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Volume 3 Number 2 September 2018. Page 206-218 

p-ISSN: 2477-5924 e-ISSN: 2477-4878 

 

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The Development of Problem-Based Practicum Module 

to Learn Reaction Rate and Basa-Acid Solution 
 

Puspasari1), Indri Astuti2), Dede Suratman3) 

1)
Universitas Tanjungpura, Pontianak, Indonesia 

E-mail:cupuspa.sari@gmail.com 

 (2)
 Universitas Tanjungpura, Pontianak, Indonesia 

E-mail: indribk91@yahoo.com 

 (3
 Universitas Tanjungpura, Pontianak, Indonesia 

E-mail:d_suratman@gmail.com 
 

 

 

Abstract. This study aims to determine the design, stages, and acquisition of student learning by using a practicum-based 

problem module on the material of reaction rate and acid-base solution. The development model used was a combination 

of the steps of Borg and Gall development research and Dick and Carey learning model design including needs analysis, 

design, initial design review, individual trials, revision, developing prototypes, small group trials, revision of finalization 

and trials field. Data collection techniques are observation, interviews, questionnaires and documentation with data 

collection tools for learning outcomes tests, observation sheets and questionnaires. Data analysis uses qualitative analysis 

and quantitative analysis. The results of the study show that the practicum module design is feasible to use, it can be seen 

from the module evaluation by experts that shows the module has met the eligibility criteria. In addition, field trials showed 

a positive response to the use of modules. Student learning after using the practicum module shows that students can 

actively use modules in practical activities. It can be seen from the t-test which shows that the value of t counts ≥ t table 

which means there are differences in learning outcomes before and after using the practicum module. The acquisition of 

attitude and skill aspects also showed very good results. So it can be concluded that the practicum module in learning the 

reaction rate and acid-base solution can help students to more easily learn the material of reaction rate and acid-base 

solution. 

      Keywords: Development; Modules; Practicum; Problem Based 

 

 

I. INTRODUCTION 

The reaction rate material and acid-base 

solution is one of the material that is considered 

difficult because it has rote characteristics, requires a 

high understanding of concepts and is very closely 

related to the problems of everyday life. This material 

difficulty can be seen in the low acquisition of 

students. This study aims to develop practicum 

modules as learning media that can be used 

independently according to student learning 

characteristics and material characteristics. So it is 

necessary to develop media in the form of problem-

based practicum modules. Through practicum 

activities, students are expected to be able to prove the 

theories learned and link the material learned with the 

problems of everyday life to improve student learning. 

Suharta (in Purba Friska 2014: 20) states that chemical 

material has abstract characteristics that require the 

teacher's ability to make it more concrete. So that it 

needs proof through a scientific activity, one of which 

is through practicum activities. 

    The reaction rate and acid-base solution 

are material that is closely related to everyday life such 

as in the field of industry (Purba, 2003: 5). In addition, 

the basic concepts of reaction rates have a role in the 

success of students in learning the next material such 

as chemical equilibrium material. While the use of 

acid-base concepts such as grouping acid-base 

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compounds and calculating pH are still used in buffer 

solution materials. So that the success of learning 

reaction rates and acid-base solutions is very important 

so that students can easily apply the concepts they 

learn. 

But, chemistry subjects, especially the 

material of reaction rate and acid-base solution, are 

considered to be difficult to learn material. It is 

because one of the characteristics of chemistry is that 

it contains concepts that are interrelated with one 

another. Nugita (2016: 1) states that chemistry has a 

concept difficulty that is high enough to understand. 

Besides that, the difficulty of the material of reaction 

rate and acid-base is because this material is 

theoretical which must be applied in practicum 

activities. 

The assumption that the reaction rate and 

acid-base material solution are also difficult for 

students. Panca Bhakti Sungai Raya Vocational High 

School (SMK). The results of observations conducted 

on January 8, 2018, showed 26.9%, namely 7 out of 

26 students whose learning outcomes reached the 

criteria of completeness (KKM) which was 75 in the 

material of reaction rate and 19.13%, namely 5 of 26 

students whose learning outcomes reached KKM in 

acid-base solution material. It shows that the mastery 

of the reaction rate material and acid-base solution is 

still low. 

Interviews with students from pre-research 

conducted on 9 January 2018 with six students of 

Vocational High School and selected heterogeneously. 

Four students stated that chemistry lessons are difficult 

because they contain calculations and are memorized. 

2 students stated that they liked chemistry because 

they could prove the theories that existed through 

practicum activities, but students felt difficulties in the 

practical process because they did not have special 

books used for practicum. So it is necessary to develop 

learning resources designed in accordance with the 

learning objectives and characteristics of students to 

facilitate students in proving the theory and 

understanding the concept of the material. 

One way that can help students in proving the 

theory and understanding the concept of chemistry is 

learning by using practicum modules. The practicum 

module contains practicum instructions and 

procedures that will help in the implementation of the 

practicum. The advantages of learning with the student 

practicum module are constructively guided not 

memorized, so that understanding of a concept is 

profound and lasting. Also, it can train how to design, 

conduct experiments and prove hypotheses with 

problem-solving associated with the real world 

(Zulfiani, 2009: 104). 

One learning model that uses world problems 

and the process of solving them through practical 

activities is a Problem Based Learning (PBL) model. 

According to Sari, Kartika (2015: 16) problem-based 

learning is a learning approach that uses real-world 

problems as a context for students to think critically 

and problem-solving skills. So it can be concluded that 

the preparation of modules and learning activities to 

help students understand the concept and practice of 

reaction rates and acid-base solutions can be done with 

PBL models. 

