DISSEMINATION OF THE 4TH GENERATION ELECTRONIC CHEMISTRY MODULE BASED ON ETHNOSCIENCE AND ECO-STEAM TO CHEMISTRY TEACHERS IN MGMP SOUTH JAKARTA AREA 2 Muktiningsih Nurjayadi1,2,3, Fera Kurniadewi1,2, Irma Ratna Kartika1,2, Siti Fatimah1,3, Nasywa Fhelia Salta1, Athiyah Layla1, Mellyna Fitriani1, Annisa Maharani1, Sarah Adilisa Kartini1, Nabilla Anisa Putrie1, Jefferson Lynford Declan2,3
1Department of Chemistry Education, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Gedung KH. Hasjim Asj^ari, 6th Floor, Jl. Rawamangun Muka, Jakarta Timur, 13220, Indonesia.
2Department of Chemistry, Faculty of Mathematics and Natural Science, Universitas Negeri Jakarta, Gedung KH. Hasjim Asj^ari, 6th Floor, Jl. Rawamangun Muka, Jakarta Timur, 13220, Indonesia.
3Research Center for Detection of Pathogenic Bacteria, Lembaga Penelitian dan Pengabdian Kepada Masyarakat, Universitas Negeri Jakarta, Jl. Rawamangun Muka, Jakarta Timur, 13220, Indonesia.
Abstract
The rapid advancement of technology has profoundly influenced the development of learning media, accessibility, and the overall quality of education. The 4th generation electronic chemistry module represents an innovative educational tool that integrates visual, audio, audio-visual, and interactive features, facilitating enhanced communicating among learning resources, students, and educators to achieve learning objectives. This Community Service Program (P2M) aimed to disseminate research findings related to the 4th generation electronic module, which incorporates elements of ethnoscience and eco-STEAM. The dissemination activities were conducted with chemistry teachers from the South Jakarta 2 MGMP through a series of informational sessions and workshops. During the informational sessions, the theoretical framework underpinning the module^s development was presented, along with an overview of the necessary applications, developmental procedures, and the integration of features such as videos, quizzes, images, pop-ups, and other interactive media tailored to specific instructional models. In the workshop component, participants were guided through the process of creating electronic modules, culminating in the successful production of a standardized prototype. The results showed that approximately 94.7% to 98.9% of participants were satisfied with the training. They found the delivery of the training material to be relevant and as expected, applicable to chemistry learning in schools, and inspiring for new interactive teaching ideas. Participants also felt that the presenter had a strong understanding of the topic, used the allotted time effectively, communicated the material clearly, answered questions well, and ensured that the training ran smoothly. Based on the findings, it is concluded that the dissemination of the 4th generation electronic chemistry module was highly effective.
