall, and the design of the learning model using the design of the Dick and Carey learning 

model. The steps of research and development start from: (1) studying various research findings related to devices that 

will be developed products, (2) developing the initial form of the device based on the research findings of living values 

education, (3) expert validation, (4) revising based on expert comments, (5) conducting a series of field tests (three 

experiments) on the place where the living values education module is used, and (4) revising the module to correct 

various weaknesses or errors found from the results of each field test. carried out by observation, interviews, and 

questionnaires, using research instruments in the form of observation guides, interview guides, and questionnaires. Data 

analysis used qualitative and quantitative analysis. The results showed that the design of the development of economic 

activity modules based on living values education consisted of (1) the stages of curriculum analysis and learning 

resources, (2) Analysis of student characteristics, (3) Analysis of tasks, (4) Analysis of material and concepts, (5) 

Formulate learning objectives, and (6) Planning phase. The development phase of the economic activity module based 

on living values education consists of: (1) Writing and compiling economic activity modules, (2) Expert assessment, (3) 

Module revisions based on expert comments, (4) Empirical trials, and (5) Module revisions based on trial comments. 

The implementation of learning using economic activity modules based on living values education begins with 

preparation, introduction, core activities, evaluating student work results, evaluation and closing. Obtaining student 

learning outcomes after using the module shows an increase, both from (1) aspects of knowledge, (2) aspects of attitude, 

and. (3) skill aspects, this means that economic activity modules based on living values education have effectiveness on 

the learning outcomes of VII grade MTs students. Al-Jihad in Pontianak City. 

      Keywords: Development; Learning Module; Living Values Education 

 

 

I. INTRODUCTION 

In the learning guide for Integrated Social Sciences (IPS), 

which was issued by the Central Curriculum National 

Research and Development Agency explained that, at the IPS 

Junior High School/MTs level includes material for 

sociology, history, geography and economics, the study 

material became an IPS subject. The integrated approach is 

essentially a learning approach that allows students both 

individually and in groups to actively seek, explore, and 

discover concepts and principles holistically and 

authentically. Through an integrated approach, students can 

gain hands-on experience so that they can increase the power 

to receive, store and reproduce the knowledge they learn. 

http://creativecommons.org/licenses/by-nc/4.0/


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Volume 4 Number 2 September 2019. Page 389-394 

p-ISSN: 2477-5924 e-ISSN: 2477-8478 

 

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Omar Hamalik formulated the objectives of social studies 

education oriented towards student behavior, namely (1) 

Knowledge and understanding; (2) Learning attitude and life; 

(3) Social values and attitudes; and (4) Skills (Gunawan, 

2011: 18). Thus social studies subjects aim to develop the 

potential of students to be sensitive to social problems that 

occur in the community, have a positive mental attitude 

towards the improvement of all inequalities that occur and 

skilled in overcoming any problems that occur daily, both 

those that afflict themselves and those that affect people's 

lives. 

In the social studies teacher's book for the revised class 

VII 2013 curriculum 2016 (2016: 8) explains that the scope 

of IPS material includes (1) substance/content material; (2) 

Process material and; (3) Attitude material. Substance 

material includes facts, concepts, generalizations, and 

theories. Process material, including: receiving, searching, 

collecting, formulating, and reporting information. This 

information includes humans and their environment. 

Organizing attitude or affection material, where there is 

systematization of materials, information, and or abilities that 

have been owned about humans and their environment, so 

that it becomes more meaningful. 

According to Asrori (2013: 16) "meaningful levels 

(meaning levels) tend to be able to move information into 

long-term memory better and more memorable so that it 

greatly helps the process of recalling that information". This 

is so that students do not lose the important basis for 

mastering social studies material. 

Thus the social studies learning process in SMP/MTs, not 

only emphasizes the theoretical aspects of science, but also 

emphasizes the formation of student character, so that 

students are able to compete, ethical, moral, responsible, 

polite in interacting with their own environment and society, 

students expected to be responsive and sensitive to the 

surrounding environment, and can play an active role in 

people's lives in their environment according to their age and 

skills. 

