Development of Teaching Materials in Writing Text Report of Project Based Observations (Problem Based Learning) for Class X SMK Telkom 2 Medan

An effort to improve the quality of education through improving the learning process is an educational innovation that continues to be implemented. One of these innovations is changing the learning paradigm from teacher-centered learning to student-centered learning. Teaching-based learning approaches are transformed into the form of learning-based learning. The main characteristic of learning-based learning is the development of students' independence to build knowledge and skills within themselves from a variety of information through an interaction in the learning process, for this purpose, of course the teacher must assist students in building their knowledge and skills by providing effective learning tools. One of the explanations described is the provision of teaching materials because teaching materials are a determining factor for the success of the learning process, whose existence plays an important role for students and teachers. Whether or not the teaching materials are good or not is determined by the teacher's ability to select and develop teaching materials in accordance with the curriculum and student needs. As emphasized in the Minister of National Education Regulation No. 16 of 2007 regarding the standards of Abstract


I. Introduction
An effort to improve the quality of education through improving the learning process is an educational innovation that continues to be implemented. One of these innovations is changing the learning paradigm from teacher-centered learning to student-centered learning. Teaching-based learning approaches are transformed into the form of learning-based learning. The main characteristic of learning-based learning is the development of students' independence to build knowledge and skills within themselves from a variety of information through an interaction in the learning process, for this purpose, of course the teacher must assist students in building their knowledge and skills by providing effective learning tools.
One of the explanations described is the provision of teaching materials because teaching materials are a determining factor for the success of the learning process, whose existence plays an important role for students and teachers. Whether or not the teaching materials are good or not is determined by the teacher's ability to select and develop teaching materials in accordance with the curriculum and student needs. As emphasized in the Minister of National Education Regulation No. 16 of 2007 regarding the standards of Abstract This study aims to determine the results of the development of teaching materials to write project-based observation report text for class X SMK Telkom 2 Medan. The subjects of this study were students of class X SMK Telkom 2 Medan who were taken as many as 1 class / study group with a total of 30 students. Researchers collected information based on the results of observations of teaching materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. The results of the effectiveness of teaching materials for writing text c reports on the results of projectbased observations (project based learning) on a limited trial, namely 30 students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good category. These results state that the teaching materials for writing projectbased observation report text after use have a significant increase in student learning outcomes with a difference of 11.86 which indicates that by using the teaching materials to write project-based observation report text learning) student scores are better than before.
Keywords teaching materials; folklore; sociocultural academic qualifications and teacher competence, that teachers as professional educators are expected to have the ability to develop teaching materials in accordance with existing mechanisms by paying attention to the characteristics and social environment of students. In line with the contents of the National Education System Law no.

Teaching Materials
Teaching materials are inseparable from the learning process in the classroom because teaching materials will facilitate the course of learning activities between teachers and students to achieve certain learning objectives. This is confirmed by Seven and Ali (2010) who state "teaching materials are very important instruments to help the leaners take part in the learning and teaching processes".
Based on the opinion of Seven and Ali, it can be interpreted that teaching materials are very important tools to help the learning and teaching process. Furthermore, Djumingin (2017: 53) states that, "teaching materials are the resources uses to deliver instruction. Each teacher requires a range of tools to draw upon in order to assist and support student learning. "It can be interpreted that teaching materials or materials are the resources used by teachers in delivering teaching. The same opinion is expressed by Sinaga (2014: 189) that teaching materials are materials consisting of various forms that are used by teachers and students to assist teachers in the process of teaching and learning activities in the classroom. Dick and Carey (2009;230) add that "instructional material contains the content either written, mediated, or facilitated by an instructor that a student as use to achieve the objective also include information that the learners will use to guide the progress. "

