Development of Website-Based Learning Media on Reaction Rate Material to Improve Student Learning Outcomes

This development research aims to describe the feasibility of website-based learning media for reaction-rate material. The feasibility of learning media is reviewed in terms of validity, practicality, and effectiveness. Media validity is measured by content validity and construct validity. The practicality of the media is measured by student responses and activities. Effectiveness is measured by the percentage of classical completeness and the improvement of students' learning outcomes. The research method used in this research is Borg and Gall's Research and Development (R&D) method, which has been modified by Sukmadinata. Media trials were conducted at SMA Negeri 20 Surabaya on 33 students of class XI MIPA 2 who had previously received reaction rate material. This website-based learning medium is declared feasible. The results of content and construct validity show valid results in each aspect with a mode between 4 and 5. Practicality results show that web-based learning media is practical with 98,10% of relevant student activities at the first meeting and 99,05% at the second meeting, while the percentage acquisition of each aspect in the student response gets a percentage of 90%. The results of the effectiveness of learning media obtained classical completeness results of 87.9% and an N-Gain score of 0.78. This is supported by the results of the Paired sample t-test of 0.000, which means there is a significant average difference in learning outcomes.


INTRODUCTION
The world of education has undergone a major upheaval in the 21st century.Developing the talents and potential of learners in the era of globalization requires teachers to show that, although things have changed, they are not difficult.Education is at the core of a nation's progress.With such great demands on human resources in this century, teachers must innovate in the learning process.(Hasibuan & Prastowo, 2019).Kustandi dan Sutjipto (2011) said the learning media used by teachers is very important for learning because it helps improve the learning process and helps clarify the meaning of the message, so that it can achieve learning objectives better and perfectly.
Learning media has recently applied technology in its manufacture.The media used by teachers at first was still in the form of media that could only be used offline.The media still has some shortcomings such as ineffective distribution.Based on the results of pre-research conducted at SMAN 20 Surabaya, it proves that 71.4% of the use of learning media in the classroom uses blackboard media and 23.8% uses book media.According to Nurchaili's research (2010) showed that the average value of conventional chemistry learning outcomes Based on the results of preliminary research, website-based learning media is still rarely used by teachers and 90.5% of students agree if the chemistry teaching and learning process is carried out using website-based media.This website-based learning media contains several information menus that contain instructions for using learning media, an introductory menu containing learning objectives to be achieved, concept map menu, material menu, LKPD menu, quiz menu, evaluation menu, and profile menu.When selecting the material menu, the reaction rate material will be presented briefly, concisely, and clearly.Then there is an LKPD menu that contains LKPD that can be done by students.The quiz menu contains 10 questions about the reaction rate to check the knowledge of students.At the end of the quiz, students can see the scores they get.The last menu is the evaluation menu which contains 10 questions which are used as posttest scores.
The feasibility of learning media is reviewed based on the validity, practicality, and effectiveness of the media.Media validity is a media quality criterion that is measured by the validity of the content and constructs in the learning medium.Validation was carried out by 3 experts, namely, 2 chemistry lecturers as media and material experts and 1 chemistry teacher.The media is said to be valid if each aspect of the assessment has a mode ≥3.The practicality of the media is reviewed based on the responses and activities of students.Learning media is declared practical if the results of the learner response questionnaire have a percentage of ≥61% and the percentage of relevant learner activities is greater than the percentage of irrelevant learner activities.The effectiveness of the media is reviewed in terms of classical completeness and increased learning outcomes.The instruments used are pretest and posttest sheets.Learning outcomes are said to increase if they have classical completeness, namely ≥ 85% of the class achieving individual completeness, n-gain value ≥0.3, and the media is said to be effective if it obtains a significant value <0.05.
Based on the description above, the research "Development of Website-Based Learning Media on Reaction Rate Material to Improve Student Learning Outcomes" was conducted.This research is expected to obtain information about the feasibility of websitebased learning media.

METHOD
The research method used in this study is the Borg and Gall research and development (R&D) method which has been modified by Sukmadinata (2016).Broadly speaking, the research and development steps consist of three stages, namely, 1) preliminary study, 2) development, and 3) testing.This research was used as a test of effectiveness and practicality in learning, so it was carried out until the limited trial stage.The following is the research design of this study.

Literature Study
A literature study is a study to learn concepts or theories related to the product that will be designed and then developed.At this stage, the activities carried out include studying learning theories about learning using website-based media, good media criteria, learner characteristics, and the results of relevant previous research.

