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Hangyu, Yan. „Absolutely E-pure modules and E-pure split modules“. Acta Mathematica Scientia 31, Nr. 1 (Januar 2011): 207–20. http://dx.doi.org/10.1016/s0252-9602(11)60221-x.
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Chekhlov, A. R. „E-solvable modules“. Journal of Mathematical Sciences 183, Nr. 3 (03.05.2012): 424–34. http://dx.doi.org/10.1007/s10958-012-0823-2.
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Göbel, Rüdiger. „Absolute E-modules“. Journal of Pure and Applied Algebra 215, Nr. 5 (Mai 2011): 822–28. http://dx.doi.org/10.1016/j.jpaa.2010.06.027.
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Susilo, Rudi, Eli Trisnowati und Rina Rahayu. „PENGEMBANGAN E-MODUL PEMBELAJARAN IPA SMP UNTUK MENINGKATKAN KPS DASAR“. Indonesian Journal of Natural Science Education (IJNSE) 4, Nr. 1 (Juni 2021): 440–56. http://dx.doi.org/10.31002/nse.v4i1.1872.
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This study aims to produce e-modules for learning natural sciences for junior high schools to improve basic science process skills, determine the feasibility of e-modules, student responses to e-modules, and the effectiveness of the developed e-modules. This type of research is research and development that uses ADDIE development procedures (analysis, design, development, implementation, and evaluations). The number of research subjects was 22 students in class IX B, 20 students in class VIII B and 19 students in class VIII A. Data analysis used qualitative and quantitative descriptive methods. The types of instruments used are e-module validation sheets, question validation sheets, student questionnaires, and pretest and posttest questions. The results of the e-module development are based on the evaluation of the quality of the e-module by media & material experts, which is 0.89 with a valid category. Student responses to e-modules are categorized as very positive with a percentage of 92.71%. The effectiveness of the e-module is categorized as moderate with an N-gain value of 0.49. The conclusion of this study is that the e-module of natural science learning in junior high school to improve basic science process skills is effectively used in learning.
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Aulia, Maryam, Hadma Yuliani, Nur Inayah Syar und Nadia Azizah. „EFFECTIVENESS OF USING POE-BASED E-MODULES (PREDICT, OBSERVE, EXPLAIN) ON CRITICAL THINKING ABILITY“. Jurnal Riset Fisika Edukasi dan Sains 9, Nr. 1 (31.05.2022): 1–9. http://dx.doi.org/10.22202/jrfes.2022.v9i1.5664.
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Based on the results of observations and interviews at SMAN 5 Palangka Raya, physics learning is still not structured optimally to achieve students' critical thinking skills. As a result, research was undertaken employing POE-based e-modules to aid students in achieving learning competencies by utilizing their critical thinking skills. The goal of this study is to see how successful POE-based e-modules are at improving critical thinking skills. A quantitative approach using a One Group Pretest-Posttest Design was applied. A test in the form of a description question served as the data gathering strategy. The findings revealed that this POE-based e-module was beneficial to students' critical thinking abilities. The e-effectiveness module's was determined using an effect size of 3.24, which falls into the very high category. This study's conclusion is this POE-based e-module improves students' critical thinking skills.
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Noveridha Utama und Zulyusri. „Meta-Analisis Praktikalitas Penggunaan E-modul Oleh Guru Dan Peserta Didik Dalam Pembelajaran“. Jurnal Biologi dan Pembelajarannya (JB&P) 9, Nr. 1 (22.04.2022): 27–33. http://dx.doi.org/10.29407/jbp.v9i1.17671.
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The development of science and technology requires teachers to use information technology-based learning media in the learning process. One of the efforts made by teachers is the use of electronic modules (e-modules). The e-module is an innovation from the print module that can be accessed via smartphone or personal computer (PC). E-modules can display images, videos, audio, and animations, so that the learning process become interactive. This study aims to analyze the practicality of using e-modules for teachers and students. Practicality is the ease of use of the product being develop. Meta-analysis is done by collecting similar articles by searching for articales from several journals via the internet. The sample used in this study was 10 articles related to the use of e-modules. The result of the study found that the average practicality level of using e-modules. The result of the study found that the average practicallity level of using e-modules by teachers was 0,893 in the very practical category, while the average practicality level by students was 0,879 in the very practical category. Based on the result of the analysis of the use of the developed e-module, it can be categorized as practical so that it is suitable for use in the learning process.
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Mader, A., und C. Vinsonhaler. „Torsion-free E-modules“. Journal of Algebra 115, Nr. 2 (Juni 1988): 401–11. http://dx.doi.org/10.1016/0021-8693(88)90266-9.
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Dugas, Manfred. „Large E-modules exist“. Journal of Algebra 142, Nr. 2 (Oktober 1991): 405–13. http://dx.doi.org/10.1016/0021-8693(91)90315-y.
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Dwiningsih, Kusumawati, Sri Poedjiastoeti, Ahmad Lutfi, Sukarmin Sukarmin, Rusly Hidayah und Ainun Nisa. „Interactive e-modules training and workshop as teaching materials the era of Society 5.0“. Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang 7, Nr. 2 (19.05.2022): 295–308. http://dx.doi.org/10.26905/abdimas.v7i2.6615.
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Interactive e-modules are one of the innovations of teaching materials in Society 5.0 considered innovative for learning. As innovative teaching materials interactive e-modules are recommended, it is hoped that 21st-century teachers will be able to develop their interactive e-modules that suit students’ character and the learning methods used. However, based on a survey that has been conducted, 79% of teachers still use PowerPoint (.ppt) as teaching materials. This activity was held to provide training on making interactive e-modules to the chemistry MGMP team in Gresik based on a scientific approach. This interactive e-module is equipped with teaching materials such as pictures, videos/animations, quizzes, and interactive features to attract students’ attention. The methods used in this service include coordination, interactive e-module design, instrument creation, training implementation, evaluation, management, and publication. Analysis of data obtained from training activities proves that teachers are interested in creating and using interactive e-modules for learning. The interactive e-module is considered an attractive design for learning following the era of Society 5.0.
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Yamin, Mohammad. „Relative relation modules of finite groups“. Proceedings of the Edinburgh Mathematical Society 34, Nr. 3 (Oktober 1991): 433–42. http://dx.doi.org/10.1017/s0013091500005204.
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Let E be a free product of a finite number of cyclic groups, and S a normal subgroup of E such that E/S ≅ G is finite. For a prime p, Ŝ = S / S′Sp may be regarded as an -module. Whenever E is a free group, Ŝ is called a relation module (modulo p); in general we call Ŝ a relative relation module (modulo p). Gaschütz, Gruenberg and others have studied relation modules; the aim of this paper is to study relative relation modules.
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Tanti, Dwi Agus Kurniawan, Lika Anggraini und Rahmat Perdana. „Digitalisation Guide Book of Basic Physics Practicum Equilibrium Material“. JTP - Jurnal Teknologi Pendidikan 23, Nr. 1 (23.06.2021): 70–80. http://dx.doi.org/10.21009/jtp.v23i1.14646.