Based on the explanation above, this has 

prompted researchers to develop research on the 

development of learning resources through a problem-

based practicum media module for learning the 

reaction rate and acid-base solution of modified 

students of class XI of Panca Bhakti Sungai Raya 

Vocational High School that meet the above criteria. 

Modules will be modified to make it more attractive in 

accordance with the characteristics of students so that 

they can be used independently, easily and achieve 

complete goals. The purpose of the research is to find 

out how the problem-based module design, how is the 

problem-based module development and how is 

student learning acquisition with problem-based 

practicum modules for learning the reaction rate and 

the acid-base solution of students. 

II. RESEARCH METHOD 

The research method used was development 

(R & D) by using a combination of Borg and Gall 

stages and the Dick and Carey development design 

model consisting of needs analysis, design, initial 

design review, individual trials, revision, developing 

prototypes, small group trials, revision and 

finalization, and field trial trials. Objects in this 

research are problem-based practicum modules, and 

research subjects are students totaling 25 people in 

class XI of Panca Bhakti Sungai Raya Vocational 

High School in 2017/2018. Data collection techniques 

in this study are observation, interviews, and 

documentation. While the measurement technique is 

in the form of observation sheets, written tests (pre-

test and post-test) are in the form of 6 questions. The 

research instrument in the form of observation sheets 

for assessment of attitudes and assessment of students' 

skills during practicum, questionnaires used for 

practicum module assessment by experts and 

assessment of student responses and test questions that 

have been validated by one lecturer in Chemistry 

Education FKIP Muhammadiyah Pontianak and one 

Chemistry Health teacher Pontianak Reformation with 

validation results that the instrument used is valid. 

The type of data obtained in this development 

is qualitative and quantitative data. Qualitative data in 

the form of comments, suggestions or criticism from 

validators as a basis for revising or improving 

development products. While the quantitative data is 

in the form of figures obtained from filling out student 

response questionnaires and developing product 

validations using Likert scales (4, 3, 2, 1) and 

percentage (%) readability and feasibility. The 

practicum module validation is carried out by experts 



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in their respective fields, namely two people, namely 

one lecturer and one expert teacher of material to 

assess the feasibility of the contents of the material, 

and the questions contained in the module practicum 

two expert module lecturers to assess the design of the 

practicum module. Two instructional design experts to 

assess the module design. 

III. RESULTS AND DISCUSSION 

A. Results  
The following are the findings in the research 

activities on the development of problem-based 

practicum modules in the reaction rate practicum and 

acid-base solution: 

1. Design of practicum module development. 
The design that has been carried out by 

researchers uses the Dick and Carey practicum 

design stages in detail will be explained as 

follows: 

a. Need assessment phase 
The findings obtained can be seen in the 

following Table I: 

Table I 

Results of Need Assessment  

 

 
Based on table 4.1 it can be concluded 

that the learning carried out in Panca Bhakti 

Vocational School, in particular, the material of 

reaction rate and acid-base solution is still not 

optimal, so it is necessary to do research to 

improve learning acquisition by developing 

learning media in the form of problem-based 

practicum modules designed in accordance with 

student characteristics and characteristics 

material. 

b. Planning phase 
The activity in this planning stage is to 

include the practicum module design plan, 

defining the skills developed through the tools 

that will be produced by first formulating the 

specific abilities and objectives to be achieved. 

The results of this stage can be seen in the 

following Table II: 

Table II 

Planning Stages 

 

 
Based on Table II above can be 

concluded in designing a product researchers 

must have good planning, as for the planning that 

is done in determining the specific objectives of 

the practicum, developing test criteria, developing 

learning strategies and developing and selecting 

teaching materials to be developed. So that 

researchers are easier to design practicum 

modules. 

2. The stages of developing practicum modules 
a. Writing and preparation of practicum 

modules 

Through the design results of the 

development of the previous practicum module, 

then the writing and compilation of modules were 

carried out. The stages in the preparation and 

writing of the practicum module in this research 

are carried out by: 

1) Collecting material from various literature as 
a reference for writing the module content, 

the collection of literature begins by 

collecting teacher handbooks and available 

textbooks in the research location. In 

addition, the collection of material is carried 

out through other learning resources such as 



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the internet and similar modules related to the 

same content. 

2) Determine the content and sequence of 
practicum material by (1) identification of 

field topics, concepts, principles, theories 

that will be presented in the module, (2) 

outlining the subject matter into the sub-

subject matter. It is done with the aim of: (1) 

so that the material to be presented is relevant 

to the objectives of the practicum formulated 

(2) in accordance with the level of 

development of students. 

3) Preparation of practicum activities in 
accordance with the approach to be used, in 

this case, is a problem-based practicum 

activity. 

b. Expert assessment (Expert appraisal) 
After the writing and preparation of the 

module are complete, the next phase of the 

module development is the validation of the 

module design by experts. The design of the 

problem-based practicum module will be 

validated by two media expert lecturers, media 

experts, two material expert lecturers, and two 

design experts. 

The practicum media validation experts 

refer to similar findings conducted by Khabibah, 

namely the assessment criteria starting from the 

lowest score scores of 1, 2, 3, and 4 in each aspect. 

Validation results are detailed as follows: 

1) Results of media expert assessment. 
Assessment by media experts on 

practicum modules is carried out on (1) 

linguistic aspects (2) presentation aspects (3) 

effects on practicum (4) overall appearance. 