Field Survey
The field survey stage was carried out through interviews with chemistry teachers and questionnaires for students through pre-research activities.Field surveys are conducted to collect data related to how things are at school.Some of the things that were observed included the use of the existing curriculum at school, chemistry learning difficulties felt by students, student characteristics, student learning interests, and student needs in the classroom.

Product Draft
Data obtained from literature studies and field surveys is used as a reference in making product drafts.The draft product is formulated by formulating the title and learning objectives of the media, making storyboards, and compiling the media.
After the draft product in the form of website-based learning media is completed, the media is reviewed by chemistry lecturers as material experts and media experts to obtain criticism and suggestions.Criticism and suggestions from the reviewer will then be used as a guide to improve the website-based learning media that will be developed so that it is ready to be validated.After making media improvements based on the results of the review, validation was carried out by two chemistry lecturers and one chemistry teacher.The validation consisted of two aspects: construct validity, or the structure of the media, and content validity, or the content of the website-based learning media.After validation, the scores that have been obtained will be analyzed for deficiencies in the media.If the media does not meet the criteria, then improvements are made again to perfect the media.After that, the assessment is carried out again to find out whether the media is declared valid or not.

Development
At this stage, researchers develop products in the form of website-based learning media based on reaction rate material by conducting limited trials.Limited trials were conducted as initial trials to determine the applicability of the media.The media was tested on a limited basis, including six students who were used as the basis for preparing the implementation plan for the class trial.In this limited trial, information was obtained indicating that there were obstacles in entering the password to start opening the quiz.The media was then repaired, and after there were no obstacles, the media was ready to be tested on a larger scale, namely in one class.

Limited Trial
In the testing stage of website-based learning media, a limited trial was conducted on students of class XI MIPA 2 at SMAN 20 Surabaya.Limited trials were conducted using a one-group pretest-posttest design, which means that before students use website-based learning media, they will be given pretest questions about the reaction rate.Pretest questions are used to determine the initial understanding of students about the reaction rate material.Then students are given treatment, namely learning using website-based learning media.During learning using website-based media, students' activities will be observed.After using the media, students will be given posttest questions about the reaction rate.This posttest question is used to determine the completeness of students' learning outcomes as an influence of website-based media.After the posttest, students will be given a response questionnaire related to the media that have been used in learning chemistry reaction rate material.This can be represented mathematically as O1 X O2.
The target of this research is website-based learning media which was tested on students of XI MIPA class at SMAN 20 Surabaya totaling 33 students.This development research was conducted on students of class XI MIPA at SMAN 20 Surabaya.Then for the validity test was carried out by 2 chemistry lecturers and 1 chemistry teacher.
The data collection methods used in this research are questionnaire, observation, and test methods.Data collection instruments such as review sheets, validation sheets, student response questionnaires, student activity observation sheets, knowledge test sheets in the form of pretest and posttest questions are needed.

Validity Test
Validation of learning media includes content and construct validity conducted by 3 validators, namely 2 chemistry lecturers and 1 chemistry teacher.Validation is carried out based on a Likert scale by giving a score of 1 to 5 on the validation sheet.The validation results are said to be valid if they get a mode ≥3.

Practicality Test
The practicality of web-based learning media is reviewed from the responses and activities of students.The students' response questionnaire contains statements about how students respond after learning using learning media which are answered with the answers "Yes" or "No", which are then analyzed using the Guttman scale as follows.The data obtained will be analyzed using the calculations below Description: P = percentage of answer; F = number of scores obtained; N = total score.The percentage results obtained were interpreted into the following criteria.The learning media developed is declared practical if a percentage of ≥61% is obtained (Riduwan, 2015).
The results oi f the practicality test are alsoi suppoi rted by data froi m the oi bservatioi n oi f students' activities during learning activities using website-based learning media.Learners' activities were oi bserved by the oi bserver.The oi bservatioi n results were calculated using the foi lloi wing foi rmula.
%student activity = ∑ activity that appears ∑ overall activity × 100% Student activities are said toi be well implemented and suppoi rt the practicality oi f the learning media develoi ped if the percentage oi f relevant student activities is greater than irrelevant student activities.

Practicality Test
The effectiveness oi f the website-based learning media is reviewed froi m classical coi mpleteness and improi vement oi f learning oi utcoi mes.Accoi rding toi Triantoi (2009), Websitebased learning media is said toi be effective if the learning oi utcoi mes are classically ≥ 85% in the class achieve individual coi mpleteness.The improi vement oi f students' pretest and poi sttest results can be knoi wn throi ugh the calculatioi n oi f the N-Gain scoi re.The equatioi n foi r determining the N-Gain scoi re is written as foi lloi ws.
N − gain = posttest score − pretest score maximum score − pretest score The N-Gain scoi re is then interpreted as foi lloi ws.
Toi find oi ut the significant difference between pretest and poi sttest scoi res, a paired T test must be doi ne.Data must be tested foi r noi rmality with the Shapiroi Wilk test.data is said toi be noi rmally distributed if the significance value is > 0.05 (sig.>0.05).(Suardi, 2019).
If boi th paired data are noi rmally distributed, hypoi thesis testing uses the Paired sample t-test with the foi lloi wing hypoi thesis.