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This article presents research on inquiry-based e-modules for science process skills. This lab module is made with stages of development, implementation and evaluation adopted from branch. The purpose of this study is to determine the science process skills and perceptions of Jambi University physics education students after using basic physics e-module based on science process skills with inquiry models that use 3D pageflip application software. The results show that students who have used electronic modules have a better perception of electronic modules than ordinary modules they use, this is reinforced by the presence of a significant difference between students who use e-modules and those who do not, students are more interested in using electronic modules because it is easy carried anywhere and can be used anywhere.
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DELITA, Fitra, Nurmala BERUTU und Nofrion NOFRION. „ONLINE LEARNING: THE EFFECTS OF USING E-MODULES ON SELF-EFFICACY, MOTIVATION AND LEARNING OUTCOMES“. Turkish Online Journal of Distance Education 23, Nr. 4 (01.10.2022): 93–107. http://dx.doi.org/10.17718/tojde.1182760.
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Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective. Teachers’ mastery of learning technologies is highly necessary for the digital era. Among such skills is the ability of teachers to package learning materials using various software. One form of presenting learning materials with technology is an e-module. E-modules serve as the main teaching material in online learning and can also be used in face-to-face learning. The purpose of this study was to analyze the effects of using e-modules on self-efficacy, motivation, and learning outcomes in an online learning environment. This research used a quasi-experimental research design with three pretest-posttest groups. The students involved in this study consisted of the control group without e-modules (Group A), the experimental group using emodules independently (Group B), and the experimental group using e-modules collaboratively (Group C). 30 students per group participated in the Geography Learning Planning course. Data was collected through questionnaires and a 10-item essay test and were exposed to descriptive and inferential statistical analyses. The findings showed that the application of e-module in online learning resulted in significant increases in self-efficacy, motivation, and learning outcomes. The e-modules with the collaborative learning option was the most effective.
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Fauzi, Rama Miftahul, und Usmeldi Usmeldi. „Pengembangan E-Modul Pembelajaran Instalasi Motor Listrik dengan Metode Example Non Example“. Jurnal Pendidikan Teknik Elektro 1, Nr. 1 (09.11.2020): 87–90. http://dx.doi.org/10.24036/jpte.v1i1.41.
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The research and development aim to produce e-modules for learning electric motor installations. This research was motivated because the material in the e-modules used by the teacher did not cover all the basic competencies in the syllabus. This study uses a research and development method with a 4D model. The subject of this research is the e-module for learning electric motor installations using the Example Non Example method. Research respondents were students of class XI TITL 1 and teachers of the subject of Electrical Motor Installation. The research instruments were validation questionnaires, practicality questionnaires, and posttest questions. Data was collected using questionnaires and online posttest questions via google forms due to the Covid-19 outbreak. Data analysis used percentage and category techniques. The result of this research is the validity of e-module learning is in the valid category. The practicality of e-module learning falls into the practical category. The effectiveness of e-modules is categorized as effective. Thus e-learning modules can be used in learning.
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Asmianto, Mochammad Hafiizh, Desi Rahmadani, Kridha Pusawidjayanti und Sapti Wahyuningsih. „Developing Android-Based Interactive E-Modules on Trigonometry to Enhance the Learning Motivation of Students“. International Journal of Interactive Mobile Technologies (iJIM) 16, Nr. 02 (28.01.2022): 159–70. http://dx.doi.org/10.3991/ijim.v16i02.27503.
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The development of technology is growing very rapidly, then it should be used for improving many important aspects of our daily life, such as learning innovation. This study aims to develop an android-based interactive e-module on trigonometries’ topic to enhance the learning motivation of students. The topic of trigonometry is chosen because it lacks to be discussed. Many Android-based interactive e-modules are generally limited on numbers. On the other hand, online learning policies during pandemics make many students feel bored, one of which is because the learning applied by the learning media or methods chosen by teachers is monotonous and less attractive. The contents of this e-module consist of learning outcomes, material descriptions, learning videos, and quizzes. The method in this study is Research and Development with the ADDIE model. The ADDIE model has five stages: Analyze, Design, Development, Implementation, and Evaluation. The main key in this method is the iteration process. Before the trial, the e-module is validated by substantial experts and learning media’s experts. The substantial experts gave a score of 4.32 out of 5 which indicates the modules are valid substantially. The learning media’s expert gave a score of 4.18 out of 5 which indicates the modules are very valid. Then, these e-modules are implemented into small classes and large classes. The practicality and the effectiveness of these e-modules are measured. The practicality of these e-modules in the small class has a score 4.18 out of 5, while it has a score of 4.28 out of 5 in the large class. The effectiveness of this e-modules in small class have score 4.28 out of 5, while it has score 4.31 out of 5 in a large class. These results indicate that android-based interactive e-modules are effective and recommended to be used in the teaching-learning process on trigonometry.The development of technology is growing very rapidly, then it should be used for improving many important aspects of our daily life, such as learning innovation. This study aims to develop an android-based interactive e-module on trigonometries’ topic to enhance the learning motivation of students. The topic of trigonometry is chosen because it lacks to be discussed. Many android-based interactive e-modules are generally limited on numbers. On the other hand, online learning policies during pandemic make many students feel bored, one of which is because the learning applied by the learning media or methods chosen by teachers is monotonous and less attractive. The contents of this e-module consist of learning outcomes, material descriptions, learning videos, and quizzes. The method in this study is Research and Development with the ADDIE model. The ADDIE model has five stages: Analyze, Design, Development, Implementation, and Evaluation. The main key in this method is the iteration process. Before the trial, the e-module is validated by substancial experts and learning media’s experts. The substancial experts gave a score 4.32 out of 5 which indicates the modules are valid substancially. The learning media’s expert gave a score 4.18 out of 5 which indicates the modules are very valid. Then, this e-modules is implemented into small class and large class. The practicality and the effectiveness of this e-modules are measured. The practicality of this e-modues in the small class have score 4.18 out of 5, while it have score 4.28 out of 5 in the large class. The effectiveness of this e-modules in small class have score 4.28 out of 5, while it have score 4.31 out of 5 in large class. These results indicate that android-based interactive e-modules are effective and recommended to be used in teaching-learning process on trigonometry.
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Tampubolon, Indra Wahyu. „E-Module Development Based on Problem Based Learning (PBL) on Material Class X High School Chemistry Association“. Jurnal Mekintek : Jurnal Mekanikal, Energi, Industri, Dan Teknologi 13, Nr. 1 (08.04.2022): 69–74. http://dx.doi.org/10.35335/mekintek.v13i1.123.
