DEVELOPMENT LEARNING CYCLE 5E MODULE INTEGRATED WITH SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) IN THERMOCHEMISTRY

The success of the learning process is something that needs to be considered in 21 st -century learning. One of the successes in teaching and learning uses appropriate learning models. One of the 21 st -century learning models is the 5E Learning Cycle integrated with Science, Technology, Engineering, and Mathematics (STEM). This learning model encourages student activities in the teaching and learning process, with the encouragement of student activities, students' science process skills will grow. Science process skill is one of skill that student must have in 21 st -century learning. One effort to encourage students' process skills is to use a virtual laboratory. This research aims to develop a 5E Learning Cycle module integrated with STEM and is equipped using a virtual laboratory (www.chemcollective.org) on thermochemistry material. This study's subjects were students of class XI of state high schools in the city of Kediri. This research is a Research and Development (R&D). The data collected through interview, observation, and questionnaires. The results of this study are: students need a teaching material that can drive the student achievement of the teaching and learning process in the 21 st century in thermochemistry material; module validity which is declared valid by a severe expert (v = 0.89); The module developed shows effective results seen from the learning outcome on thermochemistry material and the module can foster science process skill.


INTRODUCTION
Teaching material is one of the students' needs and must be owned by students [1].
Teaching materials that are usually owned by students have printed teaching materials.
Students can use various kinds of printed teaching materials in the teaching and learning process, including handouts, books, modules, student work-sheets (LKS), brochures, posters, and leaflets [2].
The module is a book written to study independently with or without a teacher's guidance [3] because the module is a printed teaching material that is systematically arranged.
Modules are arranged in one unit used in the teaching-learning process. Modules are arranged from the objectives, topics, subject matter, the teacher's role, learning tools and resources, learning activities, worksheets, and student evaluation [4]. So with these charac-teristics, the teacher can act as a facilitator only.
The developed modules are arranged in detail and interesting to analyze from content, language and presentation. Also, to attract students in the teaching and learning process, this module uses the Learning Cycle 5E learning model integrated with Science, Technology, Engineering and Mathematics (STEM).
Learning Cycle 5E is one of the developments of the Learning Cycle learning model. This learning model has advantages in increasing motivation to learn because students (students) are actively involved in the learning process, so learning becomes more meaningful [5]. There are five stages in the 5E Learning Cycle, engagement, exploration, explanation, elaboration, and evaluation [6].
Whereas Science, Technology, Engineering, and Mathematics, also known as STEM, has four learning elements that are well used to improve students' abilities in facing the challenges of the workforce. STEM also has a goal in improving the quality of curriculum and teaching in schools [7]. So with this learning model students are educated in solving problems or difficulties in solving a problem, looking for solutions early. This learning model also has a good impact on student achievement on the topic acid-base [8].
STEM is a learning model related to students' Science Process Skills [9]. SPS is a skill that influences student activities in teaching and learning, both in understanding a process, product and application or understanding a phenomenon that exists in everyday life [10]. So SPS can be used to challenge or face competition in daily life [11], and student achievement can improve [10] [12]. The basis of Science Process Skills consists of skills to observe, classify, predict, measure, infer and communicate [13]. The basics of this skill are the basics interconnected with life [14] noting that in this study, the SPS that is raised in the module is on the indicators of classifying, observing, applying concepts, considering observations, and reading and communicating data.
Thermochemistry is one topic that needs special attention because it is a complicated and abstract [15]. Thermochemistry topics also require good mathematical skills. This is because thermochemistry topics require a good understanding of the stoichiometry section [16].
Several previous studies have not used a specific media for learning chemistry, especially thermochemistry, and digital media-based learning media are also a matter that needs to exist to improve the quality of learning [17].  [18]. The sample of this study were students and teachers in three state high schools in the city of Kediri, East Java, Indonesia.

METHODS
The first phase of this research is a preliminary study by distributing questionnaires, interviews, and observations to determine the needs of students in the class and teaching materials and learning models used in teaching and learning in schools. So the information obtained will be fulfilled the needs of students in the class. The second stage is the product development modules.
The module developed is a module that has a role in increasing student activities or activeness, so that the science process skills in this module are raised to activate the student's role. Science process skills have a relationship with STEM, so one way is to activate science process skills using a virtual Lab [19]. The virtual lab that emerged in this study uses an existing virtual Lab, chemcollective on thermochemistry. Chemcollective virtual lab is a virtual lab that is like a real laboratory. Problems in the form of experimental activities can be done by each student independently or in groups. This virtual lab presents an activity carried out by students using the knowledge obtained by students by providing problems that students must do [20].

Analysis Problem of Chemistry Learning
Before developing a module, it is necessary to analyze the needs of students  students feel bored quickly and is more passive than student-centred learning [21]. So it needs learning that can suppress student activities to improve student achievement [22].
Interviews were conducted with a chemistry teacher and several students at the School. In interviews with students, it was found that students wanted a handbook that explained various theories and provided activities that could increase student activity and understand the theory by applying thermochemical material that was related to daily activities. This activity will train students to understand thermochemical theories [12] that have been submitted or obtained.  Figure 2. STEM learning influences students' science process skills. This influence occurs in every element of the STEM discipline [9]. STEM learning and student science processes also affect student interest in professional student selection [25] [26]. The use of the four elements of scientific discipline in STEM and science process skills needs to get attention to improve student skills because science process skills influence student learning outcomes.

Module Trial
The purpose of product testing is to find out how readability (content and language) and presentation of products that have been developed according to students and teachers in the School. At this stage, three testing times are carried out, namely initial field trials, medium trials (limited) and extensive trials.
Trials are given to classes not used for experiments that use modules or do not use modules. and can improve students' communication skills [28]. From the result of the teachers' readability questionnaire, on initial fields trial that modules developed, the result was not   Meanwhile, due to constraints on laboratories in the School and to increase student activity in the use of technology in STEM literacy in thermochemistry material, the virtual laboratory is one of the efforts to increase these activities [29]. Real laboratories and virtual laboratories are student activities that can improve science process skills [30]. Real laboratories and virtual laboratories do not significantly differ in conceptual and factual understanding [31].

Science Process Skill
The purpose of this test is to find out whether students 'process skill skills can grow with the modules that have been developed, and the use of virtual labs can foster students' science process skills-data obtained from students' pretest, post-test, and n-gain. students' science process skills [32]. Figure 6. Difference Score between Experiment Classes and Control Class

Student Learning Outcome
The  Table 2.  Table 3 is a table of the average student learning outcomes in the experimental class and the control class in the three schools.
These results indicate that classes using this module have better learning outcomes. This means that students' understanding of using modules has better results than classes that do not use modules. Thus the module can improve students' thermochemistry learning outcomes.

CONCLUSION
The results of the research conducted found that: students need teaching materials that can encourage student achievement in the 21 st -century teaching and learning process in thermochemical material; the validity of the module declared valid by the weight expert (v = 0.89); The module can foster science process skills and the module developed shows effective results seen from learning outcomes in thermochemical material.