Validitas dan Efektivitas Modul Ekosistem Berbasis Problem-Based Learning untuk Meningkatkan Hasil Belajar dan Minat Baca Siswa SMA
DOI:
https://doi.org/10.36312/mj.v2i1.2717Keywords:
Problem-Based Learning, modul ekosistem, pengembangan modul, minat baca, pembelajaran aktifAbstract
Penelitian ini mengisi gap terkait bahan ajar kontekstual untuk mendorong pembelajaran aktif di lingkungan pesantren dengan fasilitas terbatas. Tujuannya mengembangkan dan menguji validitas serta efektivitas modul ekosistem berbasis Problem-Based Learning (PBL) pada pembelajaran Biologi kelas X. Metode Research and Development (R&D) model ADDIE diterapkan hingga tahap pengembangan. Modul divalidasi oleh ahli materi (80 %), ahli media (72 %), dan guru Biologi (78 %), serta diuji coba pada 24 siswa kelas X IPA menggunakan desain One Group Pretest-Posttest. Hasil validasi menunjukkan kelayakan modul, dan respons siswa sangat baik (skor rata-rata 80 %). Uji efektivitas memperlihatkan peningkatan signifikan minat baca, dari rerata 38,9 (SD = 4,84) menjadi 73,1 (SD = 11,25) (t(23) = –14,2, p < .001). Dengan efek ukuran besar (Cohen’s d = 2,89), hasil ini menegaskan kekuatan intervensi modul. Penelitian ini menyumbang kerangka konseptual dan metodologis bagi pengembangan modul serupa di bidang lain. Temuan menegaskan bahwa modul PBL valid, efektif, dan relevan untuk sekolah dengan sumber daya terbatas, serta berpotensi memperkuat literasi lingkungan dan keterampilan berpikir kritis. Rekomendasi pengembangan meliputi integrasi teknologi dan pendekatan lintas disiplin untuk memperkaya pengalaman belajar serta adaptasi di berbagai konteks pembelajaran.
Validity and Effectiveness of a Problem-Based Learning–Based Ecosystem Module for Improving High School Students’ Learning Outcomes and Reading Interest
Abstract
This study addresses the shortage of contextual teaching materials that foster active learning in pesantren biology classes with limited resources. It aimed to develop and evaluate the validity and effectiveness of a Problem-Based Learning (PBL)-based ecosystem module for tenth-grade students. Employing a Research and Development approach guided by the ADDIE model (Analyze, Design, Development, Implementation, Evaluation), the module was validated by content experts (80 %), media experts (72 %), and biology teachers (78 %). A field trial with 24 science students used a one-group pretest-posttest design. Validation outcomes confirmed the module’s suitability, and student feedback was highly positive (mean score = 80 %). Effectiveness testing demonstrated a significant increase in students’ reading interest, from a pretest mean of 38.9 (SD = 4.84) to a posttest mean of 73.1 (SD = 11.25) (t(23) = –14.2, p < .001), with a large effect size (Cohen’s d = 2.89). These findings verify that the PBL-based module is valid, effective, and relevant for resource-constrained schools, and holds promise for strengthening environmental literacy and critical thinking. Future enhancements should integrate digital technologies and interdisciplinary approaches to enrich student learning and facilitate adaptation across diverse educational settings.
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