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This study aims to obtain: (1) PBL-based E-modules that have met the criteria for content eligibility, language eligibility, presentation eligibility, and graphic eligibility according to the National Education Standards Agency; (2) Students' responses to aspects of the appearance, material and benefits of PBL-based e-modules on chemical bonding materials. The type of research used is Research and Development (R&D) which has been modified as needed. This research was carried out in several stages, namely syllabus analysis according to the current curriculum, module analysis by researchers, module design and development, validation of e-modules by lecturers and teachers, and then evaluation of e-modules developed by students. The average result of validation by lecturers is 3, 53 which means it is valid and does not need to be revised and the average teacher validation is 3.86 which means it is valid and does not need to be revised. The average percentage of student satisfaction with PBL-based e-modules that have been developed is 77.87%. So it can be concluded that the E-module based on Problem Based Learning (PBL) in the chemical bonding material for class X SMA is valid and does not need to be revised. Based on the high student response, it means that students feel interested in the e-module.
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aam, In, M. A. Hadi und Hassan K. Marhoon. „e-Supplement Submodules and e- Supplemented Modules“. International Journal of Mathematics Trends and Technology 33, Nr. 2 (25.05.2016): 123–26. http://dx.doi.org/10.14445/22315373/ijmtt-v33p516.
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DIALLO, Abdoul, Papa DIOP und Mamadou BARRY. „Modules Whose Nonzero Endomorphisms Have E-small Kernels“. Journal of Mathematics Research 10, Nr. 3 (14.05.2018): 111. http://dx.doi.org/10.5539/jmr.v10n3p111.
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Let $R$ be a commutative ring and $M$ an unital $R$-module. A submodule $L$ of $M$ is called essential submodule of $M$, if $L\cap K\neq\lbrace 0\rbrace$ for any nonzero submodule $K$ of $M$. A submodule $N$ of $M$ is called e-small submodule of $M$ if, for any essential submodule $L$ of $M$, $N+L= M$ implies $L=M$. An $R$-module $M$ is called e-small quasi-Dedekind module if, for each $f\in End_{R}(M),$ $ f\neq 0$ implies $Kerf$ is e-small in $M$. In this paper we introduce the concept of e-small quasi-Dedekind modules as a generalisation of quasi-Dedekind modules, and give some of their properties and characterizations.
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Khuri, Soumaya Makdissi. „Nonsingular retractable modules and their endomorphism rings“. Bulletin of the Australian Mathematical Society 43, Nr. 1 (Februar 1991): 63–71. http://dx.doi.org/10.1017/s000497270002877x.
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A module RM is said to be retractable if HomR (M, U) ≠ 0 for each nonzero submodule U of M. M is said to be a CS module if every complement submodule of M is a direct summand in M. Retractable modules are compared to nondegenerate modules on the one hand and to e–retractable modules on the other (nondegenerate implies retractable implies e–retractable); and it is shown that if M is nonsingular and retractable, then EndRM is a left CS ring if and only if M is a CS module.
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Ramadhan, M. Agphin, und R. Eka Murtinugraha. „THE DEVELOPMENT OF E-MODULE ON SUBJECT OF STATISTICS IN STUDY PROGRAM CIVIL ENGINEERING EDUCATION, UNIVERSITAS NEGERI JAKARTA“. BALANGA: Jurnal Pendidikan Teknologi dan Kejuruan 8, Nr. 2 (21.12.2020): 70–74. http://dx.doi.org/10.37304/balanga.v8i2.1908.
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The purpose of this research is to develop an e-module for the Statistics subject in the Building Engineering Education study program, Jakarta State University. E-module development using Adobe InDesign software. This research is included in development research (R&D) using the ADDIE model (Analysis, Design, Development, Implementation, dan Evaluation). Two experts, who are material experts and media experts, validate the product. The product is an e-module which consists of 6 modules. Based on the validation, the average score of the material expert's assessment of modules 1 - 6 was 84% in the very feasible category. The average score of the media expert's assessment of modules 1 - 6 is 88.67% in the very feasible category. Based on the results of the validation, the Statistics E-Module is very feasible to use.
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MAO, LIXIN, und NANQING DING. „GORENSTEIN FP-INJECTIVE AND GORENSTEIN FLAT MODULES“. Journal of Algebra and Its Applications 07, Nr. 04 (August 2008): 491–506. http://dx.doi.org/10.1142/s0219498808002953.
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In this paper, Gorenstein FP-injective modules are introduced and studied. An R-module M is called Gorenstein FP-injective if there is an exact sequence ⋯ → E1 → E0 → E0 → E1 → ⋯ of injective R-modules with M = ker (E0 → E1) and such that Hom (E, -) leaves the sequence exact whenever E is an FP-injective R-module. Some properties of Gorenstein FP-injective and Gorenstein flat modules over coherent rings are obtained. Several known results are extended.
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Moh'd, Fida, Mamoon Ahmed und Mashoor Refai. „Flexible modules and graded rings“. Boletim da Sociedade Paranaense de Matemática 41 (27.12.2022): 1–14. http://dx.doi.org/10.5269/bspm.62550.
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A G−graded R−module is called flexible if Mg = RgMe for every g ∈ G. In this paper, we study the relationship between a flexible module and the graded ring R through different aspects. On one hand, we distinguish the flexible modules from other graded modules by characterizing the influence of the e-component of a flexiblemodule on the graded module itself. On the other hand, we extend the class covered by flexible graded modules to include free and projective modules in a comparatively simple manner.
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Ghoncheh, Rezvan, Hans M. Koot und Ad J. F. M. Kerkhof. „Suicide Prevention E-Learning Modules Designed for Gatekeepers“. Crisis 35, Nr. 3 (01.05.2014): 176–85. http://dx.doi.org/10.1027/0227-5910/a000249.
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Background: E-learning modules can be a useful method for educating gatekeepers in suicide prevention and awareness. Aims: To review and provide an overview of e-learning modules on suicide prevention designed for gatekeepers and assess their effectiveness. Method: Two strategies were used. First, articles were systematically searched in databases of PubMed, Web of Science, and PsycINFO. Second, Google search was used to find e-learning modules on the Web. Results: The literature search resulted in 448 papers, of which none met the inclusion criteria of this study. The Google search resulted in 130 hits, of which 23 met the inclusion criteria of this review. Organizations that owned the modules were contacted, of which 13 responded and nine were included in this study. The effectiveness of two e-learning modules is currently being tested in a randomized controlled trial (RCT), one organization is planning to test the effectiveness of their module, and one organization has compared their face-to-face training with their online training. Furthermore, the included modules have different characteristics. Conclusion: There is a need for RCTs to study the effectiveness of online modules in this area and to understand which characteristics are essential to create effective e-learning modules to educate gatekeepers in suicide prevention.
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Musdi, Edwin. „IMPROVING HIGH SCHOOL MATHEMATICS TEACHER ABILITY IN MAKING E-MODULE IN PADANG PANJANG CITY“. Pelita Eksakta 2, Nr. 1 (16.04.2019): 54. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss1/64.