The results of the assessment of media 

experts on the practicum module can be seen 

in Figure 1 below: 

 
Fig. 1 Practical media validation data by media 

experts 

Based on Figure 1, the results of the 

validation of media experts showed that the 

practicum module had a value of 3.60 or 

greater than 3. So referring to the validity 

criteria according to Khabibah concluded that 

this practicum module was valid from 

linguistic aspects, presentation, effects to 

practicum, overall appearance. 

2) Results of assessment of material experts 
 Assessment by experts Material on 

the practicum module is carried out on (1) 

Suitability of the material with KI and KD (2) 

Accuracy of the material and examples (3) 

Accuracy of dialogue and language (4) 

Accuracy of evaluation questions. The results 

of the assessment of material experts on the 

practicum module can be seen in Figure 2: 

 

 
Fig. 2 Practical media validation data by material 

experts 

Based on Figure 2 the results of the 

validation data of the material experts show 

that the practicum module has a value of 3.93 

or greater than 3. So that refers to the validity 

criteria according to Khabibah, it can be 

concluded that this practicum module is valid 

from the aspect of material suitability with KI 

and KD, the accuracy of the material and 

examples, accuracy of dialogue and 

language, accuracy of evaluation questions. 

3) Results of assessment of design experts 
Assessment by design experts on 

practicum modules is carried out on (1) 

Completeness of the title (2) Accuracy of the 

question (3) Accuracy of summary, (4) 

Suitability of the module with PBL steps and 

(5) Attractiveness of the physical form of the 

module. The results of the expert assessment 

of the designation of the practicum module 

can be seen in Figure 3 below: 

 
Fig. 3 Expert Assessment Results of The Drafting 

on Practicum Modules 

The practicum module has a value 

of 3.8 or greater than 3. So referring to the 

validity criteria according to Khabibah, it can 

be concluded that this practicum module is 

valid from the aspect of material suitability 

with KI and KD, the accuracy of the material 

and examples, the accuracy of dialogue and 

language, the accuracy of evaluation 

questions. 

 



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c. Empirical trial 
The next stage of the practicum module 

development activity is conducting field trials. 

This trial was conducted with the aim that the 

module can be easily understood by students. To 

fulfill the readability of the module, there are 

several aspects that are carried out, namely: 

1) The language factor used must be in 
accordance with good and correct language 

rules. Besides that, the level of simplicity of 

the language used must be in accordance with 

the characteristics of students. 

2) A familiar style of presentation that attracts 
students when using modules 

3) Seeing the level of students' abilities so that 
the material presented is made so that 

students are easier to understand. 

The module readability test activity was 

carried out in 3 stages, namely individual trials, 

small group trials, and large group trials, for some 

students in class XI by giving questionnaire 

responses and classroom observations which 

would later be used as input in revising the 

product. The implementation of the trial activities 

is as follows: 

1) Observing learning interests and responses 
from students during class lessons. Students' 

behavior when following the teaching and 

learning process can indicate the student's 

interest in the lesson or vice versa. 

2) Provide questionnaires (questionnaires) 
responses to students after they are given a 

module. Students will later assess the 

language used, examples of questions 

presented, and lack of modules according to 

the assessment of each student as the subject 

of the trial. 

1) Individual trial (one to one) 

The findings during the individual trial 

implementation are as follows: 

a) The trial was conducted on July 24 at 7:00 
a.m. to 7:45 p.m. located at Panca Bhakti 

Sungai Raya Vocational High School 

b) The subject of the trial consisted of 3 students 
of class XI PHARMACEUTICAL Selection 

of the test subjects was carried out in a 

random way consisting of 1 student with high 

ability, one student with moderate ability, 

one student with lower ability. 

c) Results of student responses after practicum 
using the module can be seen in Figure 4: 

 
Fig.4 Student Response Results After Practicum 

Using The Module 

Figure 4 shows the response of students 

on aspects of practicum 73%, material 85%, 

language 77.0%, display 78%, questions 75% and 

the results of the average positive response of 

students to the practicum module is 78.0%. Based 

on the data analysis, referring to Khabibah it can 

be concluded that the practicum module still 

needs to be revised on the aspects of appearance, 

and questions before the field group are tested. 

2) Small group trials 
The findings obtained in the small group 

trial are as follows: 

a) The trial was held on July 25, 2018, at 6:45 
a.m. - 8:45 p.m. located at Panca Bhakti 

Sungai Raya Vocational High School. 

b) The subject of the trial was six students of 
class XI Pharmacy. The selection of test 

subjects was carried out in a random way 

consisting of 2 students with upper 

capability, two students with moderate 

ability, two students with lower ability. 

c) Results of the questionnaire's small group 
student response to the module can be seen in 

Figure 5 following: 

 
Fig. 5 Student Response Results When Test 

Figure 5 shows the response of students 

on the aspect of practicum 82%, material 85%, 

language 83%, display 78%, questions 82.5% and 

the results of the average positive response of 

students to the practicum module is 82.1%. Based 

on this analysis it can be concluded that it still 

needs to be revised practicum modules, especially 

on aspects of the display before being used for 

large group trials. 

