Pengembangan Modul Pembelajaran Kimia Materi Asam Basa Berbasis Problem Based Learning (PBL) untuk Meningkatkan Motivasi Belajar Siswa

Handayani, Dini; Anwar, Yunita Arian Sani; Junaidi, Eka; Hadisaputra, Saprizal

doi:10.29303/cep.v5i1.2765

Cited by 9 publications

(10 citation statements)

References 1 publication

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“…Practitioners also observe that the material presented is in line with the objectives of learning activities and the level of development of students. PBL-based learning media is considered effective in providing relevant material and motivating students (Handayani et al, 2022;Istiqomah et al, 2022). The clarity of the video displayed and the suitability of the images with the material presented are aspects that receive high evaluation (LGRA Putri et al, 2021;Sukadana & Japa, 2021).…”

Section: Discussionmentioning

confidence: 99%

Problem Based Learning (PBL) Video Learning Based on Energy Source Material Videoscribe

Rio Ananta,

Luh Putu Sri Lestari

2023

Mimb. Ilmu

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Learning media plays a vital role in learning activities to achieve the goals of learning activities. However, most teachers still need to use media more, causing low student learning outcomes. Thus, supporting media is necessary for learning. This research aims to create learning videos for the Problem-Based Learning model based on VideoScribe for science content. The type of study used is development research with the ADDIE model. Product trials were conducted to test product validity by material and media experts, teachers conducted practicality tests, and effectiveness tests were given to students using a one-group pretest-posttest design. Data collection methods are questionnaires and tests. The data analysis technique used is qualitative and quantitative descriptive analysis. The study results obtained validity according to media experts at 4.70, learning design experts at 4.75, practicality of practitioner responses at 4.80, individual trials at 4.60, and small group trials at 4.62 in the outstanding category. Effectiveness testing found that the media was significantly effective. These results align with the study's aim to obtain valid and effective learning videos. The research concludes that PBL model learning videos based on VideoScribe with science content are declared valid and effective in learning activities to improve science learning outcomes for third-grade elementary school students.

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Section: Discussionmentioning

confidence: 99%

Problem Based Learning (PBL) Video Learning Based on Energy Source Material Videoscribe

Rio Ananta,

Luh Putu Sri Lestari

2023

Mimb. Ilmu

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“…Hal ini menunjukkan bahwa siswa dapat dengan mudah memahami materi yang disajikan, serta modul tersebut dianggap sebagai salah satu bentuk bahan ajar yang menarik dan mudah dimengerti. Selain itu, modul juga dapat membantu melatih siswa untuk belajar secara mandiri (Handayani et al, 2022;Yustianingsih et al, 2017).…”

Section: Hasil Dan Pembahasanunclassified

Pengembangan modul pesawat sederhana berbasis problem based learning untuk meningkatkan pemahaman peserta didik

Ntelok,

Jamun,

Hasni

2024

AoEJ

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This research at SDK Santa Agnes Ruteng IV. This study was intended to develop teaching materials for science subjects on the topic of Simple Machines to Enhance the Understanding of Grade IV Students. The method applied in this research was Research and Development (R & D) utilizing the ADDIE framework. ADDIE stands to Analyse, Design, Development, Implementation, Evaluation, which are stages in the research process. However, due to the time constraints and limitations in the researcher's abilities, the development model in this study was limited to four stages: analysing, design, development, and implementation. The module was developed and structured through a validation process by experts in the fields of content, media, and language. The average validation scores obtained from content experts were 3.46, categorized as valid; media experts scored 3.83, also categorized as valid; and language experts scored 3.50, categorized as valid. Thus, the overall average validation score from the three expert assessments was 3.59, and based on the validity categorization criteria, the teaching module fell into the "Valid" category with a percentage of 83.56%. Normality tests also yielded a value for the experimental class of 0.008 > 0.005, indicating that students' learning interests were normally distributed. Furthermore, the one-sample t-test for students' learning interests resulted in a negative t value, with a calculated t value of -5.594 < the critical t value of 1.970, rejecting the null hypothesis (Ho) and accepting the alternative hypothesis (Ha). This implies that there is an influence of using PBL-based modules by fourth-grade students at SDK Santa Agnes Ruteng IV. The implementation fallouts of the learning process showed a very good level of practicality with a percentage of 93.74%. The readability of the teaching module, as evaluated by three teachers, had a readability rate of 92.03%, categorized as good, while the readability by students was 96.56%, also categorized as good. Moreover, the success rate of the developed module achieved an average N-Gain improvement of 0.71, classified as a significant improvement. Based on the research findings, it can be concluded that the module on simple machines using the problem-based learning approach is valid, user-friendly, and effective. Therefore, the developed module is deemed suitable for use as one of the teaching materials in science education for the topic of simple machines.