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Technological development is very possible to use in learning activities for improving the quality of education. Much research has strongly advocated the use and integration of technology in the learning process. One form of utilization of these technologies is the use of E-Modules. E-modules in learning are teaching materials used in assisting learning activities in the form of soft-files that are operated through computers. Interactive e-learning module motivates students to learn more spiritually, actively and independently that can be used by teachers in the learning process. E-Modules allow students to learn not only in the classroom but wherever they are. However, there are many teachers who cannot create or design e-modules. In West Sumatra itself, especially the city of Padang Panjang, e-modules are unknown by teachers. Based on the results of interviews with math subject teachers who are also chairmen of the High School Mathematics MGMP in Padang Panjang City, in general the teachers in the city of Padang Panjang do not know about e-modules and really need training or guidance on e-modules themselves to improve quality their learning in class. Based on this, it was felt necessary to implement an activity program to improve the ability of mathematics teachers in desaining E-Modules in the Padang Panjang city with the partners of Mathematics MGMP. This activity will be facilitated by the IT team who will explain the ins and outs of the E-Module so that technical knowledge about e-modules can be properly controlled by partners. In addition to the IT team this program also involves a team of Mathematics experts who will evaluate the modules designed by teachers during the implementation of the activities so that the quality of modules that can be used by students can be maintained. The mechanism for implementing PKM activities is carried out using action research steps which consist of 4 (four) stages, namely: planning, action, observation and evaluation, and reflection. The implementation of this activity creates e-learning modules that can be designed by subject teachers, especially mathematics.
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Arif, Chandra, Ta’ali Ta’ali, Mukhlidi Muskir und Refdinal Refdinal. „Pengembangan E-Modul Pembelajaran Berbasis Web pada Mata Pelajaran Gambar Teknik Listrik di Sekolah Menengah Kejuruan“. Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme 4, Nr. 2 (20.06.2022): 170–96. http://dx.doi.org/10.37680/scaffolding.v4i2.1409.
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The purpose of this research is to produce a WEB-based learning e-module using Google Classroom that is valid, practical, and effective in Electrical Engineering Drawing subjects. WEB-based learning e-modules using Google Classroom are designed to improve student understanding to improve student learning outcomes. This research method uses Research and Development (R&D) with 4-D development procedures (Define, Design, Develop, Dissemination). The data analysis technique used descriptive analysis techniques to describe the validity, practicality, and effectiveness of WEB-based learning e-modules using Google Classroom. The results obtained from this development research: The validity of the WEB-based learning e-module using Google Classroom is declared valid on the media and material aspects. The practicality of WEB-based learning e-modules using Google Classroom from teacher and student responses is stated to be very practical. The effectiveness of WEB-based learning e-modules using Google Classroom is declared effective in improving learning outcomes. Based on the findings of this study, it was concluded that the WEB-based learning e-module using Google Classroom was declared valid, practical, and effective to be used as a learning aid in Electrical Engineering Drawing subjects.
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Adibah, Bunga, Yovita Yovita und Mas'ud Zein. „Evaluasi Penggunaan E-Module di Kalangan Mahasiswa: Studi Pengembangan di UIN Suska Riau“. Milenial: Journal for Teachers and Learning 3, Nr. 2 (31.01.2023): 84–91. http://dx.doi.org/10.55748/mjtl.v3i2.139.
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E-Modules are modifications of conventional modules by combining the use of information technology, so that existing modules can be more interesting and interactive. Because with e-Modules we can add multimedia facilities (images, animations, audio and video) in it. This study aims to evaluate the use of E-Modules based on a Contextual Approach among students as an educational arena. The type of research used in this research is R&D (Research and Development) with the Dick & Carey development model put forward by Walter Dick, Lou Carey, and James O. The research was conducted involving 58 respondents, including 3 lecturers, 20 teachers and 35 students. The data collection tool used was an online questionnaire consisting of 5 constructs with 27 questions with a cronbach alpha of 0.966. The data that has been collected is then analyzed using the SPSS version 23.00 for Windows. The results of the study show that students' assessment of the use of the E-Module in the five constructs includes: 1). E-Module suitability with the learning model used (4.07) in the "good" category 2). The use of E-Module and learning methods according to (4.09) in the "good" category 3). Completeness and arrangement of E-Module descriptions (4.11) in the "good" category 4). Use of language, spelling of words and sentences (4.17) in the "good" category 5). The graphic component (4.10) is in the "good" category and has an overall average of 4.10 in the "good" category. Thus, educators and prospective educators are expected to be able to produce interesting and effective learning media.
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Christova, Alina. „Future Developments of E-Modules“. International Journal of E-Adoption 3, Nr. 1 (Januar 2011): 22–28. http://dx.doi.org/10.4018/jea.2011010103.
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E-learning tools can be found on an occasional basis in higher education, in particular regarding social sciences. This paper concentrates on envisaged future developments of E-Modules, the innovative e-learning platform on European Union matters created by the Institute for European Studies, which is an autonomous department of the Free University Brussels. First, it provides an overview of the strategy and the concept of E-Modules as well as content, structure and main features of the e-learning tool including best practices and current challenges. The author also explores in depth the role interactive tools and multimedia can play in enhancing the transfer of knowledge and skills to the users of the E-Modules.
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Wulandari, Ketut Yuli Ayu, I. Made Tegeh und Ndara Tanggu Renda. „Knowing Puberty With E-Modules“. Indonesian Journal Of Educational Research and Review 4, Nr. 2 (31.10.2021): 225. http://dx.doi.org/10.23887/ijerr.v4i2.39666.
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Teachers still do not use media/teaching materials when teaching, especially in online learning. So that teachers still do not use innovative media/teaching materials in learning. Therefore, this study aims to develop an e-module in science learning on Puberty as seen from its validity. This type of research refers to the ADDIE development model procedure that consists of the stages of analysis, design, development, implementation, and evaluation. In this study, the implementation and evaluation stages were not carried out because they are currently still in the Covid-19 pandemic period, so they must comply with health protocols. The subjects in this study were e-modules on science learning on Puberty and experts who were competent in their fields. This study used a questionnaire method in collecting data. A rating scale instrument was used in an assessment sheet for two material experts, two media experts, and two practitioners to determine e-module validity. The test results of the science e-module on the topic of Puberty were calculated and converted into a five-scale guideline table. Based on the developed e-module, the science e-module validity test results from material experts, media experts, and practitioners obtained very good qualifications and were declared valid. So that the science e-module on the topic of Puberty is suitable for use by teachers when teaching because this e-module has an attractive appearance and the content/content in the e-module is complete so that it can support student learning activities.
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Diallo, Abdoul Djibril, Papa Cheikhou Diop und Mamadou Barry. „ON e-SMALL MONOFORM MODULES“. JP Journal of Algebra, Number Theory and Applications 40, Nr. 3 (01.06.2018): 305–20. http://dx.doi.org/10.17654/nt040030305.
