Pengembangan E-modul Pembelajaran Kimia Berbasis Problem Based Learning Pada Materi Sistem Periodik Unsur
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Penelitian ini bertujuan mengembangkan e-modul pembelajaran kimia berbasis Problem Based Learning (PBL) pada materi Sistem Periodik Unsur serta menguji kelayakan, efektivitas, dan respon siswa terhadap penggunaannya. Metode penelitian menggunakan pendekatan Research and Development dengan model ADDIE yang meliputi tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Subjek penelitian adalah 30 siswa kelas X SMA Negeri 1 Sipoholon. Instrumen penelitian mencakup tes keterampilan berpikir tingkat tinggi (HOTS), angket motivasi belajar, lembar validasi ahli, serta angket respon siswa. Hasil validasi menunjukkan e-modul berada pada kategori sangat valid, dengan skor 88,70% dari ahli materi dan 84,99% dari ahli media. Uji coba menunjukkan peningkatan signifikan pada HOTS dengan nilai n-gain 0,78 (kategori tinggi). Selain itu, motivasi belajar siswa juga meningkat dengan rata-rata 89,96% berdasarkan angket dan 89,3% berdasarkan observasi, keduanya dalam kategori sangat baik. Respon siswa terhadap e-modul memperoleh skor 95,98% (sangat positif). Temuan ini membuktikan bahwa e-modul berbasis PBL efektif dalam meningkatkan keterampilan berpikir tingkat tinggi dan motivasi belajar siswa, sekaligus berpotensi menjadi alternatif sumber belajar digital yang relevan dengan kebutuhan siswa abad ke-21.
Development of a Chemistry Learning E-module Based on Problem Based Learning on the Periodic Table of Elements Material
This study aims to develop a chemistry e-module based on Problem Based Learning (PBL) for the Periodic Table of Elements topic and to examine its feasibility, effectiveness, and student responses. The research employed a Research and Development design using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants were 30 tenth-grade students from SMA Negeri 1 Sipoholon. Research instruments consisted of a Higher Order Thinking Skills (HOTS) test, a learning motivation questionnaire, expert validation sheets, and a student response questionnaire. The validation results indicated that the e-module was highly valid, with scores of 88.70% from material experts and 84.99% from media experts. The trial implementation revealed a significant improvement in students’ HOTS, with an n-gain score of 0.78, categorized as high. Furthermore, students’ learning motivation reached an average of 89.96% based on the questionnaire and 89.3% based on classroom observation, both of which fall into the very good category. Student responses to the e-module were also highly positive, with a score of 95.98%. These findings demonstrate that the PBL-based e-module is effective in enhancing higher-order thinking skills and learning motivation, and it has the potential to serve as a relevant digital learning resource for 21st-century learners.
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