Development of a Problem Based Learning (PBL)-based science teaching module to improve learning outcomes on the topic of classification of living organisms at SMP Negeri 1 Likupang Selatan
DOI:
https://doi.org/10.64171/JAES.6.3.142-150Keywords:
Science teaching module, Problem Based Learning (PBL), Classification of living organisms, Learning outcomes, ADDIEAbstract
This study aimed to develop a valid, practical, and effective PBL-based science teaching module on the topic of classification of living organisms to enhance the learning outcomes of students at SMP Negeri 1 Likupang Selatan. This research employed a Research and Development (R&D) approach utilizing the ADDIE model, which encompasses the stages of Analysis, Design, Development, Implementation, and Evaluation. The research subjects consisted of one content expert, one media expert, and Grade VII students of SMP Negeri 1 Likupang Selatan who participated in both limited and field trials. Data collection techniques included expert validation sheets, teacher and student practicality questionnaires, and learning outcome tests administered through pretests and posttests. The data were analyzed using percentage analysis to determine validity and practicality levels, and N-Gain analysis to measure module effectiveness. The findings revealed that the developed PBL-based science teaching module met the highly valid criteria, as evidenced by content expert assessment (97.14%) and media expert assessment (95.29%). The module also satisfied the highly practical criteria, based on the limited trial (93.23%), the field trial (94.77%), and teacher responses (93.85%). The effectiveness of the module was demonstrated by an improvement in student learning outcomes, with a mean N-Gain value of 0.71, categorized as high. Consequently, the PBL-based science teaching module on the topic of classification of living organisms is declared valid, practical, and effective, rendering it suitable for use in science instruction at SMP Negeri 1 Likupang Selatan.
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