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Diakhate, Serigne Moussa, Abdoul Djibril Diallo, Papa Cheikhou Diop und Mamadou Barry. „ON e-SMALL RETRACTABLE MODULES“. JP Journal of Algebra, Number Theory and Applications 47, Nr. 1 (01.07.2020): 15–29. http://dx.doi.org/10.17654/nt047010015.
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Maryani N, Maryani N. „PENGEMBANGAN ELEKTRONIK MODUL (E-MODUL) AKUNTANSI DASAR UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA (Studi Pengembangan e-modul) Akuntansi Dasar Pada Kelas X SMK Negeri 2 Lahat)“. Diadik: Jurnal Ilmiah Teknologi Pendidikan 10, Nr. 1 (30.09.2021): 84–92. http://dx.doi.org/10.33369/diadik.v10i1.18106.
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This research aims:1)Development of e-accounting modules that can facilitate the learning prosess, 2)Describe the feasibility of developing an e-module of accounting on the basis of exspert tests and tests tobe used in learning prosess, 3)Describe how electronics module can improve student achievement. This research main goal is to develop electronic modules or modules that can help students in learning because they can use a laptop and also smarphone (HP). The module development prosess uses sigil application for manufacturing processand to read it using EPUB reader using Azardi for laptop and easily for smartphone (HP). This development is expected to guide students with digital learning patterns 4.0. Becauuse the materialand evaluasion can be adjustes to the learning abitlities of each student. This e-module is expected to be able to: 1) Help students learn by themselves without the presence of teacher, 2) Help teacher have digital learning suggestions in the form of electronic module (e-module), 3) One of the references for learning accouting digitally. This development researh used ADDIE methid (Analyze, Design, Development, Implematation and Evaluation). After validation the e- module will try to the student in basic area and in the widht area. To see if test the e- module. The result the e-module can be used in learning proses.
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Safitri, Vina, und Tuti Lestari. „DEVELOPMENT OF INTEGRATED SCIENCE E-MODULES ON THE MATERIAL INTERACTION OF LIVING THINGS WITH THE ENVIRONMENT USING THE ISPRING SUITE 8 APPLICATION FOR GRADE VII STUDENTS SMP/MTs“. Universe 1, Nr. 2 (16.12.2020): 66–71. http://dx.doi.org/10.24036/universe.v1i2.18.
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Digital teaching materials are innvovations in the world of education. The rapid development of technology has encouraged various educational institutions to create digital teaching materials. Digital teaching materials can be taken from the internet or other sources in the from of articles, e-books, and e-modules. E-modules is an electronic version of a module designed systematically and interestingly to achieve competence. The reality is that at SMP N 21 Padang students are less motivated to use teaching materials in the form of printed modules. The solution to this problem is to develop electronic module teaching materials. The study aims to reveal the level of validity and practicality of the modules developed. This type of research is Research and Development. The data source is derived from the results of the validity test and practicality test of the instruments used in this study are the interview sheet, validation questionnaire sheet, practicality questionnaire sheet. The results of this study indicate that the integrated natural science e-module of interaction of living things with the environment is very valid with a value of 87.97, and the use of e-modules is very practical according to teachers and students with values of 93.87 and 88.59 respectively.
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Baring, John Jeri A., und Julie Santiago Berame. „Supporting Conceptual Comprehension of Newton’s Laws of Motion of Grade 8 Students through Kotobee Interactive E-Module“. Indonesian Journal on Learning and Advanced Education (IJOLAE) 4, Nr. 3 (05.09.2022): 209–32. http://dx.doi.org/10.23917/ijolae.v4i3.18790.
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This study aimed to develop an interactive electronic module to support students’ conceptual comprehension in Science 8 and find out if there would be a significant difference in the performance of students after using the electronic module. The e-module was composed of three topics with three sub-lessons in Newton’s Laws of Motion. The participants were Grade 8 students and enrolled in the school year 2020-2021. Students from four different sections were divided into two groups: the controlled group (printed module) and the experimental group (e-module). The e-module was validated by nine experts for its content validation. Re-sults showed that the pretest scores of the students in both the controlled and experimental groups had a remark of average mastery. The post-test mean scores showed a large difference between the two groups as the students using printed modules remained at average mastery level while students taking the e-module were moving toward mastery. T-test results also found that the pretest scores of the students using both methods of instruction were statistically significantly different from their post-test scores. The e-modules group had improved and increased gain scores in their posttest compared to the printed modules group. Still, both modules, whether printed or e-modules, contribute to the increased performance of the students. Moreover, the developed interactive e-module using Kotobee Author software met the criteria set for evalua-ting its validity in terms of material worthiness, media feasibility, and language eligibility in supporting students' conceptual comprehension of Newton’s Laws of Motion. Overall, the value of the study was to search for the most effective ways of applying e-learning module in the learning process. Also, the study employed the effectiveness of using the e-module in the development of science teaching and by providing alternative ways to properly utilize the use of e-module in addressing and solving issues and problems in the teaching and learning process. The study would help improve the science curriculum with technology integration to be employed by teachers in the school environment.
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Delima, Delima, Kustoro Budiarta und Hasyim Hasyim. „The Using of E-module as Teaching Materials Development to Improve Students’ Learning Outcomes at SMA Swasta BPI Paluh Kurau“. Ekuitas: Jurnal Pendidikan Ekonomi 9, Nr. 2 (26.12.2021): 212. http://dx.doi.org/10.23887/ekuitas.v9i2.34122.
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The development of teaching materials e-module is an effort to train students to learn independently. This research focused on the feasibility level of developing teaching materials e-module that were applied to class XI students for the 2020/2021 academic year at SMA Swasta BPI Paluh Kurau Hamparan Perak District. A quantitative method was used in this study. The population was all students of class XI at SMA Swasta BPI Paluh Kurau, Hamparan Perak District. To determine the feasibility level, a comparison was made between the experimental class and the control class. The data source results from a questionnaire given to the experimental class to see using e-modules on economic subjects, student test results, and experts. Validation test sheets include e-module design, material experts, and media experts. The procedures and steps of this research used the research model of Borg & Gall (2007: 589), which produces learning products. The result shows that the use of e-modules was in the good or feasible category for use. Overall, learning using e-modules is quite exciting and fun and exciting and easy to use by students. With e-modules, students can become more independent and accelerate learning but still need teacher guidance to have better understand phenomena and language problems in questions in the module.
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Purnama, Riki Putra, Rena Agustina Denya, Pina Pitriana, Shidiq Andhika, Moh Diki Dermawan Setia und Elsya Nurfadillah. „Developing HOT-LAB-Based Physics Practicum E-Module to improve Practicing critical thinking skills“. Journal of Science Education Research 5, Nr. 2 (09.10.2021): 43–49. http://dx.doi.org/10.21831/jser.v5i2.41904.
