Pengembangan Modul Pembelajaran Biologi Berbasis Problem-Based Learning (PBL) pada Materi Virus untuk Siswa Kelas X SMA
DOI:
https://doi.org/10.36312/jar.v2i2.1474Keywords:
Problem Based Learning, Virus, Learning Module, Biology, High School StudentsAbstract
Penelitian ini bertujuan untuk mengembangkan dan mengevaluasi kelayakan modul pembelajaran biologi berbasis Problem-Based Learning (PBL) dengan materi virus untuk siswa kelas X SMA. Proses pengembangan modul mengikuti model 4-D yang meliputi tahap pendefinisian, perancangan, dan pengembangan, dengan validasi dilakukan oleh ahli materi, ahli media, guru biologi, dan siswa. Hasil validasi menunjukkan bahwa modul ini memperoleh persentase kelayakan sebesar 77% dari ahli materi, 94% dari ahli media, dan 96% dari guru biologi, yang semuanya tergolong dalam kategori layak digunakan. Respon dari siswa juga menunjukkan penerimaan yang positif, dengan rentang persentase antara 71% hingga 87%, menunjukkan bahwa modul ini efektif dalam meningkatkan keterlibatan dan pemahaman siswa terhadap materi virus. Modul ini tidak hanya menyediakan materi yang sesuai dengan standar kurikulum, tetapi juga dirancang untuk mendorong siswa berpikir kritis dan memecahkan masalah nyata melalui pendekatan PBL. Berdasarkan hasil tersebut, modul ini direkomendasikan untuk diimplementasikan secara luas di sekolah-sekolah menengah atas sebagai sarana pembelajaran yang inovatif dan relevan dengan kebutuhan pendidikan abad ke-21. Diharapkan, penelitian lanjutan dapat mengeksplorasi dampak jangka panjang penggunaan modul ini terhadap hasil belajar siswa dan keterampilan berpikir kritis mereka.
Development of a Problem-Based Learning (PBL) Biology Module on Virus Topics for Tenth Grade High School Students
Abstract
This study aims to develop and evaluate the feasibility of a Problem-Based Learning (PBL) biology module on viruses for tenth-grade high school students. The module development process followed the 4-D model, including the stages of defining, designing, and developing, with validation conducted by content experts, media experts, biology teachers, and students. Validation results showed that the module received a feasibility percentage of 77% from content experts, 94% from media experts, and 96% from biology teachers, all of which are categorized as feasible for use. Student responses also indicated positive reception, with a percentage range of 71% to 87%, demonstrating that the module effectively enhances student engagement and understanding of virus material. The module not only aligns with curriculum standards but is also designed to encourage critical thinking and real-world problem-solving through the PBL approach. Based on these results, the module is recommended for widespread implementation in high schools as an innovative and relevant educational tool for 21st-century learning needs. Further research is encouraged to explore the long-term impact of using this module on students' learning outcomes and critical thinking skills.
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