According to Imam Al-Ghazali (in Sani, Ridwan, & Kadri, 

2016: 44) said that characters are closer to morals, namely 

attitudes and actions that have been united in humans so that 

they appear spontaneously when interacting with the 

environment. 

Character is inherent in each individual, which is reflected 

in behavior patterns in everyday life. A person's character is 

influenced by environmental factors (nurture) and innate 

factors (nature). Character education is a necessity in an 

effort to deal with various challenges of character shifts faced 

today, students grow to be increasingly individualistic, this is 

caused by the frequency of students interacting with the 

digital world such as computers and other electronic devices. 

In addition to having a negative impact, the digital world also 

has a positive impact on economic activities such as being 

able to fulfill human needs more quickly and easily, but 

making people consumptive. 

It becomes a focus of attention to develop activities that 

make students interact with each other, both with peers and 

other community members, and provide learning to students 

not to be consumptive, this can be done by growing the value 

of responsibility in students so that students are responsible 

for their needs through social studies learning on material 

economic activities. 

The economic activity class VII Integrated IPS material 

that is closely related to everyday life, namely explaining 

about an activity carried out by humans to fulfill their daily 

needs, which consists of production activities, distribution 

activities, and consumption activities, unwittingly these 

activities are carried out by students a day -day. To carry out 

these activities need to interact. In interacting, it is necessary 

to maintain attitudes, words and actions to others, for the 

purpose of designed learning that instills the values of 

student behavior that relate to God Almighty, self, fellow 

human beings, and the environment sourced from religion, 

Pancasila, culture, and national education goals. 

For this reason, it is a module that is shape and character 

of students. First, modules are based on living values, 

meaning they are based on basic values of life, so they are 

easier to internalize and implement. Second, the module 

involves aspects of "knowing good, desiring the good and 

loving the good". Third, the module is contextual in nature, 

which links the material to the reality of student life 

(Komalasari & Didin, 2017: 186). 

Based on this, the Integrated Social Sciences learning 

module is based on living values, education economic 

activity material as follows: 

1. Develop life values, especially the value of responsibility. 
2. Develop the principles of living values education 

(Tillman, 2004) which includes: a) Collecting points of 

reflection; b) Imagine widely; c) Train relaxation and 

focus; d) Expressing artistic creations; e) Develop social 

skills; f) Develop cognitive awareness about justice; g) 

Develop social harmony; and h) Collecting cultural 

values. 

3. Applying the principle of learning in modules, which 
includes: a) Readiness; b) Motivation; c) Use of attention-

centering tools (illustrations, colorful images, varied 

writings); d) Active student participation; e) Repetition; f) 

Feedback; g) Reflection; h) Observation, asking 

questions, gathering information, analyzing, and 

communicating; and i) Contextual learning models. 

4. Developing core competencies and basic competencies in 
the 2013 curriculum, which include: a) Forming 

knowledge, namely material substance of economic 

activities that must be known and understood by students; 

b) Skills, namely practical abilities developed from 

knowledge, so that the knowledge acquired becomes 

something meaningful, because it can be used in dealing 

with problems in economic activities; and c) Attitudes, 

namely the character that every student must have to 

support the effectiveness of participation in life. 

5. Paying attention to the principles of preparation of 
modules, namely: a) Accurate, material economic 

activities that should be material that is accurate and 

correct in terms of science; b) Relevant, material for 

economic activities should be material that has a 

connection or is it relevant to core competencies and 



Journal of Education, Teaching, and Learning 

Volume 4 Number 2 September 2019. Page 389-394 

p-ISSN: 2477-5924 e-ISSN: 2477-8478 

 

391 

basic competencies to be achieved; c) Equivalent enough, 

the material of economic activities discussed are less and 

more in helping students achieve competence; d) 

Consistent, material indicators that are consistent and 

consistent with competencies to be achieved; e) Actual, 

economic activity material in accordance with the 

development of science and technology; and f) Scientific 

structure, sequence of presentation (sequence) of 

economic activity material in accordance with the 

scientific structure of social studies subjects. 