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Practicum activity is a scientific process to find out a phenomenon or validate a concept. HOT-LAB in laboratory activities is useful in improving 4C skills, including Critical Thinking Skills. The number of Modules or E-Modules that use a cookbook of guided laboratory inquiries was less to increase the 4C Skills in supporting the 21st Century skills. This study aimed to design, create and find out the effect of using HOT-LAB-based E-Modules to improve the students’ Critical Thinking Skills. The research method was the ADDIE RnD. Invalidation stage, E-Module that was validated by material and media validators, stated effective, so it was feasible to continue to data collection of students. Data of Critical Thinking Skills used 30 students as subjects whose raw data was analyzed using statistical tests. E-Module obtained a validity score of 83.33% on the material validation and 84.6% on the media validation. Moreover, the statistical test showed that there is a significant change in implementing E-Module, which means that the HOT-LAB-based E-Module improved the students' Critical Thinking Skills.
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Nofriza, Elvitri, Usman Rery und Asmadi M. Noer. „Implementation of Material-Based Inquiry to Improve the Critical Thinking Ability of Senior High School Students“. Journal of Educational Sciences 4, Nr. 4 (24.10.2020): 748. http://dx.doi.org/10.31258/jes.4.4.p.748-757.
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The development of technology today has a huge impact on education, especially in the learning process. Therefore, an educator must be able to adapt the learning process to technological developments. One way to apply technology development in learning systems is to use e-modules in the learning process. The purpose of this study is to use guided inquiry-based e-modules to see the magnitude of the increase in students' critical thinking skills in the material reaction rate after using guided inquiry-based e-modules. The research method used a quasy experiment with a pretest-postest design using two classes as the experimental class and the control class. The sample in this study were students of State Senior High School (SMAN) 1 Sebrida Indragiri Hulu class XI. The results obtained were an increase in students' critical thinking abilities from before the use of guided inquiry-based e-modules. After the use of e-module based guided inquiry. This increase is seen from the comparison between the experimental class and the control cash class. The experimental class using e-module has a higher critical thinking ability of students than the control class that does not use e-module in the learning process.
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Gao, Zenghui. „Homological Properties Relative to Injectively Resolving Subcategories“. Canadian Mathematical Bulletin 58, Nr. 4 (01.12.2015): 741–56. http://dx.doi.org/10.4153/cmb-2015-058-3.
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AbstractLet ε be an injectively resolving subcategory of left R-modules. A left R-module M (resp. right R-module N) is called ε-injective (resp. ε-flat) if Ext1R (G,M) = 0 (resp. TorR1 (N, G) = 0) for any G ∊ ε. Let ε be a covering subcategory. We prove that a left R-module M is E-injective if and only if M is a direct sum of an injective left R-module and a reduced E-injective left R-module. Suppose ℱ is a preenveloping subcategory of right R-modules such that ε+ ⊆ ℱ and ℱ+ ⊆ ε. It is shown that a finitely presented right R-module M is ε-flat if and only if M is a cokernel of an ℱ-preenvelope of a right R-module. In addition, we introduce and investigate the ε-injective and ε-flat dimensions of modules and rings. We also introduce ε-(semi)hereditary rings and ε-von Neumann regular rings and characterize them in terms of ε-injective and ε-flat modules.
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Pratiwi, Seli Septiana, Joan Hesti Gita Purwasih, Desy Santi Rozakiyah, Deny Wahyu Apriyadi und Indah Wahyu Puji Utami. „Developing E-Module for Prospective Sociology Educators: Constructing Multiple Choice Questions Based On Higher Order Thinking Skill (HOTS)“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 07 (09.04.2021): 249. http://dx.doi.org/10.3991/ijet.v16i07.21197.
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This research aims to develop e-modules that can be used by prospective educators in sociology subjects. This research was conducted based on an analysis of internal needs and external evaluation. Internal anal-ysis was carried out by conducting surveys and FGDs on students to find in-dicators of their obstacles in mastering the material for making HOT ques-tions. Meanwhile, the evaluation of external needs was carried out by find-ing deficiencies in the existing modules. Furthermore, e-module product de-velopment is carried out using the ADDIE model. The integration of audio visual media in this e-module is a major advantage in product development. Users can understand the explanation of the module because the material explanation can be conveyed more specifically. The results of the evaluation show that the development of e-modules can help students more easily un-derstand the material and practice developing HOT questions for sociology subjects. In addition, this module is also useful to teachers in several schools.
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Maivi, Cicillya Selly, Ganefri Ganefri und Sukardi Sukardi. „PENGEMBANGAN E-MODUL BERBASIS ANDROID PADA MATA PELAJARAN KOMPUTER DAN JARINGAN DASAR UNTUK KELAS X TKJ DI SMK N 2 PEKANBARU“. INFORMATIKA 9, Nr. 1 (01.09.2021): 40–46. http://dx.doi.org/10.36987/informatika.v9i1.1948.
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Based on the observations at Computer and Network Engineering program in Vocational High School 2 Pekanbaru, modules utilized in Computer and Network Basic subjects are not optimal. It very well may be seen from the absence of student motivation when reading the modules, because the modules is not interesting and still in form of paper sheets that must be photocopied first. Students still rely on teacher for getting information during learning. Based on it, this research aims to develop an Android based e-module on Computer and Network Basic subjects that are valid, practical and effective as an independent learning alternative that can be utilized independently by students. This research uses Research and Development (R & D) and Instructional Development Institute (IDI). And the advancement model comprising of three phases : define, develop and evaluate. The instrument utilized in this research is a questionnaire, that utilized to measure the validity and the practicality of Android-based e-module. Meanwhile, to measure the effectiveness uses multiple choice questions as instrument. The outcomes showed that the Android-based e-module are valid based on the validation on each aspect by the validator. Android-based e-modules are practical based on teacher / practitioner and student response. By comparing the learning outcomes of students before and after utilizing e-module, the learning result raise by 14% after learning used e-module. It means that Android-based e-module is effectively utilized as an alternative learning media that can be studied independently by students in improving learning outcomes.
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Maivi, Cicillya Selly, Ganefri Ganefri und Sukardi Sukardi. „PENGEMBANGAN E-MODUL BERBASIS ANDROID PADA MATA PELAJARAN KOMPUTER DAN JARINGAN DASAR UNTUK KELAS X TKJ DI SMK N 2 PEKANBARU“. INFORMATIKA 9, Nr. 1 (30.01.2021): 40–46. http://dx.doi.org/10.36987/informatika.v9i1.2092.
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Based on the observations at Computer and Network Engineering program in Vocational High School 2 Pekanbaru, modules utilized in Computer and Network Basic subjects are not optimal. It very well may be seen from the absence of student motivation when reading the modules, because the modules is not interesting and still in form of paper sheets that must be photocopied first. Students still rely on teacher for getting information during learning. Based on it, this research aims to develop an Android based e-module on Computer and Network Basic subjects that are valid, practical and effective as an independent learning alternative that can be utilized independently by students. This research uses Research and Development (R & D) and Instructional Development Institute (IDI). And the advancement model comprising of three phases : define, develop and evaluate. The instrument utilized in this research is a questionnaire, that utilized to measure the validity and the practicality of Android-based e-module. Meanwhile, to measure the effectiveness uses multiple choice questions as instrument. The outcomes showed that the Android-based e-module are valid based on the validation on each aspect by the validator. Android-based e-modules are practical based on teacher / practitioner and student response. By comparing the learning outcomes of students before and after utilizing e-module, the learning result raise by 14% after learning used e-module. It means that Android-based e-module is effectively utilized as an alternative learning media that can be studied independently by students in improving learning outcomes.