H0
: there is noi average difference between pretest and poi sttest H1 : there is an average difference between pretest and poi sttest If Sig. < (0.05), then H0 is rejected, if Sig. > (0.05) then H0 is accepted If the paired data is noi t noi rmally distributed, hypoi thesis testing uses the Wilcoi xoi n Signed Rank Test with the foi lloi wing hypoi thesis.H0: there is noi average difference between pretest and poi sttest H1: there is an average difference between pretest and poi sttest If Sig. < (0.05), then H0 is rejected, if Sig. > (0.05) then H0 is accepted Learning media is said toi be effective if the significance <0.05

RESULTS AND DISCUSSIOi N Preliminary Study
The first stage is a literature study, where concepts or theories related to the product to be created and developed are studied.Things that are done at this stage are studying learning theories about learning with website-based learning media, good media criteria, learner characteristics, and the results of relevant previous research.This literature study also aims to collect theoretical foundations and concepts to improve learning media.
A total of 43,265 schools from various regions in Indonesia have registered to start using the independent curriculum in teaching and learning activities for the 2022/2023 school year.The demand for the use of educational technology cannot be separated from this independent curriculum.The purpose of educational technology in the branch of science is to create efficient and effective education by assisting the learning process through the use of various learning resources listed on the right technology.Thus, it is expected that technological advances will enable educators to use various technologies (Widiyono & Millati, 2021).website-based learning media, the results show that students can learn and understand the material easily due to the use of easy and interesting website media.This also increases students' learning outcomes.

Field Survey
The second stage is the field survey stage, where a field survey is carried out in class XI MIPA 2 SMAN 20 Surabaya.A field survey, in this case, is pre-research conducted at school.This pre-research activity is carried out to collect data such as the learning difficulties of students and the media used in schools, especially in chemistry subjects.Pre-research was conducted by distributing questionnaires to students of class XI MIPA 2 SMAN 20 Surabaya.
The instrument used in pre-research is a questionnaire sheet.
Judging from the results of the pre-research questionnaire conducted at SMA Negeri 20 Surabaya, it showed that 71.4% of teachers used blackboard media and 23.8% used book media.The interview results stated that chemistry teachers at SMAN 20 Surabaya have not utilized web-based learning media.As many as 61.9% of students felt that learning chemistry was boring.Monotonous learning media is one of the reasons why students are less interested in learning chemistry.

Drafting of Products
The preparation of the product draft starts with preparing a media design in the form of a storyboard.A storyboard is used as a reference in developing media.The storyboard contains an overview of the media to be created, starting with symbols, images, designs, animations, navigation buttons, and videos that will used to make students interested in learning to use the media.The flow of media usage must also be designed using a flowchart.The flow is from the beginning of using the learning media to the end.
The flow of learning media starts with the initial appearance of the media in the form of an initial page to welcome users who want to enter using website-based learning media.
Learners are directed to press the "Go" button to proceed to the information page.On the information page, learners are presented with information related to media descriptions and instructions for using learning media.Learners are then directed to press the "Go" button to proceed to the menu page.Learners will be presented with several menus, namely the information menu, introduction menu, concept map menu, material menu, E-LKPD menu, quiz menu, evaluation menu, and profile menu.The evaluation menu contains 10 questions, including 4 multiple-choice questions with one answer, 3 multiple-choice questions with more than one answer, and 3 true and false questions.The profile menu contains the developer profile and the profile of the thesis supervisor.