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“…Model PBL memiliki beberapa kelebihan dibandingkan dengan model pembelajaran yang lainnya. Kelebihan pada model PBL ini di antaranya yaitu: (1) peserta didik dapat terbiasa dalam menghadapi dan menyelesaikan masalah (problem) dan akan selalu merasa tertantang untuk dapat menyelesaikan suatu permasalahan yang sedang dihadapinya, tidak hanya masalah dalam pembelajaran tetapi mereka juga dapat menyelesaikan masalah dalam kehidupan sehari-hari, (2) kelebihan dari model ini dapat memupuk solidaritas sosial peserta didk dengan terbiasa dalam melakukan kegiatan diskusi dengan teman-teman sekelompok dan dengan teman-teman sekelasnya, (3) kelebihannya juga dapat menjalankan interaksi dengan beberapa peserta didik, (4) kelebihannya juga pesertta didik kemungkinan dapat menyelesaikan suatu permasalahan melalui eksperimen hal ini juga dapat membiasakan dalam menerapkan metode eksperimen ini untuk memecahkan masalah (Handayani, 2022). Kekurangan dari model pembelajaran PBL yaitu: 1) tidak dapat diterapkan untuk setiap mata pelajaran, ada bagian guru berperan aktif dalam menyajikan materi, model ini lebih cocok digunakan pada pelajaran yang menuntut kemampuan tertentu yang kaitanya dengan pemecahan masalah, 2) dalam satu kelas memiliki tingkat keragaman yang tinggi sehingga akan kesulitan dlam pembagian tugas (Putri, 2018).…”

Section: Pendahuluanunclassified

Efektivitas Model Pembelajaran Problem Based Learning pada Materi Asam Basa Untuk Meningkatkan Hasil Belajar Peserta Didik

Sulastry

Rais²,

Herawati³

2023

JPSI

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Students have not been able to distinguish the concept of acid-base, and have not been able to apply every formula in acid-base, thus making students less active, less able to explore their knowledge, express their ideas, so that students' creative thinking skills are low. To help students, a learning model is needed that uses real-world problems as a context for students to be active and creative in finding solutions and expressing ideas to solve these problems through scientific procedures. This study aims to determine the high effectiveness of the problem based learning model on student learning outcomes on acid-base matrri. This research was conducted at SMA Negeri 8 Pinrang in class XI IPA 1. Data collection was carried out using learning outcomes tests and observation sheets. Data were analyzed using descriptive analysis. Learning is said to be effective if the learning outcomes of students are at N-gain g 0.3 to 1.00. The results showed that the average value of normalized gain was 0.75 in the high category, so it can be concluded that the use of problem-based learning models is effective on the learning outcomes of students in class XI IPA 1 SMAN 8 Pinrang

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Pengembangan Modul Pembelajaran Kimia Materi Asam Basa Berbasis Problem Based Learning (PBL) untuk Meningkatkan Motivasi Belajar Siswa

Cited by 9 publications

References 1 publication

Problem Based Learning (PBL) Video Learning Based on Energy Source Material Videoscribe

Problem Based Learning (PBL) Video Learning Based on Energy Source Material Videoscribe

Pengembangan modul pesawat sederhana berbasis problem based learning untuk meningkatkan pemahaman peserta didik

Efektivitas Model Pembelajaran Problem Based Learning pada Materi Asam Basa Untuk Meningkatkan Hasil Belajar Peserta Didik

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