Journal of Education, Teaching and Learning 

Volume 3 Number 2 September 2018. Page 219-224 

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

 

219 

 

 
Journal of Education, Teaching, and Learning is licensed under  

A Creative Commons Attribution-Non Commercial 4.0 International License. 

 

The Development of Natural Knowledge Science Learning Module to 

Improve Student Learning Achievement in Primary School 
 

Sarjana1), Fadillah2), Indri Astuti3) 

1)Universitas Tanjungpura, Pontianak, Indonesia 
E-mail:bapaksarjana@gmail.com 

2)Universitas Tanjungpura, Pontianak, Indonesia 
E-mail: fadillahkn@gmail.com 

3)Universitas Tanjungpura, Pontianak, Indonesia 
E-mail: indribk91@yahoo.com 

 

 

 

 

Abstract. This study aims to describe (1) the design of the development module for the preservation of living natural resources in the 
study of natural science; (2) the process of developing modules for the conservation of living natural resources in the learning of natural 

science; and (3) student learning about the preservation of living natural resources in the learning of Natural Sciences in the fourth grade 

of SD Negeri 01 Hulu Sungai. This research is descriptive qualitative research to study "the development of learning modules with data 

collection techniques for interviews, observation, document study. Data analysis techniques ranging from display data, data reduction, 

data reflection, and conclusions. The results showed that (1) the design of the development module of the preservation of living natural 

resources material in the learning of Natural Sciences in the form of a front cover with pictures of students studied, preface, table of 

contents, list of images, concept framework, introduction, instructions for use of modules, competence content, basic competencies, 

learning activities 1,2,3 and 4, summary, and evaluation, student worksheets, detailed answers, glossary, bibliography, list of life forms; 

(2) the process of developing modules for the preservation of living natural resources in the learning of Natural Sciences is carried out 

with the following steps: a). Research and data collection; b). Planning c). Development of learning modules; d). Expert validation; e). 

Product trial; and (3) all students can achieve their learning achievement in science learning with the development of learning modules 

with the highest grades of 90 and the lowest scores of 78. 

      Keywords: Development; Modules; Learning; Science; Learning acquisition 

 

 

I. INTRODUCTION 

Module is a learning tool that contains 

material, methods, boundaries, and ways to evaluate 

that are systematically designed. A competency and 

sub-competency are packaged in one self-contained 

module to meet learning needs in certain subjects and 

certain learning processes. Module material is 

compiled interestingly to achieve the expected 

competencies and can be used for self-instructional, 

and its use is not dependent on other media / self-

alone. 

An important problem that is often faced by 

teachers in learning activities is to choose or determine 

the right learning material or teaching material to help 

students achieve competence. It is because, in the 

curriculum or syllabus, instructional material is only 

written in outline in the form of "subject matter." It is 

the teacher's job to describe the subject matter so that 

it becomes a complete teaching material. In addition, 

how to utilize teaching materials is also a problem. 

The intended use is how to teach it regarding the 

teacher, and how to learn it from the student's 

perspective. 

With regard to the selection of this teaching 

material, in general, the problem in question includes 

how to determine the type of material, depth, scope, 

order of presentation, treatment of choosing the source 

where the teaching material was obtained. There is a 

tendency for the source of teaching materials to be 

emphasized in the book. Whereas many sources of 

teaching materials other than books used for example 

such as modules, even textbook does not have to be 

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


 

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one type and do not have to change frequently during 

this time. Various books can be selected as a source of 

teaching materials. Including the problem that is often 

faced by teachers regarding teaching materials is the 

teacher gives the material or learning material too 

broad or too little, too deep or too shallow, 

inappropriate presentation order, and the type of 

teaching material that is not in accordance with the 

competencies to be achieved by students. With regard 

to learning resources often occur every semester 

change or change the year to replace teaching 

materials. 

In connection with that, it is necessary to 

formulate election signs and use of teaching materials 

to assist teachers to be able to choose learning 

materials or teaching materials and use them 

appropriately. Signs referred to include the concepts 

and principles for selecting learning materials, 

determining the scope, sequence, criteria, and steps for 

selecting, developing treatment, and the source of 

learning materials. 

The absence of a learning module that is 

designed so that it can learn by itself to achieve 

complete goals in accordance with the characteristics 

of students. Some facts in the field show that problems 

cause low learning outcomes and student responses 

because there is no use of modules. 