6. Language and readability are compiled by fulfilling the 
criteria: a) Sentences used in accordance with the rules of 

Indonesian are good and right; b) The composition of the 

sentence should show a logical and systematic pattern of 

thinking; c) The structure of the sentence according to the 

level of mastery of the students' language; d) The 

sentence used is communicative. 

7. Format is made in: a) Format (form of appearance, layout 
of material descriptions and images should be designed 

proportionally); and b) Illustration of images and 

concepts to be presented. 

 

Integrated Social Sciences learning module, with the 

application of integration of living values of education in the 

material of economic activities, developing the value of 

student responsibility. It aims, teaches students about the 

principle of responsibility, takes students to take 

responsibility for their behavior and life. 

Therefore, it is necessary to conduct research on the 

teaching materials in the form of the Integrated Social 

Sciences learning modules for economic activities based on 

living values education on the value of responsibility in class 

VII of the Pontianak Madrasah Al-Jihad. 

 

Research Questions 

1. How is the design of the development of IPS modules 
material for economic activities based on living values 

education on the value of responsibility? 

2. What is the prototype of an IPS module, material for 
economic activities based on living values education on 

the value of responsibility? 

3. What is the implementation of the IPS module, material 
for economic activities based on living values education 

on the value of responsibility? 

4. What is the effectiveness of the IPS module, material for 
economic activities based on living values education on 

the value of responsibility? 

II. METHODOLOGY 

The type of research in this study is research and 

development. The use of this method is because researchers 

produce products in the form of economic activity modules 

based on living values education. According to Sugiyono 

(2016: 28) states that research and development is a study 

used to produce certain products and test the effectiveness of 

these products. 

The steps for developing this module follow the steps of 

Borg and Gall. Borg and Gall (1983: 276) state that 

development research is a process used to develop and 

validate educational products. From the 10 steps, researchers 

only applied nine stages, namely stages one through nine. 

This is because of limited time and costs. 

This module development research is based on Dick and 

Carey's learning design. Consideration of choosing the design 

of the Dick and Carey model because the model in Dick & 

Carey is a systematic instructional development model, 

starting from the initial stages of development to the 

dissemination of products developed by making continuous 

improvement processes until the target (quality standard) of 

the products developed is achieved. Dick, Carey, and Carey 

(2001: 3) have 10 components in the design of learning 

systems, namely: (1) Assess Needs to Identify Goals (S), (2) 

Conduct Instructional Analysis, (3) Analysis Learners and 

Contexts, (4) Write Performance Objectives , (5) Develop 

Assessment Instruments, (6) Develop Instructional Strategy, 

(7) Develop and Select Instructional Materials, (8) Design 

and Conduct Formative Evaluation of Instruction, (9) Revise 

Instructional and (10) Design and Conduct Summative 

Evaluation. 

From the 10 steps of instructional development design 

proposed by Dick and Carey, they have similarities in the 

frame of mind of Borg and Gall. Even Borg & Gall (1983), 

said that the steps of research and development in the real 

field of education are the steps contained in the Instructional 

Development Model developed by Dick & Carey. 

III. RESULTS AND DISCUSSION 

The following are the findings in the research activities on 

developing the social values based living values education 

module as follows: 

 

Data Normality Test 

The normality test of the data in this study was conducted 

using SPSS 20.0 the results of the data using Kolmogorov-

Smirinov Z with a significance level of 5%. The criteria used 

in decision making is if Sig> 0.05 then the data is normally 

distributed, conversely if the Sig value is <0.05 then the data 

is not normally distributed. The results of the normality test 

data from student learning outcomes for the pretest and 

posttest results can be seen in Table I. 

