Cindy Claudia Br Barus

Development of A Teaching Module on the Material of Constitution and Norms in Society for Grade IV Students Muhammadiyah Elementary School 13 Medan

Introduction

Development of a teaching module on the material of constitution and norms in society for grade iv students muhammadiyah elementary school 13 medan. Develop an effective teaching module on Constitution & societal norms for 4th-grade students. Boosts understanding, participation, and motivation. Validated and practical (95-100% approval).

Abstract

The problematic phenomenon faced in Civic Education learning at Muhammadiyah 13 Elementary School Medan is the lack of development of teaching modules on the constitution and norms in society. This causes students to experience difficulties in understanding the material, which impacts low active participation and student learning motivation. Therefore, this study aims to develop an effective and interesting teaching module on the constitution and norms in society for fourth grade students. The research method used is Research and Development (R&D) with a 3D development model (Define, Design, Development). This research was conducted at Muhammadiyah 13 Elementary School Medan by involving expert validators to test the validity of the teaching module and responses from teachers and students to measure the practicality of the developed module. The results showed that the developed teaching module met the criteria for very good validity with a percentage of 95% for the language aspect, 96% for the media aspect, and 94% for the material aspect. In addition, the results of the teacher response questionnaire showed a percentage of 96% indicating that the teaching module is very practical to use. Student responses were also very positive, with a practicality percentage reaching 100%. This teaching module has proven effective in improving students' understanding of the constitution and norms in society.

Review

This paper presents a timely and relevant effort to address a pedagogical gap in Civic Education for Grade IV students, specifically concerning the material on the constitution and societal norms. The authors effectively identify the core problem: a lack of dedicated teaching modules leading to difficulties in student understanding, participation, and motivation. The stated aim to develop an effective and engaging module is well-articulated, positioning the study as a practical contribution to improving foundational civic literacy at the elementary level. The methodology employed, Research and Development (R&D) utilizing the 3D model (Define, Design, Development), provides a systematic and robust framework for module creation. A significant strength lies in the comprehensive validation process, which included expert validators assessing language, media, and material aspects, all yielding impressively high validity percentages (94-96%). Furthermore, the practicality of the module was rigorously evaluated through responses from both teachers and students, demonstrating overwhelmingly positive feedback with 96% and 100% practicality ratings, respectively. These results strongly endorse the module's quality, usability, and appeal within its intended educational context. While the abstract confidently states the module's effectiveness in improving student understanding, the specific measures and empirical evidence supporting this claim are not detailed within the summary. Future discussions or a full paper would benefit from elaborating on the methodology used to assess learning outcomes. Nevertheless, the successful development of a highly validated and practical teaching module on such a critical subject for young learners is a commendable achievement. This work provides a valuable resource for Muhammadiyah Elementary School 13 Medan and offers a promising model for other institutions seeking to enhance the delivery of essential Civic Education content.

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