3) Test Large Groups 
The trial was held on July 25, 2018, at 

07.00 - 8.30 WIB at Panca Bhakti Sungai Raya 

Vocational High School. The subject of the trial 

was 21 students of class XI 



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PHARMACEUTICAL. The selection of test 

subjects was carried out in a random way 

consisting of 7 students with upper ability, seven 

students with moderate abilities, seven students 

with lower ability. 

a) Observations when practicum shows 
practicum modules can be used as teaching 

materials in practical activities using 

problem-based strategies. 

b) The results of the questionnaire response of a 
large group of students to the module can be 

seen in Figure 6 below: 

 
Fig. 6 Results of student responses during large 

group trials 

Figure 6 shows students' responses on 82% 

practicum, 83% material, 82% language, 

79% view, 86% problem and the average 

student positive response to the practicum 

module is 82.50%. Based on the analysis 

concluded that as a whole, the practicum 

module is very good and can be used in the 

field testing phase. 

 
Fig.7 Comparison of the results of problem-based 

module revisions 

Figure 7 shows that there has been an 

increase in the revised value, that is from the 

results of the trial one to one 77.5% and then 

revised, followed by a small group trial has 

increased to 82.1 and continued with a large 

group test of acquisition value of 82.55. 

Based on the data analysis it was concluded 

that the problem-based practicum module 

was getting closer to the perfect stage and 

feasible to be used in the practical process in 

the classroom. 

4) Test the field group 
The findings during the field group trial 

implementation are as follows: 

a) Field group trials carried out on 26 and 31 
July 2018 at 07.00-09.15 WIB at Panca 

Bhakti Sungai Raya Vocational High School. 

b) The subjects of the field group trials were 
students of class XI Pharmacy 2 with a total 

of 25 students. 

c) The implementation of practicum activities 
during field trial trials was carried out by 

referring to the results of improvements from 

the practicum scenario during the large group 

trials. With this, it is expected that during the 

implementation of the module practicum, 

using the problem-based practicum can be 

implemented properly. 

d) The results of the response of the students of 
the field group trial subjects to the interest in 

practicum using the module can be seen in 

the following Figure 8: 

 
Fig. 8 The results of the students' responses 

when testing the field group 

Figure 8 shows the average positive response 

of students after practicum using a module 

that is 84.8% or greater than 70%. So it was 

concluded that the results of this calculation 

according to Khabibah, the problem-based 

practicum module could be used and 

interesting for students in chemistry 

practicum activities in the classroom.  

3. Student learning after the use of modules 
a. Knowledge 

The preparation of the "problem-based 

practicum" module in this study aims to help 

students overcome difficulties in practicum 

activities ranging from poor responses to 

practicum activities and difficulties in 

understanding the concept of reaction rate 

material and acid-base solutions. During 

practicum activities, using the student module 

provides good response, in this case, students 

actively learn and understand the modules 

provided. Students do not hesitate to ask questions 

related to the contents of the module. 

1) Students 'understanding of the concept of 
reaction rate and acid-base solution has been 

good enough. It can be seen from the results 

of measuring students' level of understanding 

using test questions. Measurement of 

students' level of understanding is done using 

pretest and posttest. 

2) Measurement of the level of understanding is 
carried out on students of class XI Pharmacy 

2 of Panca Bhakti Sungai Raya Vocational 



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School with a total of 25 students. The results 

of the pretest and posttest can be seen in the 

following table: 

 

 

 

 

 

Table III 

The Acquisition of Learning Outcomes for Large 

Group Trial 

 
 

Based on Table III shows that the average value 

of student learning outcomes before using the 

practicum module 33.24, while after practicum 

is 84.64 with a difference of 51.4. A total of 21 

students scored above 75 and four students 

scored below 75. Based on the data analysis, it 

was concluded that there was an increase in 

good learning outcomes because more than half 

of students obtained scores above the KKM. 

The average increase between learning gains 

before and after practicum using the module 

can be seen in following figure: 

 
Fig. 9 Comparison Diagram of Learning 

Outcomes for Large Group Trials 

Based on Figure 9 shows the pretest average 

value is 33.2 while the posttest value is 84.64. 

So it can be concluded that the use of reaction 

rate modules and acid-base solutions can 

improve students' understanding of problem-

solving and the concept of reaction rates and 

acid-base solutions. 

3) t-test of two paired samples 
The two paired sample t-test is an analysis 

to test differences in paired sample 

learning outcomes. The sample in question 

is the pretest and posttest results of 25 

people from different classes. The results 

obtained th = 20.64, compared with t table 

in df n-1 (25-1) = 24 is 2.078. Then th = 

20,64> tt α 0,05 = 2,078. This means that 

there are differences in learning outcomes 

that result between the pretest and posttest 

scores of students.  

2. Attitude 

Attitude assessment is carried out during 

the research process. Some findings related to 

student learning acquisition in this study are: 

a. Assessment is carried out two times during 
teaching and learning activities in the 

classroom and carried out by two observers. 

b. From the assessment of students 'attitudes, each 
meeting obtained results that students' attitudes 

experienced a good improvement. The average 

value of each aspect shifts 3.6.  

c. Increased results that student attitudes can be 
seen in Figure 10 below: 

 
Fig. 10 Results of Student Attitudes Assessment 

Based on graph 4.10 it was concluded during 

the practicum process from meeting one Until 

the second meeting, overall there was an 

increase in each aspect. So practicum activities 

using problem-based modules can increase 

student activity, cooperation and confidence 

with a very good average rating. 