TABLE I 

NORMALITY TEST FOR THE ONE-SAMPLE KOLMOGOROV-SMIRNOV TEST 

DATA 

 



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Based on Table I, it was found that the Kolmogorov-

Smirnov Z value at the pretest results was 0.730 with sig of 

0.661 and the Kolmogorov-Smirnov Z value in the posttest 

was 1,128 with sig 0.157 greater than 0.05. In the 

Kolmogorov-Smirnov test, the probability value or 

significance > 0.05 means that the two test results, namely 

the pretest and posttest. 

 

Data Homogeneity Test 

After the data normality test was carried out, the 

homogeneity test was then carried out to determine whether 

the sample data group came from populations that had the 

same variance. This Homogeneity test uses the Levene Test 

with the SPSS 20.0 program with a significance level of 5%. 

The decision-making criteria is if the value of sig <0.05 then 

the data comes from a population that has a non-

homogeneous variance, conversely if the value of sig> 0.05 

then the data comes from populations that have homogeneous 

variance. Data homogeneity test can be seen in Table II, 

normally distributed. 

TABLE II 

TEST OF HOMOGENEITY OF VARIANCES OF INTEGRATED SOCIAL SCIENCES 

(IPS) 

 
Based on Table II, results can be obtained that the value of 

Levene Test in the pretest and posttest group is 6.357 with a 

significant value of 0.15. It can be concluded that data 

distribution comes from populations that have homogeneous 

variances. 

 

T-Test (Paired Sample t-Test) 

The t-test used in this study is the Paired Sample t-Test, 

the sample in question is the students' prestest and posttest 

results obtained by the researcher. Calculation of the t-test 

was carried out using the SPSS 20.0 program. Guidelines in 

decision making used in the Paired Sample t-Test are: (a) 

based on the significance value, namely: if the probability 

value or sig. (2-tailed) <0.05, then Ha is accepted or there is a 

significant difference between student learning outcomes at 

the pretest and posttest. Conversely, if the value is 

probability or sig. (2-tailed)> 0.05, then Ha is rejected or 

there is no significant difference between student learning 

outcomes at the pretest and posttest. (b) Based on the 

comparison between t count and t table namely: if t count> t 

table, then Ho is rejected and Ha is accepted or there is a 

difference between the learning outcomes at the pretest and 

posttest. Conversely, if t count <t table, then Ho is accepted 

and Ha is rejected or there is no difference between learning 

outcomes at the pretest and posttest. The results of Paired 

Sample Test calculations at the pretest and posttest can be 

seen in Table III. 

 

TABLE III 

PAIRED SAMPLES TEST 

 
 

Based on the results of the t-test in Table III, it is known 

that the value of sig. (2-tailed) of 0,000 <0,05, because of the 

sig value. (2-tailed) of 0,000 less than 0.05 or large t count = 

(15,941) and t table with df 26 at a significance level of 5% 

of 0.3297. The value of t count> t table (15,941)> (0.3297)), 

it can be concluded that there are differences in learning 

outcomes of material economic activities between before and 

after learning using a module of economic activities based on 

living vales education. 

 

Effect Size Test 

Effect Size test is conducted to determine the magnitude of 

the effectiveness of economic activity modules based on 

living values education on student learning outcomes. Based 

on Table III the acquisition of learning outcomes pretest and 

posttest. The effect size test results can be seen in Table IV. 

TABLE IV 

TEST OF EFFECT SIZE 

 
 

Based on Table IV, it shows that the effectiveness of using 

economic activities modules based on living values education 

is 3.08, and if it is adjusted to the effect size category, it is 

included in the high category. So it can be concluded that the 

use of economic activity modules based on living values 

education has a high effectiveness on learning outcomes of 

class VII students in MTs. Al-Jihad City of Pontianak. 

 

Attitude Assessment 

Attitude assessment is carried out during the research 

process. The average of each aspect of attitude assessment in 

the first meeting to the fourth meeting can be seen in Fig. 1. 