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Pebriantika, Leni. „NEEDS ANALYSIS FOR THE DEVELOPMENT OF E-MODULES AS TEACHING MATERIALS“. Asia Proceedings of Social Sciences 4, Nr. 3 (04.05.2019): 49–51. http://dx.doi.org/10.31580/apss.v4i3.843.
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Modules are media or means of learning designed systematically and interestingly to achieve the competencies expected and used independently (Hamdani, 2011). There are several characteristics of the module including 1) Self Instructional; 2) Self Contained; 3) Standalone; 4) Adaptive, and 5) User-Friendly. (Depdiknas, 2008). However, the modules that have used so far are still textbook. Utilization of information technology in learning will create an interesting and meaningful learning process for students. (Maki.B, 2012). Need analysis is needed to find out what teaching materials are needed by students to assist in the learning process. So, teaching materials that will be developed must be by the characteristics of students. (Smaldino.S, 2008). One of the information technology-based teaching materials is E-Module. Based on the results of several studies explaining positive student respondents to the E-Module because E-Modules are considered more attractive, there are multimedia elements which will make learning more interesting. (Johnson Lim Soon Chong, 2005).
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Cantarini, Nicoletta, Fabrizio Caselli und Victor Kac. „Classification of Degenerate Verma Modules for E(5, 10)“. Communications in Mathematical Physics 385, Nr. 2 (13.03.2021): 963–1005. http://dx.doi.org/10.1007/s00220-021-04031-z.
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AbstractGiven a Lie superalgebra $${\mathfrak {g}}$$ g with a subalgebra $${\mathfrak {g}}_{\ge 0}$$ g ≥ 0 , and a finite-dimensional irreducible $${\mathfrak {g}}_{\ge 0}$$ g ≥ 0 -module F, the induced $${\mathfrak {g}}$$ g -module $$M(F)={\mathcal {U}}({\mathfrak {g}})\otimes _{{\mathcal {U}}({\mathfrak {g}}_{\ge 0})}F$$ M ( F ) = U ( g ) ⊗ U ( g ≥ 0 ) F is called a finite Verma module. In the present paper we classify the non-irreducible finite Verma modules over the largest exceptional linearly compact Lie superalgebra $${\mathfrak {g}}=E(5,10)$$ g = E ( 5 , 10 ) with the subalgebra $${\mathfrak {g}}_{\ge 0}$$ g ≥ 0 of minimal codimension. This is done via classification of all singular vectors in the modules M(F). Besides known singular vectors of degree 1,2,3,4 and 5, we discover two new singular vectors, of degrees 7 and 11. We show that the corresponding morphisms of finite Verma modules of degree 1,4,7, and 11 can be arranged in an infinite number of bilateral infinite complexes, which may be viewed as “exceptional” de Rham complexes for E(5, 10).
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Sunaryatin, Sunaryatin, Tiurlina Siregar und Irfan Wahyudi. „THE DEVELOPMENT OF E-MODULES BASED ON THE SCIENTIFIC APPROACH TO THE ADJUSTMENT OF LIVING CREATURES TO THEIR ENVIRONMENT“. Jurnal Ilmu Pendidikan Indonesia 10, Nr. 2 (24.05.2022): 110–17. http://dx.doi.org/10.31957/jipi.v10i2.2196.
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This study aims to find out how to create a science e-module, develop a science e-module, the feasibility of developing a science e-module, and improve student learning outcomes by using a science e-module based on a scientific approach to the adaptation of living things to their environment. Research Methods Research and Development. The research sample was carried out in class V SD YPKP 2 Sentani with a total of 25 students. The results showed that: 1) The steps of making e-modules as teaching materials through seven components of e-modules, namely the formulation of teaching objectives, instructions for using e-modules, activity sheets, student worksheets, evaluation sheets, navigation menus and other features. interactive features. 2) The feasibility of the science module based on a scientific approach on the adaptation of living things to their environment which consists of material validation components, media validation, teacher responses from YPKP 2 Sentani Elementary School teachers, and YPKP 2 Sentani Elementary School students' responses are very good, with an average module eligibility IPA is 92.82% with a very suitable category to be used as teaching material. The increase in student learning outcomes with the n-Gain test obtained an average of 0.6 in the medium category.
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Mahmudah, Siti, Tjandra Kirana und Yuni Sri Rahayu. „Profile of Students' Critical Thinking Ability: Implementation of E-Modul Based On Problem-Based Learning“. IJORER : International Journal of Recent Educational Research 3, Nr. 4 (30.07.2022): 478–88. http://dx.doi.org/10.46245/ijorer.v3i4.231.
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Electronic module (E-module) that is based on a problem-based learning science is a teaching material made by being operated online that is simple, flexible and independent, so as to facilitate students' critical ability to solve problems in everyday life and meet global challenges that can be accessed online through certain sites. The use of this E-module supports the digital literacy movement as one of the needs of the 21st century. One of the 21st century abilities that can be trained through the use of E-Modules is critical thinking. This study aims to determine students' critical thinking ability after using E-Modules based on “problem-based learning”. Method used is one shot case study. The results showed that 61.129% of students have very high critical thinking ability, 35.48% of students have high critical thinking ability, and 3.22% of students have moderate critical thinking ability. It shows the use of problem-based learning-based E-Modules is effective in training students' critical thinking ability.
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Setiyani, Stevanus Budi Waluya, Y. L. Sukestiyarno und Adi Nur Cahyono. „E-Module Design Using Kvisoft Flipbook Application Based on Mathematics Creative Thinking Ability for Junior High Schools“. International Journal of Interactive Mobile Technologies (iJIM) 16, Nr. 04 (28.02.2022): 116–36. http://dx.doi.org/10.3991/ijim.v16i04.25329.
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Mathematics learning innovations in teaching materials used in schools are still in the form of printed books from the government. In 4.0 era, the use of technology can be used to make teaching materials in the form of e-modules or electronic modules using the Kvisoft Flipbook application. The purpose of this study was to determine the validity, practicality, and student responses to the design of the number pattern e-module based on mathematical creative thinking skills using the kvisoft flipbook application so that it can be used as a learning resource for students both in the classroom learning process and independent learning. The method used in this study is a research and development (R&D) method using the ADDIE model. The data collection technique used is through a validation questionnaire, user practicality questionnaire and student response questionnaire to e-modules. The results of the study show that this e-module is very feasible to use with the results of material expert validation, media expert validation, user practicality, and student responses to e-modules. Based on the results of this study, the design of the e-module using the kvisoft flipbook maker application based on mathematical creative thinking skills is appropriate for use in the learning process for class VIII number pattern material
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Jain, S. K., und S. R. López-Permouth. „Weakly-injective modules over hereditary noetherian prime rings“. Journal of the Australian Mathematical Society. Series A. Pure Mathematics and Statistics 58, Nr. 3 (Juni 1995): 287–97. http://dx.doi.org/10.1017/s1446788700038325.