Definition of the Observation Report Text
An observation report text is a type of text that provides general information about something after a systematic investigation / research is carried out. This type of text is used when teaching a topic or writing an article or research such as: objects, plants, animals, certain concepts / ecosystems. A text report usually contains facts about a matter, descriptions and information about the habits and quality of something that can be proven scientifically (Anderson through Wijanarko, 2014: 13).
Kosasih (2012: 75) says the observation report is an essay describing a phenomenon or event based on the results of observations, then explained by Harsiati (2014: 129) that the text of the observation report report is a text that functions to provide information about an object or situation after conducting systematic investigations / research. Wahono et al, (2013: 7) explain that the text of the observation result (report) is a text that presents information about something as it is. Which is the result of systematic observation and analysis which usually contains facts that can be proven scientifically which are general in nature.

Development Methods
The development method used in this research is research and development (R&D) Borg & Gall, (2003), which is a process used to develop and validate the results of an education. Research and development or R&D methods are research methods used to produce certain products and test the effectiveness of these products (Sugiyono, 2008: 407).

III. Research Method
The research on the development of teaching materials to write project-based observation report texts was carried out in class X SMK Telkom 2 Medan at the beginning of the odd semerter according to the learning schedule to write the observation report text written on the implementation plan of learning for Indonesian language teachers in class X SMK Telkom 2 Medan.
The subjects of this study were students of class X SMK Telkom 2 Medan who were taken as many as 1 class / study group with a total of 30 students.
The analysis of learning outcomes is seen from the cognitive realm learning outcomes derived from the minimum learning completeness (KBM). The steps used to determine the effectiveness of teaching materials are as follows; a. Determine student learning completeness per individual which is calculated as follows b. Classifying students' mastery of the material of writing observation report text based on the 5 scale guidelines according to Sugiyono (2015; 24) as follows; Determine the average value of the LHO text writing ability using the following formula; information = mean (mean) ∑x = total score multiplied by frequency n = number of subjects d. Analyze the collected data using a scale 5 analysis convention such as tables

IV. Discussion
Researchers collected information based on the results of observations of teaching materials in class X SMK Telkom 2 Medan shows that the teaching materials used by teachers so far have only used textbooks without teaching materials in the form of modules as another guide in learning, especially on the text material for the observation report. This proves that so far learning in schools has only been fixated on textbooks without using / creating modules that can facilitate teachers in the process of teaching and learning activities. The quality of learning becomes less motivating students in learning to write text reports on observation results, especially project-based. Besides the level of student creativity, The researcher also distributed a questionnaire to 2 Indonesian language teachers and 30 students of class X SMk Telkom 2 Medan to get information about the initial needs of the writing text module for the observation report. The results of the needs questionnaire analysis conducted by researchers can be seen in table 2. The results of the teacher needs questionnaire analysis conducted by researchers can be seen in the following table. Based on the results of the needs analysis, the researcher designed a teaching material in the form of a project education-based module which was the need of students in class X SMK Telkom 2 Medan. The design of making teaching materials in the form of modules is carried out based on the analysis of problems that have been previously found. Module design is done by mapping the Core Competencies (KI), basic competencies (KD), and indicators. The results of the mapping obtained material that will be developed in the writing module of project-based observation reports. The module that has been compiled is then validated and declared feasible by a team of experts (validators), this product was tested in small groups and limited groups. Therefore, Core competencies and basic competencies, and the indicators selected in the development of this product, namely:

Core Competencies KI 1
Appreciate and live up to the teachings of his religion KI 2 Respect and live out honest, disciplined, polite, confident, caring and responsible behavior in interacting effectively in accordance with the development of children in the environment, family, school, community and natural environment, nation, country and regional area.

KI 3
Understand and apply factual, conceptual, procedural, and metacognitive knowledge at a simple technical and specific level based on his curiosity about science, technology, art, culture with insight into humanity, nationality, and statehood related to visible phenomena and events.