3. Skills 
Assessment of student or psychomotor skills is 

carried out when students conduct practical 

activities. The findings obtained are; 

a. Skills assessment is carried out by two 
observers. Skill assessment includes 

practicum preparation activities, practicum 

processes and after completing the 

practicum. 

b. The results of the assessment show that 
students are skilled in practicum with an 

average value of each aspect as much as 3.5, 

which is an excellent category.  

c. Data from the assessment of student skills 
can be seen in the following Figure 11: 

 
Fig. 11 Results of Assessment of Student Skills 

Based on Figure 11, it was concluded during 

the practicum process from the meeting of 

one to two meetings; overall there was an 



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increase in each aspect of skills. So practicum 

activities using problem-based modules can 

improve students' skills in the use of tools, 

mastery of procedures, use of theory and 

handling of tools is very good. 

B. Discussion  
1. Design of practicum module development 

The design of the practicum module 

development is an archipelago study conducted to 

obtain the information needed before carrying out 

development activities, or in other words, the 

design of the practicum module development is a 

preliminary analysis carried out as a form of 

reference in planning practicum module writing 

activities. In this study, the design of practicum 

module development includes front and analysis 

(analysis of curriculum and learning resources), 

learner analysis (analysis of student 

characteristics), task analysis (task analysis), 

concept analysis (analysis of concepts to be 

taught), specifying instructional objectives 

(formulating practical purpose). 

As has been explained in the findings of 

the research results, the results of the study on the 

development design begin with conducting an 

initial diagnosis of the curriculum, and the learning 

resources used. It is intended so that later the 

development activities carried out can increase 

learning acquisition because the analysis is carried 

out on the competencies to be achieved. Will later 

all the competencies contained in the curriculum 

can be provided with teaching materials. Through 

the findings of the research conducted, information 

was obtained that the use of the 2013 curriculum in 

Panca Bhakti Sungai Raya Vocational High School 

was not supported by adequate learning resources. 

So that the achievement of each competency in the 

chemical practicum, in particular, cannot be 

achieved well. 

The preliminary study carried out later in 

the design of module development is to analyze the 

characteristics of students. It is important because 

to overcome the problems that arise from the 

results of curriculum analysis is to produce 

learning resources that are in accordance with the 

characteristics of students, as stated by 

Mulyatiningsih (2011,196). Teachers must 

recognize the characteristics of students who will 

use teaching materials. Based on previous research 

findings it can be concluded that the characteristics 

of students in learning chemical material are a low 

level of understanding of chemical material, new 

learning experiences of chemical material, tend to 

study independently and the most prominent are 

differences in learning styles of each student. 

Through this information, the preparation of 

teaching materials to be carried out must use 

simple language and be adapted to the learning 

styles of students who tend to be individualistic. 

Next, is to analyze student learning tasks 

and adjust the content of the material to be given, 

these two things are important components in 

preparing practical activities. The suitability of the 

material and learning assignments provided will 

make it easier for the teacher in compiling teaching 

materials that will help students in fulfilling the 

expected competencies. The steps taken in 

analyzing this material are collecting and selecting 

relevant material and systematically rearranging it. 

The material chosen is the material of reaction rate 

and acid-base solution because it corresponds to 

the background that has been submitted previously. 

Through a series of activities that have 

been carried out previously, the last activity 

carried out in the development design is to 

formulate the objectives of the practicum to be 

achieved. The purpose of the formulation of the 

objectives of the practicum carried out before 

writing the teaching material is so that the 

researcher does not deviate from the original goal 

at the time of writing the teaching material. In 

addition, the goal of practicum is to become a 

reference in formulating test indicators that will 

be used in measuring the success of learning using 

instructional materials that have been compiled. 

Test indicators that will be used to 

measure the success of learning after using the 

module in this study will be formulated in the 

form of questions on pretest and posttest 

questions. The standardized test consists of 6 

questions (item B-2, page 152), the selection of 

tests in the form of essay choices is intended so 

that students can answer the questions given in 

accordance with the knowledge that has been built 

individuals when practicum activities are carried 

out. The questions that have been designed are 

then validated by two validators. One chemistry 

lecturer and one chemistry teacher. The results of 

the assessment by the validators said that the 

problem must be corrected again, including 

repairing the grid on the questions about numbers 

1 and 2, the language used in making problem-

based questions must use standard language. Then 

from the results of the evaluation by the 

validators, the problem is corrected and submitted 

back to the validator so that it is validated based 

on the results of the improvements that have been 

made so that the questions that will be used are 

valid or feasible to use (Appendix C2 Page 178). 

The final conclusion of the studies on the 

design of the practicum module development that 

is carried out is to plan the writing and preparation 

of the reaction rate practicum module and acid-

base solution. Because it is in accordance with the 

opinion of Daryanto (2013: 23), planning in 

preparing the writing of the module is very 

important because, with good planning in writing 

the module, the resulting module will have a high 



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level of readability, as well as the depth of the 

material in accordance with the level of ability of 

students/training participants. 

The planning stage for writing module 

teaching materials involves experts. Experts, in 

this case, are subject matter experts, practicum 

experts or at least people who are knowledgeable 

and experienced in the field of practicum and 

curriculum methodologies, as well as media 

experts or at least people who are knowledgeable 

about practicum media. It is through this planning 

stage that the practicum module can be prepared 

and developed at the next stage. 

The difficulties during the 

implementation of designing the practicum 

module development are the limited time in 

conducting analyzes related to the information 

needed by the researcher, the limitations of the 

observer's ability when making observations on 

the characteristics of students, the limited 

facilities and practical support facilities and the 

limited ability to sort out the material. Relevant 

and systematic rearrangement of material. 