From the assessment of student attitudes, each meeting 

obtained results that the attitude of students experienced a 



Journal of Education, Teaching, and Learning 

Volume 4 Number 2 September 2019. Page 389-394 

p-ISSN: 2477-5924 e-ISSN: 2477-8478 

 

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good increase. The average of each aspect in the first meeting 

is 2.25, the second meeting is 2.61, the third meeting is 3.17, 

and the fourth meeting is 3.59. 

 
Fig. 1 Assessment of Student Attitudes 

 

Skill Assessment 

Assessment of student or psychomotor skills is done when 

students carry out learning activities. The average of each 

aspect of skills assessment in the first meeting to the fourth 

meeting can be seen in Fig. 2. The results of learning 

assessment show that students are skilled in learning with an 

average value of the first meeting of 2.64, the second meeting 

is 3.03, the third meeting is 3.42, and fourth meeting of 3.83. 

 

 
Fig. 2 Assessment of Student Skills 

IV. CONCLUSIONS AND SUGGESTIONS 

A. Conclusions 

Based on the results of research that has been done, it can 

be concluded several things as follows: 

1. The design of the development of learning modules in 
this research is a series of activities that are intact and 

become a reference in the module development process. 

2. Development of social studies learning modules based on 
living values education which are still in the form of 

prototypes, then individual trials, small group trials and 

main field trials. 

3. The stages of developing learning modules with the living 
values education method are carried out through eight 

principles in the living values education. 

4. Student learning outcomes in this study by using learning 
modules for economic activities based on living values 

education are effective towards improving student 

learning outcomes. Learning outcomes in the realm of 

knowledge reach 72% completeness. It can be seen from 

paired t-test which shows that the value of t-count> table, 

meaning that there are differences in results between 

before and after learning using learning modules for 

economic activities based on living values education. 

B. Suggestions 

Development research is carried out to produce a new 

product or perfect an existing product, one of which is 

produced from this research is the development of a class VII 

IPS learning module. Based on the results of research and 

development, there are some suggestions that researchers can 

convey. 

1. It is necessary to be careful in designing the development 
of this learning module, one of which is when doing 

analysis of student characteristics. this is done so that 

when preparing the module, the language and the level of 

difficulty produced are in accordance with the 

characteristics of the student. 

2. For further research, more and more literature is needed 
to develop module teaching material media. 

3. Color selection on the emphasis of the concept, the 
selection of letters in the writing in the module, should be 

adjusted to the characteristics of the material to be 

delivered, so that it can be easily understood by students 

as the module users. 

4. This module can be further developed in the learning 
process involving teachers and students. Teachers are 

expected to be more creative in teaching, while students 

are more active in learning to obtain a more optimal 

learning experience. 

REFERENCES 

Abdullah Sani, Ridwan., & Muhammad Kadri (2016). 

Pendidikan Karakter, Mengembangkan Karakter 

Anak Yang Islami. Jakarta : Bumi Aksara. 

Asrori, Muhammad. (2013). Psikologi Pembelajaran. 

Bandung: CV. Wacana Prima. 

Borg, Walter R., & Gall, Meredith Damien. (1983). 

Educational Research and Introduction, fourth 

edition. New York: Longman Inc. 

Dick, Walter., Carey, Lou., & Carey, James O. (2009). The 

Systematic design of Instruction, seventh edition. 

New Jersey: Pearson Education Upper Suddle river. 

Gunawan, Rudy. (2011). Pendidikan IPS Filosofi, Konsep 

dan Aplikasi. Bandung: Alfabeta. 

Komalasari, Kokom., & Didin, Saripudin. (2017). 

Pendidikan Karakter, Konsep dan Aplikasi Living 

Values Education. Bandung: PT. Refika Aditama. 



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Volume 4 Number 2 September 2019. Page 389-394 

p-ISSN: 2477-5924 e-ISSN: 2477-8478 

 

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Sugiyono. (2016). Metode Penelitian Pendidikan, 

Pendekatan Kuantitatif, Kualitatif, dan R & D. 

Bandung: Alfabeta.