KI 4
Demonstrate the skills of reasoning, processing, and presenting creatively, productively, critically, independently, collaboratively, and communicatively, in the realm of the concrete and the abstract realm as learned in school and other sources of the same theory from a theoretical point of view.   The overall appearance of the module is attractive 2

Basic Competence (KD) and Indicators
Guidelines for using the module are clearly conveyed 3 The language used in the module can be understood 4 The presentation in the material is arranged automatically 5 The material in the module is in accordance with the learning objectives 6 The use of images in the module is clear 7 Learning activities stimulate critical thinking skills 8 The types of activities in the modules vary 9 The language used in the module is easy to understand and in accordance with the level of maturity of students. 10 Use of symbols in accordance with existing uses 11 Mpdul helps students understand the text material of the observation report 12 Modules are different from the usual teaching materials 13 Modules can be studied independently by students 14 The module trains students to enrich student knowledge 15 The module makes it easy for teachers to evaluate students 16 The module makes it easier for students to express their opinions in oral and written form 17 The module makes it easier for students to conclude the material in writing the text of the observation report The first step is to design a module to write a text report on project-based observation results (project based learning). The module structure developed in this study includes; covers, instructions for use, learning activities, materials, summaries, evaluation sheets.

Book Cover
The process of developing teaching materials includes activities to find relevant library sources and research results as well as conducting literary studies (Tanwin, 2020). Explains. The providing of examples from both students and the teacher was a key factor for those interested in bringing creative writing into their EFL or ESL courses in order to make the function of creative writing open and understandable to those students under the instruction of the study. And if a teacher decides to incorporate creative writing, he or she should be able to compose and open to sharing the creative work that follows with students (Cogherty in Sari, 2020). The cover of the book with text material writing the text of the Observation Report has a front. Here's the explanation:

Figure 1. Cover Module Writing Project-Based Observation Report Text (Project Based
Learning) The front cover of the module consists of, the module title is adjusted to the material developed, the background is adjusted to the material in the book, it can be seen that a picture of vocational students carrying out an activity related to their assignment is intended so that readers are able to know the meaning of the title and illustration before open the contents of the module. In addition, the module is also accompanied by the author's name.

Prakat
The foreword is placed on the first page of the book to open the author's communication with the reader. The content of the foreword is the author's attempt to communicate with the reader, namely; 1) give thanks to God Almighty, 2) provide an explanation of the teaching material in the form of a module for writing project-based observation reports (project based learning), 3) thank you for those who have helped in compiling the short story writing module based on character education, 4) The author's expectations relating to the prospects for education and the perfection of the developed modules.

Figure 2. Learning Activities
Learning material contains material that has been determined in accordance with KI, KD, indicators, and learning objectives in the hope that teachers and students can find out the results obtained.