2. Phase of developing practicum modules 
The practicum module development 

phase is an activity carried out to compile, write, 

and test the readability and feasibility of the initial 

design of the practicum module. Through 

planning when designing the module 

development, the module writing is done by 

referring to the formulation of the practical 

objectives, the characteristics of the students and 

the composition of the material that has been 

formulated previously. It is done so that during 

the writing and preparation of the module the 

researcher does not deviate from the objectives 

that have been formulated. 

During the preparation of the module, 

researchers consulted with chemical material 

experts Purwanti Suci, S.Pd and the practicum 

expert Hambali, S.Pd. It is done so that the 

contents of the practicum module have a level of 

legibility that is appropriate to the characteristics 

of students and expected material so that later 

during the use of modules when practicum 

activities are carried out there are not many 

difficulties experienced by students as users of the 

practicum module. 

The design of the practicum module that 

has been compiled later will be validated by 

experts to assess the feasibility of product design. 

Product validation will be carried out by six 

experts consisting of 2 expert material lecturers to 

assess the feasibility of the content, and the 

questions contained in the module, two media 

expert lecturers to assess the module design. 

Whereas for product design assessment, RPP and 

response questionnaire will be carried out by two 

design expert lecturers 

The assessment carried out by experts is 

done directly with the face-to-face process 

between researchers and experts, this is done so 

that during the assessment process, comments and 

suggestions given can be directly accepted by the 

researcher as a practicum module designer so that 

when the practicum module design improvement 

can be properly carried out follow comments and 

suggestions that have been given. The results of 

the validation carried out in the initial module 

design show that the module has sufficient 

validity and feasibility. In the sense that the initial 

design of the chemical module is feasible to be 

tested on students as field users of the practicum 

module, but with a note that the module must be 

revised according to the input and comments that 

have been given. 

Through the results of the improvement 

after the assessment of the practicum module 

design, the next step that will be carried out by 

researchers is field trials. The purpose of 

conducting this field trial is to find out the level of 

module readability seen from the module's ability 

to assist the practicum process. In accordance with 

Mulyasa's opinion in Purnomo et al. (2013: 60) 

learning resources are all things that can facilitate 

students in obtaining some information, 

knowledge, experience, and skills. In addition to 

knowing the readability level of the practicum 

module. This field trial is also intended to find out 

the students' positive response to practicum 

activities and the contents of the module. Because 

essentially the module should be able to provide a 

positive response to student learning motivation. 

The first field trial was an individual trial 

to find out how the initial design of the problem-

based practicum model. This trial was conducted 

on three randomly selected students according to 

their learning abilities, namely students with high 

ability, moderate ability, and lower ability. The 

purpose of this random student selection is to 

avoid the subjectivity of researchers in the 

selection of research objects. Based on the results 

of trials conducted several aspects of the module 

design need to be improved especially on aspects 

of material, language, and appearance. It shows 

that the language and content of the material used 

in the module must be further simplified 

according to the characteristics of students. 

Improvements to the components of the contents 

of this module are very important because it is a 

form of ease of use of modules or what is called 

user-friendly characteristics. 

Through the results of improvements 

that have been made during individual trials. The 

next step is a small group trial. As with the 

selection of individual trial subjects, the trial 

subjects were chosen randomly but with a 

different number of trial subjects, namely six 



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students. The researcher then revised based on the 

results of the response questionnaire on the small-

scale test, after completing the revision the 

researcher continued at the large-scale test stage 

with 22. But at this stage of the trial in addition to 

knowing the readability of the student module the 

researcher also conducted a scenario of practicum 

activities. Adjust the use of practicum modules 

with practicum scenarios in the classroom. The 

steps taken by the researcher before developing a 

practicum scenario are as follows: 

a. Study the learning resources that will be used 
by students to adjust the material content 

contained in the practicum module. 

b. Determine the time, equipment or tools that 
will be used in the practicum. 

c. Writing down the steps that will be carried 
out in the practicum process in accordance 

with the stages of the practicum planned in 

this case is the stage of practicum with a 

constructivist approach. 

d. Write down complete practical steps. 
e. Write a plan for evaluating learning 

activities. 

f. Criteria for success of assessment results can 
be detailed in detail and include three copies, 

namely cognitive, affective, and 

psychomotor. 

The practicum scenario that has been 

compiled is said to be important because it is a 

story sequence compiled by a teacher so that a 

practicum event occurs as desired. Previously, 

researchers conducted preparations which 

included preparation of teaching materials 

whether the teaching materials could be used 

during the teaching and learning process. Then 

student conditioning is done by preparing students 

before starting the practicum which refers to the 

problem-based practicum scenario 

During the large trial, the scenario or the 

practicum steps that have been compiled must be 

in accordance with the conditions of the material 

content submitted and the time allocation used or 

in other words the practicum scenario used must 

be with real conditioning of the current practical 

situation in the classroom. It is done so that when 

the practicum module is used with real estate 

conditions, there is no obstacle to the suitability of 

the module with the stages of practicum activities 

in the classroom. Referring to the opinions of 

Susilana and Riyana, Nasution in Purnomo (2013: 

60) suggests that the module is a complete unit 

consisting of a series of learning activities 

arranged to help students learn independently in 

achieving a number of goals that are formulated 

specifically and clearly, so the use of modules 

besides being able to be used independently, it 

must be in line with a practicum scenario because 

it is a unit of unity in practicum activities. 

The results of the large group trial show 

that the practicum module can be used as teaching 

material in practical activities using a student-

oriented approach. During practicum activities the 

use of modules can help students in understanding 

the concepts learned, through practicum activities, 

it's just that some shortcomings in the use of 

modules in group practicums are, the need to 

adjust the practicum time with the stages of 

learning activities in the module. Learning 

activities in the module should be followed by the 

preparation of appropriate time. 