Modules are one of the instructional 

materials that are arranged systematically with 

language that is easily understood by students, 

according to their age and level of knowledge so that 

they can learn independently with minimal guidance 

from educators. So that the teaching and learning 

process is not saturated, and the lessons are very 

enjoyable. The teaching material that has been 

compiled systematically and interestingly which 

includes the contents of the material, methods, and 

evaluations that can be used independently to achieve 

the expected competencies and can be a vehicle for 

students to learn themselves and the natural 

surroundings, as well as prospects for further 

development in applying it in everyday life. The 

learning process emphasizes the provision of direct 

experience to develop competencies so that students 

can explore and scientifically understand the natural 

environment. 

The application of natural science (IPA) 

needs to be done wisely so as not to have a negative 

impact on the environment. The application of Natural 

Sciences at the elementary level is expected to 

emphasize mutual learning (Science, environment, 

technology, and society) which is directed at the 

learning experience to design and create work through 

the application of the science concept and scientific 

work competency wisely. Learning science needs to 

be carried out to foster the ability to think, work and 

be scientific and communicate it as an important 

aspect of life skills. Therefore, science learning in 

elementary school emphasizes the provision of direct 

learning experiences through the use and development 

of process skills and scientific attitudes. The learning 

process has been carried out by elementary school 

teachers in science teaching and learning activities in 

elementary schools. Students are always faced with 

factual events in their environment and various kinds 

of practical or pleasant experiments. 

Natural Science Lessons (IPA), is one of the 

innovative lessons that determines whether or not a 

student passes. It is in accordance with the UAS 

implementation instructions (School Final 

Examination) which sets the standardization of 

graduation for each subject is 75. Therefore, the 

quality of this science lesson needs to be improved, 

because science education in elementary school is the 

foundation or foundation for mastering science 

subjects for further education level. Natural science 

subjects are closely related to the natural environment, 

directing teachers to use the environment as a learning 

resource. By utilizing the environment as a source of 

learning for science, it is expected to help improve the 

quality of student learning in the learning process. 

However, based on the results of 

observations and interviews at SD Negeri 01 Hulu 

Sungai, Ketapang Regency shows the fact that around 

60% of teachers have not developed modules as 

learning resources in natural science subjects. The 

teacher still uses the lecture method and uses the 

learning media that has been provided by the school, 

while the learning resources that are around the school 

environment are simply ignored. 

Module development can support the 

achievement of science learning objectives and create 

a student learning atmosphere that requires activeness 

from students through learning groups as the learning 

process progresses and the use of the environment as 

a learning resource. Based on the description, the 

writer is interested in research with the title 

"Development of Natural Sciences Learning Module 

to Improve Student Learning Acquisition in Primary 

Schools." The focus of this study will be to develop 

science modules for growing material in the fourth 

grade of SD Negeri 01 Hulu Sungai. 

II. RESEARCH METHOD 

The research method used in this study is a 

research development method. What is meant by 

development research or research and development (R 

& D) is a research method used to produce certain 

products, and test the effectiveness of these products 

(Sugiyono, 2016: 407). 

According to Darmadi (2011: 6), the main 

purpose of research and development (Research and 

Development) is not to formulate or test theories, but 

to develop effective results to be used in schools or 

other institutions. 

Research Procedure 

This research creates a module product, so 

the development research model used in developing 

this learning media is the Borg & Gall Model. Borg & 

Gall in the research model he developed established 



 

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ten procedural steps, (Borg & Gall 1983: 775), these 

steps are: 

1. Research and information collecting (Research 
and information gathering) 

2. Planning (Planning) 
3. Develop preliminary form of product 
4. Preliminary field testing, 
5. Main product revision (revision of main products) 
6. Main testing field (main trial) 
7. Operational product revision (Revision of 

Operational Products) 

8. Operational field testing (operational trial) 
9. Final product revision (final product revision) 
10. Dissemination and implementation (Desimination 

and Implication) 

Development Steps 

The steps of this development research are 

the design steps of the research which will be 

explained by a chart consisting of three main parts, 

namely pre-research, initial product development and 

trial, revision and evaluation. Steps of development 

research is a combination of the Borg and Gall 

development research steps and the Research & 

Development development model design illustrated in 

the following chart: 

The steps for developing practicum modules 

consist of three main parts will be explained as 

follows: 

Pre-Research Steps 

a. Needs analysis 
b. Research and data collection 
c. Planning  
Draft Product Development  

a. Develop Criterion Reference Tests (Develop 
criteria tests) 

b. Instructional Development Strategy (Developing 
Learning Strategies) 

c. Develop and Select Instructional Materials 
(Develop and choose teaching materials) 

d. Design and Conduct of Formative Evaluation 
media and one expert lecturer in material. 

e. Revise Instructional (Revise Learning Package) 
The final step of the development design 

process is to revise the draft environmental-based IPA 

module. The data obtained based on the results of the 

formative evaluation are summarized and interpreted 

to determine the weaknesses of the learning module 

draft. 

