Development of an SPOK Sentence-Structure Learning Module for Third-Grade Students at MI Cemorokandang

Nur Hidayatus Sholihah; Nurista Kurnia Nisfin; Dzakiyah Ali Kusuma Pradani; Mohamad Zaubad Nurul Yaqin

doi:10.58421/gehu.v5i5.2043

DOI:

https://doi.org/10.58421/gehu.v5i5.2043

Authors

Nur Hidayatus Sholihah Universitas Islam Negeri Maulana Malik Ibrahim Malang
Nurista Kurnia Nisfin Universitas Islam Negeri Maulana Malik Ibrahim Malang
Dzakiyah Ali Kusuma Pradani Universitas Islam Negeri Maulana Malik Ibrahim Malang
Mohamad Zaubad Nurul Yaqin Universitas Islam Negeri Maulana Malik Ibrahim Malang

Keywords:

ADDIE model, Elementary education, Learning module, SPOK, Student understanding

Abstract

Mastery of basic language skills, particularly understanding Subject–Predicate–Object–Adverbial (SPOK) sentence structures, provides an important foundation for elementary students’ reading, writing, and speaking abilities. However, observations in a Grade III class at MI Cemorokandang, Malang City, indicated that students experienced difficulties in identifying and constructing SPOK sentences, while the available learning activities provided limited support for systematic and independent practice. This study aimed to develop an SPOK sentence-structure learning module for Grade III students and to examine its validity, practicality, and preliminary learning outcomes. The study employed a Research and Development (R&D) design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The limited implementation involved 25 Grade III students aged 9–10 years. The developed module was assessed by one subject-matter expert and one media expert. Data were collected through expert-validation questionnaires, teacher and student practicality responses, and pre-test and post-test assessments. The results showed that the module obtained a mean validation score of 4.17 from the subject-matter expert and 4.20 from the media expert, indicating that the module was highly valid. The teacher practicality score was 4.33, categorized as highly practical. Students’ mean learning outcome scores increased from 56.4 on the pre-test to 83.2 on the post-test, while mastery increased from 32% to 88%. The mean individual N-Gain score was 0.72, which falls into the high category. These findings indicate that the developed module was associated with improved student learning outcomes during the limited two-meeting trial. However, because the implementation used a one-group pre-test–post-test design without a control group and involved a limited number of students over a short period, the findings should not be interpreted as conclusive evidence of causal effectiveness. The developed module can therefore be considered a valid and practical supplementary learning resource for supporting Grade III students’ understanding of SPOK sentence structures.

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