As for the response given by students as 

much as 82.55% is a positive response. It shows 

that the results of improvements to the simplicity 

of the material and language carried out after the 

previous individual trials provided good results 

for the subjects of this small group trial. Or in 

other words, one of the important components of 

using modules is to provide learning motivation 

that is good for students. 

The final step in the development of the 

practicum module is the field group trial. During 

the implementation of this field group trial 

activity, the implementation was the same as the 

large group trial; it was only done on a different 

subject with a larger number or in other words 

carried out on the real conditions of a classroom 

learning environment. Each phase of practicum 

activities carried out refers to the results of 

improvements from the phases of the practicum 

that have been tested before with the hope that 

there will be no obstacles during the 

implementation of this trial. The steps taken in this 

activity refer to problem-based practicum. The 

stages are (1) The first stage of student orientation 

on the problem. At this stage, students are asked 

to read discourse related to daily life in the 

practicum module. (2) The stage after students 

read and understand the problems presented 

students must find additional information about 

the problems presented to get a solution or a 

temporary solution to the problems presented. 

Additional information is also useful to increase 

students' knowledge about existing problems. 

Students write problem solving or hypotheses 

obtained from various sources on the problems 

presented. This activity trains students to be active 

in learning activities so that students can construct 

knowledge independently based on information 

obtained. (3) The third stage students do proof of 

solving problems or hypotheses that have been 

compiled. Proof is done through practicum and 

group discussions. Students share tasks in 

practicum activities. Students are very 

enthusiastic and active in practicum. Practicum 

activities carried out to make students easier to 

understand and find answers to the problems 

presented because students are directly involved 



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in practicum activities. The results of the 

practicum activities are then recorded as 

practicum data. Students conduct group 

discussions to discuss the results of the practicum 

obtained and then adjusted to the information that 

has been obtained. Practical data that has been 

processed and discussed is then presented in front 

of the class at the next meeting. (4) Develop and 

present the work. This stage students present the 

findings of the practicum that is carried out in 

front of their class. (5) Analyze and evaluate the 

problem-solving process. At this stage, the teacher 

provides input and reinforcement about problem-

solving delivered by each group and together with 

students concludes about the material that has 

been learned. Student learning outcomes show 

positive results; this shows that PBL's approach to 

learning provides good learning outcomes. 

During the field trial, there were no 

obstacles to the practicum scenario 

implementation that had been prepared 

previously. During the implementation of the 

constraints found only related to the allocation of 

practicum time this is because when the field 

group trials are needed more time in conditioning 

students when participating in practicum 

activities, including when the formation of student 

learning groups, preparation of practicum 

materials and materials used, activities practicum 

and reflection on students' performance when 

expressing their opinions regarding the material 

that has been delivered. While the response given 

by the subject of this trial is 84.80% positive 

response or in other words during the practicum 

using practicum modules students have good 

learning motivation. 

3. Student learning after the use of modules 
The use of practicum based on reaction 

rate problems and acid-base solutions is basically 

intended to assist students in facing the 

difficulties of reaction rate practicum and acid-

base solutions. Overall when viewed from the 

observations during the practicum using the 

student module provides good response, in this 

case, students actively learn and understand the 

discourse in the module. Students do not hesitate 

to ask questions related to the contents of the 

module, other than that students actively carry out 

practicum in accordance with the procedures and 

practicum designs contained in the module. 

Students also bravely convey the 

ideas/understandings they have gained after 

practicing the material of reaction rate and acid-

base solution by presenting the results of their 

group practicum in front of the class and willing 

to accept input from other students regarding the 

deficiencies and conceptual errors that have been 

learned. 

Acquisition of learning outcomes 

aspects of knowledge showing success in the use 

of modules is an increase in the level of students' 

understanding of the material being studied. It can 

be seen through the results of lab tests and given 

posttest; the test will be used to measure the extent 

to which students have solved the problem in the 

material of reaction rate and acid-base solution. 

The instrument used for each student is the same 

between one student and another. Questions have 

been prepared based on indicators of students' 

thinking skills that are in accordance with the 

problems faced in daily life. 

The test results given to students aim to 

see differences in student learning outcomes 

before and after using the practicum module. The 

difference in the acquisition of learning outcomes 

shows an increase in students' problem-solving in 

the material of reaction rate and acid-base 

solution. The acquisition of student learning 

outcomes before practicum with an average of 

32.24, while after practicum is 84.64 with a 

difference of 51.4. Of the 21 students, 15 students 

obtained a test score of ≥75. It showed that the 

students' ability to understand the concept of 

reaction rate and acid-base solution was good 

enough. While as many as eight people obtained 

a test score of ≤75, which means that the ability 

of students in solving problems contained in the 

module is still not good. It can be caused by the 

ability of students who tend to require a long time 

in understanding the concept being taught, or in 

other words; it needs to be repeated in stages in 

understanding the material of the reaction rate and 

the acid-base solution contained in the module. 

In addition to calculating the average 

pretest and posttest, the researcher also conducted 

a t-test to test the differences between the two 

pretest and posttest student scores. The results 

obtained based on the calculation is the value of t 

count> table (8.36> 2.078) then Ho is rejected, 

and Ha is accepted, meaning that there are 

differences in results between before and after 

learning using a problem-based practicum module 

in the reaction rate practicum and acid-base 

solution. 