Validity Test
Validatioi n oi f learning media includes coi ntent and coi nstruct validity coi nducted by 3 validatoi rs, namely 2 chemistry lecturers as media experts and material experts and 1 chemistry teacher oi f SMAN 20 Surabaya.
Have a purpoi se 4 Valid The first aspect, namely "the truth oi f the coi ncept" means that the reactioi n rate material and questioi ns oi n the website are in accoi rdance with existing coi ncepts in chemistry.In this aspect, a moi de scoi re oi f 5 was oi btained with a very valid categoi ry.Accoi rding toi Supriyah (2019), The suitability oi f learning media toi suppoi rt learning in the nature oi f facts, coi ncepts, principles, oi r generalizatioi ns must be oi ne oi f the criteria that must be coi nsidered The statement states that the selectioi n oi f material oi n learning media must be coi nsidered soi as noi t toi get the wroi ng coi ncept.
The secoi nd aspect, namely "having a purpoi se" means that the material, LKPD, questioi ns oi n the website are in accoi rdance with the learning oi bjectives toi be achieved, soi it is valid toi be used as learning media.This aspect oi btained a moi de scoi re oi f 4 with a valid categoi ry.The first aspect, namely "chemical characteristics" oi btained a moi de oi f 5 with a very valid categoi ry.The develoi ped learning media has an experiment oi r investigatioi n activity where oi n the LKPD there are experimental oi bservatioi n activities regarding factoi rs that affect the reactioi n rate.Learners can coi llect data, analyze data, and draw coi nclusioi ns.The media alsoi has a coi nnectioi n with everyday life where there is a material menu in the factoi r sectioi n where there are phenoi mena aroi und that are related toi factoi rs that affect the reactioi n rate.

Coi nstruct Validity
The secoi nd aspect, namely "suitability with the characteristics oi f students" oi btained a moi de oi f 4 with a valid categoi ry.This aspect means that the learning media is in accoi rdance with the learning style and age oi f students.
The third aspect, namely "having rules" oi btained a moi de oi f 4 with a valid categoi ry.The website-based learning media develoi ped already has rules oi f use coi ntained in the infoi rmatioi n menu and has been displayed at the beginning oi f the media befoi re entering the menu page.
The existence oi f instructioi ns foi r using the media can facilitate students in using learning media.
The foi urth aspect, namely "proi viding feedback", oi btained a moi de oi f 4 with a valid categoi ry.
The website-based learning media develoi ped has feedback, which is at the end oi f the quiz and evaluatioi n in the foi rm oi f encoi uraging woi rds.
The fifth aspect, namely "having an element oi f decisioi n making" oi btained a moi de oi f 5 with a very valid categoi ry.The website-based learning media develoi ped proi vides oi ptioi ns in answering when choi oi sing answers toi quiz questioi ns and evaluatioi n questioi ns.Learners must choi oi se the right answer in oi rder toi get a goi oi d scoi re and exceed the KKM.Learners are alsoi given the oi ptioi n oi f using the website when oi n the menu page.Learners can oi pen the menu oi r return toi the previoi us page.
The sixth aspect, namely "Appearance" oi btained a moi de oi f 5 with a very valid categoi ry.This aspect means that the coi loi r, foi nt size, and images oi n the media are harmoi nioi us and clear foi r users toi see.
The seventh aspect, namely "media oi peratioi n" oi btained a moi de oi f 5 with a very valid categoi ry.This aspect means that the learning media develoi ped is easy toi access and easy toi use.

Practicality Test
The practicality oi f learning media is reviewed froi m the results oi f student oi bservatioi ns during learning and the results oi f student respoi nse questioi nnaires after using learning media.Usefulness oi f learning media 89,9 Highly practical 3.

Results oi f the Student Respoi nse Questioi nnaire
Ease oi f using the media 84,8 Highly practical 4.
Language in learning media 87,9 Highly practical Toi tal 90 Highly practical Based oi n Table 6, the respoi nse oi f students toi the website-based learning media develoi ped is very poi sitive, this can be seen froi m the acquisitioi n oi f the percentage oi f each aspect oi f poi sitive statements and negative statements getting an average percentage oi f 90%.It can be coi ncluded that the learning media develoi ped is practical toi use in learning.
Hydrogen: Jurnal Kependidikan Kimia, August 2023, 11(4) |576 Student Activity during Learning Based oi n the results oi f oi bservatioi ns oi f learner activities in Table 7, the results oi f relevant activities were 98.10% at the first meeting and 99.05% at the secoi nd meeting, while irrelevant learner activities were 1.90% at the first meeting and 0.95% at the secoi nd meeting.Learner activities are said toi be well implemented and suppoi rt the practicality oi f the learning media develoi ped because the percentage oi f relevant learner activities is greater than irrelevant learner activities.Soi it can be stated that website-based learning media oi n reactioi n rate material is practical in learning.
Illustrations of the abstractness of chemistry can be seen in the material presented on the website, which contains images of the phenomenon of the reaction rate and animations of particle collisions that occur at the reaction rate according to the factors that influence it.

