Preliminary study of PBL-based e-module development based on research results to improve students’ critical thinking skills and cognitive learning outcomes

Rahmatika, Helsa; Lestari, Sri Rahayu; Sari, Murni Sapta

doi:10.1063/5.0043319

Cited by 10 publications

(12 citation statements)

References 11 publications

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“…The results of statistical analysis are reinforced by the results of inferential analysis, namely the t-test which shows that there is a striking difference between the perceptions of class A and class B students on the mathematical physics e-module. However, the results are in line with the statement that electronic modules can help students understand mathematical physics materials more easily because e-modules are equipped with images, video and audio and also more durable and practical to carry around (Ningtyas et al, 2019;Rahmatika et al, 2020). E-modules are used in line with the development of technology, where in the learning process use electronic-based learning media so that students can understand concepts and processes without having to do it directly.…”

Section: Perception Of Class a And Class B Students On Mathematical Physics E-modulesupporting

confidence: 76%

“…E-modules can increase the effectiveness and flexibility of learning, increase learning motivation and learning outcomes, and make learning more interesting and not boring because it is equipped with pictures, audio and video. In addition, it is also durable and more practical to carry everywhere (Yasa et al, 2018;Ningtyas et al, 2019;Rahmatika et al, 2020). To see if e-module can help students to understand the material of mathematical physics, it takes the perception of students.…”

Section: Introductionmentioning

confidence: 99%

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Mathematical physics e-module: A study of students' perception based on gender

Astalini¹,

Kurniawan²,

Kurniawan³

et al. 2021

Momentum: Physics Education Journal

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Student’s perception is the student's assessment of something or information. The objective of this study was to discover how students' general perceptions and gender differences in electronic modules of mathematical physics. The research type is survey-based research with quantitative approach. The research population consists of physics education students from Universitas Jambi with the sample of 80 students from class A and class B. The data analysis techniques used in the study are descriptive statistics analysis and inferential data analysis using t-tests. The results showed that, overall, students have a positive perception with a Sig. (2-tailed) value of 0.011 < 0.005, which means that there is a significant difference in students’ perception. The perception of class A students with gender differences has a Sig. (2-tailed) value of 0.003, while the grade B students have a Sig. (2 tailed) values of 0.020 and 0.013. This means that class A and classs B students have a discernible difference of perception. Student’s perception may be used as a determining factor in the choice of learning materials. This research can be used as a guideline for the development of student perception assessment in the electronic module of Mathematical Physics in the future. The update of this study aims to compare students' perceptions of the overall online module of mathematics and gender differences.

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Section: Perception Of Class a And Class B Students On Mathematical Physics E-modulesupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Mathematical physics e-module: A study of students' perception based on gender

Astalini¹,

Kurniawan²,

Kurniawan³

et al. 2021

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…This was reinforced based on the results of distributing the questionnaire which stated that 80% of teachers and 56% of students stated that they strongly agreed if the science content material in student books was developed in the form of Android-based digital teaching materials. Other research findings also state that digital teaching materials can make it easier for students to understand learning material (Astra et al, 2020;Logan et al, 2021;Rahmatika et al, 2020). Teaching materials are a very important component in learning because it is one of the learning resources that can be used by students in seeking additional knowledge or information on the material needed.…”

Section: Introductionmentioning

confidence: 93%

Android-Based Digital Teaching Materials on the Topic of Changes in the Shape of Elementary School Class V Objects

Juniari

Margunayasa

2022

j. ilm. sekol. Dasar

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The teaching materials available in schools are not for the needs of students. The teaching materials used in schools are only copies of student books so that in the learning process, students do not get additional information. The purpose of this development research is to develop android-based digital teaching materials on changing the shape of objects in grade V elementary school. This type of research is the development of the ADDIE research model. The research subjects were 2 learning media experts, 2 learning content experts, and 2 teachers. The test subjects were 10 students. The data collection method used is a questionnaire. The instrument used in collecting data is a questionnaire. The data analysis technique is descriptive qualitative and quantitative analysis. The results of the research are media validity is very good, material validity is very good, the practicality of practitioners/teachers is very good, and student practicality is very good. The results showed that android-based digital teaching materials on the topic of changing the shape of objects in class V elementary schools were categorized as suitable for use in the learning process on changing objects in class V elementary schools.

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“…Menurut [6] seseorang dianggap berpikir kritis dengan baik jika: (a) Mengajukan pertanyaan sesuai topic permasalahan; (b) mengolah dan membandingkan informasi yang sesuai; (c) menyimpulkan dan memberikan solusi menggunakan daya penalaran; (d) Berpikir terbuka; (e) komunikatif dalam memberikan solusi. Menurut [7] bahwa keterampilan utama yang harus dimiliki peserta didik abad 21 adalah keterampilan berpikir kritis karena berkaitan dengan proses pemecahan masalah yang terjadi dalam kehidupan sehari-hari, pekerjaan, dan lain-lain. Jadi, ketika seseorang berpikir kritis maka dapat memutuskan dengan tepat apa yang seharusnya dipercayai dan yang harus dilakukan.…”

Section: Pendahuluanunclassified

Peningkatan Keterampilan Berpikir Kritis Dan Hasil Belajar Melalui Penerapan Model Problem Based Learning

Mandagi¹,

Palobaran

Sudirman³

2021

Metrik

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Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis dan hasil belajar peserta didik Sekolah Menengah Kejuruan kelas XI Teknik dan Bisnis Sepeda Motor dalam pembelajaran perawatan mekanisme katup dan kelengkapannya melalui penerapan model problem based learning. Penelitian ini merupakan penelitian tindakan kelas. Subjek penelitian ini adalah Peserta didik kelas XI Teknik dan Bisnis Sepeda Motor. Pengumpulan data menggunakan metode observasi dengan instrumen checklist dan tes unjuk kerja. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian ini menunjukkan bahwa diterapkannya model problem based learning dalam materi perawatan mekanisme katup dan kelengkapannya, dapat meningkatkan tingkat berpikir kritis peserta didik dan hasil belajar serta mencapai tujuan pembelajaran dengan rincian sebagai berikut: (a) meningkatnya keterampilan berpikir kritis peserta didik setelah penerapan model dengan kategori sangat tinggi sebanyak 38 Peserta didik (71,69%), kategori tinggi sebanyak 12 Peserta didik (22,64%), kategori rendah sebanyak 3 Peserta didik (5,66%) dan kategori sangat rendah yaitu sebanyak 0 Peserta didik (0%); (b) penerapan pembelajaran model problem based learning dapat meningkatkan hasil belajar Peserta didik sebesar 33,97%; dan (c) Hasil belajar Peserta didik setelah penerapan model problem based learning, peserta didik yang mencapai Standar Ketuntasan Minimum sebanyak 53 Peserta didik (100%).

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Preliminary study of PBL-based e-module development based on research results to improve students’ critical thinking skills and cognitive learning outcomes

Cited by 10 publications

References 11 publications

Mathematical physics e-module: A study of students' perception based on gender

Mathematical physics e-module: A study of students' perception based on gender

Android-Based Digital Teaching Materials on the Topic of Changes in the Shape of Elementary School Class V Objects

Peningkatan Keterampilan Berpikir Kritis Dan Hasil Belajar Melalui Penerapan Model Problem Based Learning

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