Learning outcomes on the attitude aspect 

are done twice. Attitudes observed include 

aspects of neatness, liveliness, curiosity, 

cooperation, and confidence. The average 

percentage of students' attitudes shows positive 

results with an average of more than 3.6. The 

results obtained can be seen as the value of the 

attitudes of students from the initial meeting to the 

last meeting always experienced an increase in all 

aspects according to the data in Figure 4.9. In 

general, the neatness aspect is already good from 

the start, but from the initial meeting to the next 

meeting students also still have good changes. 



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Students are neater in dressing and styling their 

hair. 

The aspect of student activity also 

increases, students are enthusiastic in 

participating in the practicum process and eagerly 

seek additional information about existing 

problems or material presented by the teacher. 

PBL's integrated learning process makes students 

active in analyzing problems, conducting small 

discussions to solve problems, collecting and 

processing new information, drafting new 

knowledge concepts and communicating 

misunderstandings about existing problems. The 

activeness of students in the PBL process has a 

positive effect on the success of the learning 

process. The PBL approach is effective in 

increasing student curiosity. Students in studying 

a problem always seek information related to the 

problem. Students sometimes ask the teacher, 

read related books or look for additional 

information on the internet. Students always try to 

find a solution to the problems that exist even 

though later the solution is ultimately not right. 

Learning outcomes on aspects of skills 

are observed during the practicum. The average 

percentage of students' skills at the time of 

practicum showed positive results, namely with an 

average of more than three aspects, 3.5, with very 

good criteria based on the data in Figure 4.10. 

Students are skilled in conducting practical 

preparation activities, in addition, students are 

also skilled in using tools, and following 

practicum in accordance with the procedures in 

the practicum module. After completing the 

practicum, each group cleans the tools that have 

been used and stores them in the tool cabinet 

provided. 

Practicum module in research is 

basically used as a substitute for textbooks or 

textbooks where students do not have it yet, this 

module is done with language as easy as possible 

so that the module can support students in solving 

their problems or commonly known as 

constructivism theory so that mastery of students' 

concepts will be better mastered because the 

student himself who invented the concept and 

built it. 

Understanding in chemistry practicum 

will be more meaningful if it is built by students 

themselves. Therefore, understanding ability 

cannot be given by force, meaning that concepts 

are given by the teacher, and when students forget 

the student cannot properly solve problems in 

chemistry. The module in this study has a positive 

impact proven from the activities of students in the 

classroom, when asked randomly and when given 

questions by the teacher, students can explain 

important concepts in the rate of reaction and acid-

base solutions. 

In addition to increasing the understanding 

that the students' positive response to the practicum 

using the practicum module shows that the practicum 

module preparation is in accordance with the 

characteristics of students. Modules can effectively 

motivate students in learning because they are familiar 

to students. It is in accordance with the opinions 

expressed by Daryanto and Dwicahyo, (2014: 25) that: 

Modules should also meet the rules of user-friendly or 

friendly/familiar with their use. Each instruction and 

information disclosure that appears to be helpful and 

friendly with its use, including the ease of the user in 

responding and accessing as desired. The use of simple 

language, easy to understand, and to use commonly 

used terms, is one of the user-friendly forms. 

IV. CONCLUSIONS AND SUGGESTIONS 

A. Conclusions 
Based on the results of research that has been 

done, in particular it can be concluded that the module 

development design is used as a reference in 

developing problem-based practicum modules 

including analysis of learning objectives, analysis of 

learning, analysis of student characteristics, 

determining specific objectives and planning to 

analyze the curriculum and needs analysis for module 

development. The stages of developing practicum 

modules are used to develop practicum modules that 

are suitable for use. Includes writing the contents of 

the module, validating the contents of the module by 

experts and conducting field trials to obtain the 

response and effectiveness of the practicum module. 

Whereas student learning acquisition using problem-

based practicum is effective towards improving 

student learning outcomes. The domain of attitudes 

and skills shows very good results, and the realm of 

knowledge is seen from paired t 2 test which shows 

that the t-count value> t-table so that there are 

differences in learning outcomes between before and 

after using problem-based practicum modules in 

learning reaction rates and solutions acid base. 

B. Suggestions 
Development research is carried out to 

produce a new product or perfect an existing product, 

one of which resulted from the development of a 

chemical practicum module. Based on the results of 

research and development, here are some suggestions 

that researchers can convey. 

1. Suggestions according to the design of the 
practicum module development 

a. For other research can be a reference for 
further research on the development of 

problem-based practicum modules. 

b. For the next researcher, more and more 
recent literature is needed to develop material 

media teaching problem-based lab modules. 

c. For other researchers who want to research 
problem-based practicum modules can 



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conduct research using different strategies 

and materials. 

d. For other researchers, it is necessary to be 
careful in designing and developing this 

practicum module, one of them is when 

analyzing student characteristics so that the 

modules produced are in accordance with the 

characteristics of the student. 

2. Suggestions according to the stages of the 
problem-based practicum module 

a. For other researchers, it can be used as 
literature on the stages of module 

development with a combination of Borg and 

Gall and Dick and Carey 

b. For other researchers can carry out the 
development stage until the dissemination 

stage so that modules can be used in other 

schools. 

3. Suggestions according to student learning. 
a. For teachers of chemistry subjects, the 

problem-based practicum module can be 

used as a practicum media because it can 

increase student learning acquisition. 

b. For other researchers, a problem-based 
practicum module can improve student 

learning on aspects of attitudes, skills, and 

knowledge in a wider sample. 

c.  
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