Effectiveness Test
The effectiveness oi f the website-based learning media is based oi n the classical coi mpleteness and improi vement oi f students' coi gnitive learning oi utcoi mes.Students' learning oi utcoi mes are oi btained froi m the results oi f students' pretests and poi sttests.In the pretest learning results, all students in class XI MIPA 2 were noi t coi mplete.When the treatment was carried oi ut using website-based learning media during chemistry learning, there were 29 students whoi were coi mplete and 4 students were noi t coi mplete.Based oi n classical coi mpleteness, noi students achieved individual coi mpleteness during the pretest, while in the poi sttest there were 87.9% oi f students whoi were individually coi mplete because they had reached the KKM.Thus, froi m the pretest and poi sttest data, students can be declared classically coi mplete because ≥ 85% oi f students have reached individual coi mpleteness.It can be said that website-based learning media is effective in learning chemistry reactioi n rate material.
Thei ei ffei ctivei nei ss oi f lei arning mei dia can bei analyzei d using t-tei st.Thei t-tei st is usei d toi dei tei rminei whei thei r thei rei is a diffei rei ncei in thei avei ragei prei tei st and poi sttei st scoi rei s.Thei foi lloi wing arei thei rei sults oi f thei noi rmality tei st oi f thei prei tei st and poi sttei st scoi rei s.Basei d oi n thei noi rmality tei st oi n thei prei tei st and poi sttei st rei sults, thei significancei valuei oi n thei prei tei st scoi rei was 0.148 and oi n thei poi sttei st scoi rei was 0.206.Froi m thei sei rei sults it can bei coi ncludei d that thei

COi NCLUSIOi N
Thei coi nclusioi n oi f this rei sei arch is that thei wei b-basei d lei arning mei dia dei vei loi pei d mei ei ts thei critei ria oi f valid, practical, and ei ffei ctivei .Thei rei sults oi f coi ntei nt and coi nstruct validity shoi w valid rei sults in ei ach aspei ct with a moi dei bei twei ei n 4 and 5. Thei practicality rei sults shoi w that thei wei bsitei -basei d lei arning mei dia is practical with 98.10% oi f rei lei vant studei nt activitiei s at thei first mei ei ting and 99.05% at thei sei coi nd mei ei ting, whilei thei pei rcei ntagei acquisitioi n oi f ei ach aspei ct in studei nt rei spoi nsei s gei ts a pei rcei ntagei oi f 90%.Thei rei sults oi f thei ei ffei ctivei nei ss oi f lei arning mei dia oi btainei d classical coi mplei tei nei ss rei sults oi f 87.9% and N-Gain valuei oi f 0.78.This is suppoi rtei d by thei rei sults oi f thei Pairei d samplei t-tei st oi f 0.000 which mei ans thei rei is a significant diffei rei ncei in thei avei ragei lei arning oi utcoi mei s.

REi COi MMEi NDATIOi NS
Basei d oi n thei rei sults oi f rei sei arch and discussioi n rei latei d toi thei dei vei loi pmei nt oi f wei b-basei d lei arning mei dia oi n rei actioi n ratei matei rial, thei foi lloi wing suggei stioi ns can bei givei n.

Figure 1 .
Figure 1.Modified Borg and Gall Development Steps The next activity is to analyze the characteristics of students.According to Piaget's theory, grade XI high school students have entered the formal operational stage, which has the ability to think concretely.Unlike what is contained in the theory, in reality students still have difficulty understanding it, so learning media are needed to help students understand the material.The next activity is to review research relevant to the development of website-based learning media.Based on the review of previous research related to the development of Hydrogen: Jurnal Kependidikan Kimia, August 2023, 11(4) |571

Figure 2 .
Figure 2. Website Home View

Figure 4 .
Figure 4. Menu Page The introduction menu contains learning outcomes and learning objectives.The concept map menu contains a concept map of the reaction rate material.

Figure 5 .
Figure 5. Introduction Page and Concept Map The material menu consists of two topics, namely reaction order and factors.The E-LKPD menu consists of two LKPDs, namely the rate equation, reaction order, and factors that affect the reaction rate.

Figure 6 .
Figure 6.Material Page and E-LKPDThe quiz menu contains 10 multiple-choice questions on reaction rate material.The teacher will provide a password to open the quiz menu if students have gone through the learning process coherently according to the instructions for use that have been displayed at the beginning.

Table 1 .
Validity Criteria of The Worksheet

Table 2 .
Interpretation of Response Questionnaire Score

Table 7 .
Results oi f oi bservatioi n oi f student activity . A Cross-Sectional Study of the Understanding of the Relationships Between Concentration and Reaction Rate Among Turkish Secondary and Undergraduate Students.European Science Educational Research Association (ESERA) Conference.