Product 

The product that has been made will be 

validated by experts to find out the quality of the 

product being developed, in this case, the researcher 

takes three experts, namely: media experts, material 

experts, and design experts. 

 

 

 

III. RESULT AND DISCUSSION 
A. Result 

1. Design Development of Natural Sciences 
Learning Module to improve student learning 

achievement in elementary school. 

a. Preliminary research 
Research Findings Results are presented 

as follows: 

Table I 

Preliminary Research Results 

 
Based on the above table, it can be 

concluded that in the teaching and learning 

process at SD 01 Hulu Sungai in the subject matter 

of Natural Sciences, the material of Wealth 

Conservation of Natural Resources in Indonesia is 

not maximized. It causes researchers to be 

interested in developing a learning module. To 

find solutions that have been identified. It is why 

the researcher clarifies the problems faced by the 

students and hopes that the making of the learning 

module design is the solution. 

b. Planning  
Table II 

Planning Results 

 
Based on table 4.2 it is concluded that in 

the design of the learning module with the 

material for preserving natural resource wealth in 



 

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Indonesia researchers must have good planning so 

that the module can be used and feasible for 

students. Planning that is done in determining the 

learning objectives, collecting learning resources, 

determining the content and sequence of subject 

matter, compiling tests to determine the level of 

mastery and success of the learning modules used 

in learning Natural Sciences. With this plan, it will 

make it easier for researchers to do a Natural 

Sciences learning module planning. 

c. The development step of the learning module 
At this step of development, the initial 

form of the Natural Sciences learning module 

produced. This step enters the third step of the R 

& D model, which is Research & Development, 

which includes ten steps as stated above, which 

are effective and efficient. Learning process, and 

evaluation tools. By paying attention to the 

purpose of developing a standard product 

indicator of basic competency, as well as choosing 

the subject matter, compile a test that is the basis 

for developing a learning module. The results 

obtained in the module can effectively improve 

student learning outcomes in science learning. 

d. Expert Validation Step. 
The learning module that has been 

completed will be validated by experts to find out 

the quality of the learning module that is being 

developed before the learning module is tested on 

students. In this study, three experts are media 

experts, material experts, and design experts. 

2. The Development Process of Material Materials 
on Conservation of Biological Natural Resources. 

Development of a module on the 

preservation of living natural resources in the 

learning of natural science is carried out with the 

following steps: Research and data collection step, 

Planning, Development of learning modules, 

Expert Validation, and Product Testing. In this 

process, a small group with good results was 

tested, medium group trials with good results, and 

trials of large groups with very good results. 

3. Module Development Process material about 
Preservation of Living Natural Resources. 

The development of the module for the 

preservation of living natural resources in the 

learning of Natural Sciences is carried out with the 

following steps: 

Research and data collection steps, Planning, 

learning mode development, expert validation, 

and product testing. In this process the trial of a 

small group with good results, a trial of a group 

with good results, and a trial of a large group with 

very good results. 

 

 

4. Learning achievement of students. 
Students can achieve the acquisition of 

learning outcomes in the subjects of Natural 

Sciences in the preservation of living natural 

resources with the average results above the KKM 

in the good category. However, students in using 

the module are not one hundred percent released 

need guidance and direction to achieve the goal of 

independent children. 

Table III 

Results of Comments and Suggestions from Students 

on Learning in Small Group Trials 

 
Based on Table III above can be 

concluded that there are still some parts that must 

be corrected from the learning module including 

the presentation of the glossary must be added and 

the learning module cannot fully guide students to 

learn material without the help of educators. 

Through small group trials, the researchers made 

improvements before the students. In the module 

learning already contained material and indicators 

about the indicators that they want to achieve. 