References
Bibliography with references to reading material that is relevant to the text material of the observation report in the module.
Validation is an important part of developing teaching materials in the form of modules to correct errors and weaknesses from the design results. Validation is done by submitting a module to write a text report on the results of project-based observations (project based learning) to the validator along with the validation sheet to be checked and assessed for its feasibility level by the validator The following will describe the results of the validation and revisions made to the module in writing the text of the observation report developed. The results of the assessment in the text writing module of the project-based observation report (project based learning) for class X students of SMK Telkom 2 Medan submitted through a questionnaire method with a questionnaire instrument presented descriptively.
Based on the results of validation by material experts on the appropriateness of the module content in writing the developed project-based learning observation report text, the percentage score was 89.06%. The percentage is obtained from the calculation: The percentage score of the feasibility of the content of the assessment instrument by material experts is very good in accordance with the validity category of the product adapted from Sugiyono (2015), so that the content contained in the writing module of the report on project-based observation reports (project based learning) being developed is not necessary revised. Feasibility of the content is suitable for use as a learning module to write projectbased observation report text (project based learning) in class X SMK Telkom 2 Medan Based on the results of validation by material experts on the feasibility of presenting a module in writing a project-based learning observation report text developed, it was obtained a score of 90.38%. The percentage is obtained from the calculation: In line with Muslich's (2011: 130) opinion the assessment criteria must be clearly stated, concise, observable, state behavior, and written in language that is easy to understand. So, based on the results of the validation by material experts on the feasibility of the module language in writing the developed project-based learning observation report text, it was obtained a score of 88.46%. The percentage is obtained from the calculation: In addition to grading, the validator also provides input in the form of comments and suggestions related to the aspects being assessed in the module of writing project-based observation report text. As for the explanation of things that need to be revised or comments on the character education-based short story writing module provided by material experts, namely, there are several texts and at the emotional sub-level of students that need to be improved. All comments and suggestions given by the validator will be taken into consideration in making revisions to the module in writing the project-based learning result report text that was developed. Based on the results of validation by material experts on the module aspects of writing project-based learning reports that were developed, the percentage score was 87.5%. (Very good) The percentage is obtained from the calculation: Product design validation was carried out by Dr. Tappil Rambe, S.Pd, M. Si and Dr. Evi Eviyanti, M.Pd who is a Lecturer at Medan State University. The assessment was carried out to obtain information on the quality of the module in writing project-based observation report text (project based learning) which was developed to improve the quality of learning at SMK Telkom 2 Medan on the material of writing observation report text. The results of the assessment of the module design writing text report on the results of project-based observations (project based learning) in class X SMK Telkom 2 Medan submitted through a questionnaire method with a questionnaire instrument presented descriptively. Based on the results of validation by design experts on the developed project-based learning observation report text writing module, the score was 87.5%. (Very good) The percentage is obtained from the calculation: The percentage of the score on the assessment instrument by the design expert is very valid, so the module for writing project-based learning reports that is developed does not need to be revised. Based on table 4.16 shows that at the time of the pretest students who got a score of 70-84 were 19 students with a percentage of 63.33%, the value of 55-69 was 8 students with a percentage of 26.67% and at a value of 40-54 as many as 3 students with persentsae 10%. The posttest scores experienced an increase in better learning outcomes, namely a value of 85-100 as many as 12 students with a percentage of 40%, a value of 70-84 as many as 16 students with a percentage of 53.33%, and a value of 55-69 as many as 2 students with a percentage of 6.67 %.

V. Conclusion
The process of developing teaching materials to write project-based observation report text in class X SMK Telkom 2 Medan through several stages, namely; Preliminary study, namely research and preliminary information gathering, namely needs analysis. Analysis of development needs begins by distributing a questionnaire to analyze the needs of students of class X SMK Telkom 2 as many as 30 students and 2 Indonesian language teachers. The results of the needs analysis 100% of the teachers stated that they did not know the teaching materials for writing project-based observation report text (project-based learning) and 100% of the teachers did not use teaching materials to write project-based observation report text (project based learning), so that 100% of teachers requires teaching materials to write short story texts based on character education that are valid, effective and practical.
The process of developing teaching materials to write project-based learning report text has been completed, the next stage is designed, namely the initial product development and validated by validators, namely material experts and design experts. The feasibility of the module in the criteria is very good with an average of 89.3% based on the feasibility of content 89.0%, 90.38% presentation feasibility and 88.46% language feasibility then design feasibility with an average of 87.5% in the very category well. The results of the teacher's questionnaire response to the module with an average of 89.71% and student responses to the module also stated very good with an average of 90.63%. based on trials, namely individual trials, small group trials and limited group trials.
The results of the effectiveness of teaching materials for writing text c reports on the results of project-based observations (project based learning) on a limited trial, namely 30 students of class X SMK Telkom 2 Medan, namely in the pretest test results obtained an average score of 68.97% with sufficient category . Meanwhile, after using teaching materials to write text modules on the postest test with an average score of 80.83% with a good category. These results state that the teaching materials for writing project-based observation report text after use have a significant increase in student learning outcomes with a difference of 11.86 which indicates that by using the teaching materials to write project-based observation report text learning) student scores are better than before.