Pengembangan dan Validasi Modul Pembelajaran Berbasis Problem-Based Learning pada Materi Keanekaragaman Hayati untuk Siswa Madrasah Aliyah
DOI:
https://doi.org/10.36312/jar.v2i1.1476Keywords:
Keanekaragaman Hayati, Problem-Based Learning, Validitas, Modul AjarAbstract
Penelitian ini bertujuan untuk mengembangkan modul ajar berbasis Problem-Based Learning (PBL) pada materi Keanekaragaman Hayati untuk siswa kelas X di MA Sirojut Tholibin Taman Sari. Penelitian ini menggunakan metode Research and Development (R&D) dengan model 4-D (Define, Design, Develop, dan Disseminate). Penelitian ini difokuskan pada tahap Define, Design, dan Develop, sementara tahap Disseminate tidak dilakukan karena keterbatasan waktu dan biaya. Validasi dilakukan oleh ahli materi dan media, serta uji coba dilakukan pada siswa. Validasi oleh ahli materi memberikan nilai validitas sebesar 96% dan oleh ahli media sebesar 88%, yang menunjukkan bahwa modul ini layak digunakan dengan revisi kecil. Validasi oleh siswa menunjukkan skor antara 73% hingga 89%, yang mengkategorikan modul ini dalam "Baik" hingga "Sangat Baik." Hasil penelitian menunjukkan bahwa modul PBL efektif dalam meningkatkan keterlibatan siswa dan pemahaman mereka terhadap konsep keanekaragaman hayati. Namun, disarankan untuk dilakukan perbaikan lebih lanjut, terutama dalam meningkatkan interaktivitas dan variasi kegiatan belajar. Penelitian ini menyimpulkan bahwa modul PBL ini layak digunakan dalam konteks pendidikan yang serupa dan berkontribusi pada peningkatan kualitas pendidikan Biologi di lingkungan MA Sirojut Tholibin Taman Sari Pamekasan.
Development and Validation of a Problem-Based Learning Module on Biodiversity for Islamic High School Students
Abstract
This research aims to develop a Problem-Based Learning (PBL) teaching module on Biodiversity for Grade X students at MA Sirojut Tholibin Taman Sari. The study employed the Research and Development (R&D) method using the 4-D model (Define, Design, Develop, and Disseminate). The research focused on the Define, Design, and Develop stages, while the Disseminate stage was not conducted due to time and budget constraints. Validation was carried out by material and media experts, and trials were conducted with students. The material expert's validation yielded a 96% validity score, and the media expert's validation yielded 88%, both indicating that the module is suitable for use with minor revisions. Student validation showed scores ranging from 73% to 89%, categorizing the module as "Good" to "Very Good." The findings suggest that the PBL module is effective in enhancing student engagement and understanding of biodiversity concepts. However, further improvements are recommended, particularly in increasing interactivity and diversity of learning activities. The study concludes that the PBL module is appropriate for use in similar educational contexts and contributes to improving the quality of Biology education at MA Sirojut Tholibin Taman Sari Pamekasan
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