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AbstractA module M is said to be wealdy-injective if and only if for every finitely generated submodule N of the injective hull E(M) of M there exists a submodule X of E(M), isomorphic to M such that N ⊂ X. In this paper we investigate weakly-injective modules over bounded hereditary noetherian prime rings. In particular we show that torsion-free modules over bounded hnp rings are always wealdy-injective, while torsion modules with finite Goldie dimension are weakly-injective only if they are injective.As an application, we show that weakly-injective modules over bounded Dedekind prime rings have a decomposition as a direct sum of an injective module B, and a module C satisfying that if a simple module S is embeddable in C then the (external) direct sum of all proper submodules of the injective hull of S is also embeddable in C. Indeed, we show that over a bounded hereditary noetherian prime ring every uniform module has periodicity one if and only if every weakly-injective module has such a decomposition.
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Baanoon, Hiba, und Wasan Khalid. „e*-Essential Small Submodules and e*-Hollow Modules“. European Journal of Pure and Applied Mathematics 15, Nr. 2 (30.04.2022): 478–85. http://dx.doi.org/10.29020/nybg.ejpam.v15i2.4301.
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The purpose of this paper is to introduce new concepts in a module  over a ring , the first one is called e*- small essential submodule, which is a generalization of the small submodule, the second concept is called e*-radical submodule which is a generalization of the radical submodule and the last concept is called e* - hollow module which is a generalization of the hollow module. We will prove some properties of all these concepts.
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Wilandika, Angga, Ami Kamila und Yusi Sofiyah. „The Effect of E-Module TRIAD Kesehatan Reproduksi Remaja (KRR) on HIV Self-Efficacy in Preventing HIV Vulnerable Behaviour“. JTP - Jurnal Teknologi Pendidikan 23, Nr. 2 (28.08.2021): 146–52. http://dx.doi.org/10.21009/jtp.v23i2.20111.
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HIV infection is one of the three threats to reproductive health in adolescents (TRIAD Kesehatan Reproduksi Remaja). In order to reduce this risk to adolescents, a strategy is needed to prevent this problem by providing education through electronic modules or e-modules. Education with e-modules is expected to increase adolescent self-efficacy in preventing HIV risk behaviour. This study purpose was to determine the effect of education through e-module on changes in self-efficacy to prevent HIV risk behaviour in adolescents. This quantitative study used a single group pretest-posttest research design. The sample in this study were VIII grade junior high school students at one of the private schools in Bandung Regency which consisted of several classes by providing education using e-modules. There were 40 students involved in this research. The intervention given to students was education about the dangers of HIV and risk behaviours using E-Module of TRIAD Kesehatan Reproduksi Remaja. Meanwhile, the instrument used in the study was the self-efficacy assessment instrument for the prevention of HIV-risk behaviour. The results of the study found that there was a change in the scores of self-efficacy in the prevention of HIV risk behaviour in students, before and after education through e-modules. Therefore, it can be concluded that e-module is effective in increasing adolescent self-efficacy. The results of this study become recommendations for academics and practitioners who are involved in the health sector for adolescents to implement an intervention to prevent risky behaviours that threaten adolescents, especially in relation to HIV/AIDS problems.
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Di, Zhenxing, Xiaoxiang Zhang, Zhongkui Liu und Jianlong Chen. „Relative and Tate homology with respect to semidualizing modules“. Journal of Algebra and Its Applications 13, Nr. 08 (24.06.2014): 1450058. http://dx.doi.org/10.1142/s0219498814500583.
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We introduce and investigate in this paper a kind of Tate homology of modules over a commutative coherent ring based on Tate ℱC-resolutions, where C is a semidualizing module. We show firstly that the class of modules admitting a Tate ℱC-resolution is equal to the class of modules of finite 𝒢(ℱC)-projective dimension. Then an Avramov–Martsinkovsky type exact sequence is constructed to connect such Tate homology functors and relative homology functors. Finally, motivated by the idea of Sather–Wagstaff et al. [Comparison of relative cohomology theories with respect to semidualizing modules, Math. Z. 264 (2010) 571–600], we establish a balance result for such Tate homology over a Cohen–Macaulay ring with a dualizing module by using a good conclusion provided in [E. E. Enochs, S. E. Estrada and A. C. Iacob, Balance with unbounded complexes, Bull. London Math. Soc. 44 (2012) 439–442].
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Kuncoro, Krida Singgih, und Tri Astuti Arigiyati. „Development of 3N-Oriented TPACK Mathematical Computing E-Modules“. JIPM (Jurnal Ilmiah Pendidikan Matematika) 8, Nr. 2 (23.03.2020): 122. http://dx.doi.org/10.25273/jipm.v8i2.5833.
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Technology always develops from time to time and is very closely related to real-life, which is to solve everyday problems. This study aims to describe the design of 3N-oriented TPACK-based mathematical computing modules (niteni, nirokke, nambahi). The method used is descriptive qualitative part of development research. This research resulted in an E-module design. Mathematical Computing E-Module has the following characteristics (1) containing the TPACK concept and 3N teachings that are designed to be attractive, (2) showing the appropriate 3N activities in the lecture process, and (3) inviting students to carry out niteni, nirokke, and nambahi activities during lesson. The design of 3N-Oriented TPACK based on Mathematical Computing E-Modules is declared valid.
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Delima, Rosa, Halim Budi Santoso, Gerry Herbiyan Aditya, Joko Purwadi und Argo Wibowo. „Development of Sales Modules for Agricultural E-Commerce Using Dynamic System Development Method“. International Journal of New Media Technology 5, Nr. 2 (19.03.2019): 95–103. http://dx.doi.org/10.31937/ijnmt.v5i2.915.
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E-Commerce is a process model of selling and buying goods using information and communication technology. This business model offers a broad market for products owned by the seller. However this sales model is not yet common for agricultural products. Most of the process of buying and selling agricultural products is still done conventionally. The lack of agricultural e-commerce sites is the main reason for the research conducted. This research will develop an agricultural e-commerce system. This system has two main modules that are sales module and purchasing module. This article specifically develops sales modules for agricultural e-commerce. In the development of modules applied Dynamic System Development Method. The used of this model is based on characteristic of the project which have limited number of development team and short development time. The development stages consist of pre-project, feasibility study, business study, functional model iteration, and design and build iteration. In this study a prototype has been produced for the sales module on agricultural e-commerce that is being developed