Medium Group Trial Subjects 

The trial subjects consisted of 8 students 

of grade IV SDN 01 Hulu Sungai, Ketapang 

district. The group trial process is being carried 

out on Monday 5th June 2018 at 08.30 - 09.30 

WIB. The selection of test subjects is done 

comprehensively and analyzed as input for 

researchers in revising the learning module. 

Table IV 

Results of Comments and Suggestions from 

Students on Learning in The Medium Group 

Trial 

 
Based on Table IV above, it can be concluded that 

there are still parts of the learning module that 

must be improved. 

  



 

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Table V 

Results of Students' Comments and Suggestions 

on Learning in Large Group Trials 

 
Based on the table above, it can be concluded that 

students have positive suggestions and comments 

on the learning module in the utilization of natural 

resources in their environment. This module 

media is very relevant to be used to solve 

problems faced by students in their area. 

5. Student learning achievement 
From the results of the study, students' cognitive 

learning acquisition is mostly above KKM. While 

the affective and psychomotor aspects are 

obtained through the learning process, including 

group assignments, observing, classifying, 

presenting the results of the discussion. The 

advantages of learning to use this module students 

can develop interest in reading, develop an 

attitude of love for the environment by conserving 

living natural resources. 

B. Discussion  
1. Design of the module development on the 

preservation of living natural resources in the 

learning of Natural Sciences in the fourth grade of 

SD Negeri 01 Hulu Sungai. 

In the design of the module, development 

requires a good design step so that the process in 

developing the module can be obtained with 

maximum results and can be applied in learning in 

accordance with the learning objectives applied 

by the environment. The development of this 

module was carried out using the development 

steps of Borg and Gall which began with the data 

collection step. Analysis of the availability of 

learning resources, analysis of learning 

assignments, analysis of taught materials, analysis 

of learning models and methods, formulating 

objectives, and literature studies on the problems 

needed by students and solutions provided. After 

that, enter the step of planning and creating 

modules. After the module is finished, the module 

is validated by material experts, media experts, 

and design experts. After the learning title is 

declared feasible to be applied in learning, the 

researcher conducted a trial to the fourth-grade 

students of SDN 01 Hulu Sungai with a small 

group of 5 people, a group of 8 and a large group 

of 30 people. 

The procedure for learning the module is 

developed based on the Dick and Carey design 

model. The model that uses the application of 

learning designs that are adjusted according to the 

steps in sequence. One step from Dick and Carey 

is the evaluation and revision steps. Each step of 

this development produces a science learning 

module. 

2. The process of developing the module material on 
the preservation of living natural resources in the 

learning of natural science in the fourth grade of 

SD Negeri 01 Hulu Sungai. 

The process of developing modules for 

the preservation of living natural resources in the 

learning of natural sciences is carried out with the 

following steps: a). Research and data collection; 

b). Planning c). Development of learning 

modules; d). Expert validation; Material expert, 

Design Expert, Media Expert. e). Trial product 

trial one to one three students. Small group trial of 

5 students, medium trial of 8 students and a large 

trial of all students. 

3. Student learning acquisition in learning the 
preservation of living natural resources in 

learning Natural Sciences in class IV SD Negeri 

01 Hulu Sungai. 

From the results of the study, the 

students' learning outcomes can achieve their 

learning outcomes in natural science learning with 

the development of learning modules to obtain the 

average results above the KKM. 

IV. CONCLUSIONS  

Based on the focus of the problem, data 

analysis, and research results and discussion, in 

general, it can be concluded that the Natural Sciences 

learning module can improve elementary school 

students' learning achievement with the following sub-

conclusions: 

a. The design of the development module for the 
preservation of living natural resources in the 

learning of Natural Sciences is carried out through 

a model of research & development where these 

steps are (1) research and information collecting 

(Research and information gathering), (2) 

Planning (Planning), (3 ) Develop preliminary 

form of product, (4) Preliminary field testing, (5) 

Main product revision (revision of the main 

product), (6) Main field testing (main trial), (7) 

Operational product revision (Revision of 

operational products), (8) Operational field 

testing (operational trial). 

b. The implementation of learning in the 
preservation of living natural resources material 

in the study of Natural Sciences has been prepared 

with a research step including the conditioning 

step of students, the preliminary step, the steps of 

learning activities, evaluation and closing steps. 



 

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c. Learning outcomes on the preservation of living 
natural resources through the science learning 

module have increased. 

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