Learning Path EXOOCO-2R Model in E-Module Based Reading and Writing Learning with Formative Assessment Tools

Giati Anisah; Pramesti Wulandari; Fiyan Ilman Faqih; Julia Binti Madzalan

doi:10.19105/ojbs.v19i1.14810

Giati Anisah Department of Islamic Education, Faculty of Tarbiyah, Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro 62115
Pramesti Wulandari Department of Islamic Education, Faculty of Tarbiyah, Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro 62115 https://orcid.org/0000-0003-2652-4606
Fiyan Ilman Faqih Department of Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Universitas Trunojoyo Madura, Bangkalan 69162
Julia Binti Madzalan Department of Language Education, Faculty of Education, Universiti Islam Antarabangsa Selangor, Bandar Seri Putra 43000 Kajang

https://doi.org/10.19105/ojbs.v19i1.14810

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Keywords: E-module, formative assessment, learning path, reading, writing

Abstract

Literacy is the foundation of education; it allows students to understand, evaluate, and communicate information effectively. However, many challenges arise in developing these skills, including limited access to adequate reading materials, ineffective teaching methods, and insufficient support and motivation from the surrounding environment. This research aims to develop a learning path in literacy learning, especially reading-to-write, based on e-modules with formative assessment tools. The development of learning paths in e-module-based reading-to-write learning with formative assessment tools is carried out using the ADDIE development model. This research began with a needs analysis to identify gaps in literacy learning. The e-module design and formative assessment tools are designed to provide a clear structure and continuous feedback to students. Based on the results of the research that has been carried out, it can be seen that the feasibility test results obtained an average value of 95.14%. These results show that the EXOOCO-2R learning path, formulated as an e-module, is considered very suitable for use, and this is in line with students' positive response to the learning path, with 68% included in the good category.

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Author Biographies

Giati Anisah, Department of Islamic Education, Faculty of Tarbiyah, Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro 62115

Giati Anisah is a lecturer at the Department of Islamic Education, Faculty of Tarbiyah, Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro, Indonesia. Her research interests include literacy pedagogy, reading–writing integration, formative assessment, and digital learning innovation in elementary education. She has published several works on curriculum implementation and technology-based instructional models.

Pramesti Wulandari, Department of Islamic Education, Faculty of Tarbiyah, Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro 62115

PRAMESTI WULANDARI is a lecturer at the Department of Islamic Education, Faculty of Tarbiyah, Universitas Nahdlatul Ulama Sunan Giri, Bojonegoro, Indonesia. Her academic interests focus on literacy education, curriculum development, instructional design, and technology-enhanced learning in primary education. She has been actively involved in research and development projects related to e-modules, formative assessment, and innovative learning models.

Fiyan Ilman Faqih, Department of Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Universitas Trunojoyo Madura, Bangkalan 69162

FIYAN ILMAN FAQIH is a lecturer in the Department of Indonesian Language and Literature Education, Faculty of Teacher Training and Education, Universitas Trunojoyo Madura, Bangkalan, Indonesia. His academic expertise lies in language education, literacy studies, text analysis, and instructional media development. He is actively engaged in research concerning reading comprehension strategies, writing instruction, and digital learning resources for language teaching.

Julia Binti Madzalan, Department of Language Education, Faculty of Education, Universiti Islam Antarabangsa Selangor, Bandar Seri Putra 43000 Kajang

JULIA BINTI MADZALAN is a lecturer at the Department of Language Education, Faculty of Education, Universiti Islam Antarabangsa Selangor, Kajang, Malaysia. Her research interests include language pedagogy, literacy development, educational assessment, and technology integration in education. She has been involved in cross-institutional academic collaborations focusing on innovative literacy instruction and formative assessment practices.

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