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Referring to the data in the preparation stage, students find it difficult to understand the concept of subject matter. The concept can be understood by constructing initial knowledge with newly acquired knowledge. The stages of constructing the concept are in the integrated constructivism approach in the module. The module can be used by students as a companion teaching material independently and help construct their knowledge. Mind maps are used to make it easier for students to recall the concepts of material that they have learned. This research basically aims to produce a valid, practical and effective Biology learning module. This type of research is included in the type of research development using the Plomp model, which consists of the stages of preparation, prototype development and assessment stage. The instruments used were interview guide sheets, validation assessments, and practicality assessments. Observation sheets on affective, psychomotor and multiple choice questions for cognitive aspects were used to assess the module effectiveness. The results of the validation by the experts on the module showed a valid category (75.8%), which means that the module met the criteria in terms of construct, content, graphics, and language. The results of practicality in this case by the teacher and students show practical categories (75%) and very practical (89.01%), because of the ease of use, the benefits obtained, and the efficiency of the time in their use. Seen from the cognitive, affective and psychomotor aspects, the module effectiveness test results show that the module is effective in helping the achievement of the three domains of competence. Thus, it can be concluded that the Biology learning module developed has been valid, practical, and effective.

The Development of Constructivism-Based Biology Learning Modules Equipped With Mind Maps on the Material of Excretion and Coordination System for the 11TH Grade Semester 2