Development of Case Based Learning Based E-Modules For Improving Junior High School Science Problem-Solving Skills
Main Article Content
Abstract
The 21st century requires students to have problem-solving skills as the ability to solve problems from previous activities to obtain new, more meaningful knowledge. PISA results in 2022 show Indonesia's science skills are low, especially in solving problems. The low problem solving ability is also experienced by SMPN 3 Mertoyudan students as evidenced by the analysis of ASAS 2023 results and interview results. The purpose of the research is to develop Case Based Learning-based e-modules that are valid, effective and practical to improve the KPM of junior high school students. This research method uses the Research and Development method with the ADDIE development model. The results of the research on the validity of the e-module showed an average assessment of 4.43 very valid with a feasibility percentage of 88.5% in the very feasible category. The effectiveness of e-modules based on the results of the t-test obtained sig 0.000, namely there is a significant difference and the magnitude of the increase in pretest and posttest results is high with a value of 0.70 in the N-Gain test. The practicality of e-modules is in the feasible category with a percentage of 81%. The conclusion of this study is that e-modules based on Case Based Learning are valid, effective and practical in improving problem solving skills. Suggestions from this study are expected to develop better e-modules with more complete, detailed material and clarity of instructions on e-modules.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the PHENOMENON right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to Share — copy and redistribute the material in any medium or format for any purpose, even commercially, Adapt — remix, transform, and build upon the material for any purpose, even commercially with an acknowledgement of the work's authorship and initial publication in PHENOMENON.Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in PHENOMENON.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
References
Amalia, F., & Kustijono, R. (2017). Efektifitas Penggunaan E-Book dengan Sigil untuk Melatihkan Kemampuan Berpikir Kritis. Prosiding Seminar Nasional Fisika (SNF) (Vol. 1, pp. 81–85).
Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Karya.
Amalia, F., & Kustijono, R. (2017). Efektifitas Penggunaan E-Book dengan Sigil untuk Melatihkan Kemampuan Berpikir Kritis. Prosiding Seminar Nasional Fisika (SNF) (Vol. 1, pp. 81–85).
Ginanjar, S., Tiara, T., & Kantun, S. (2022). Pengembangan modul digital akuntansi untuk siswa kelas xi akuntansi SMKN 1 Jember. EDUNOMIA: Jurnal Ilmiah Pendidikan Ekonomi, 3(1), 31-39
Irmita, L. U. (2018). Pengembangan Modul Pembelajaran Kimia Menggunakan Pendekatan Science, Technology, Engineering and Mathematic (STEM) pada Materi Kesetimbangan Kimia. Orbital: Jurnal Pendidikan Kimia, 27-37
Jogiyanto. (2019). "Filosofi, Pendekatan, dan Penerapan Pembelajaran Metode Kasus : untuk Dosen dan Mahasiswa", Edisi 3.Yogyakarta: CV Andi Offset. Cet.10, h 56
Junedi, B., Mahuda, I., & Kusuma, J. W. (2020). Optimalisasi Keterampilan Pembelajaran Abad 21 dalam Proses Pembelajaran pada Guru MTS Massaratul Mut'allimin. Transformasi: Jurnal Pengabdian Masyarakat, 63-72.
Mulyatiningsih, E. (2019). Pengembangan Modul Pembelajaran. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 1(5), 224–236
Nazara, AW, Halang, B., & Rezeki, A. (2022). Respon Siswa Terhadap Modul Elektronik Subkonsep Sistem Peredaran Darah Manusia Berbasis Problem Based Learning. JISIP (Jurnal Ilmu Sosial dan Pendidikan) , 6 (2).
Negitawati, Wulandari. (2023). Penerapan Model Pembelajaran Case Based Learning (CBL) Untuk Meningkatkan Keterampilan Pemecahan Masalah Peserta Didik Kelas VIII di SMP Negeri 1 Salam. (Bachelor, Universitas Tidar, 2023). Diakses dari https://repositori.untidar.ac.id .
Ningsih, W. (2023). Desain E-Modul Berbasis Case Based Learning Berbantuan Aplikasi Kahoot Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa Pada Materi Trigonometri (Doctoral dissertation, UNIVERSITAS JAMBI).
Ningtyas, A. S., Triwahyuningtyas, D., & Rahayu, S. (2019). Pengembangan E-Modul Bangun Datar Sederhana Berbasis Problem Based Learning (PBL) Menggunakan Aplikasi Kvsoft Flipbook Maker Untuk Siswa Kelas III Ayu. Journal of Chemical Information and Modeling, 53(9), 1689–1699.
Nurfatah, N., Rusmono, R., & Nurjannah, N. (2018). Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar. In Prosiding Seminar Dan Diskusi Pendidikan Dasar.
Nurlaili, S. (2022). Penerapan Model Case Based Learning (CBL) Pada Materi Pencemaran Lingkungan untuk Keterampilan Memecahkan MasalahLingkungan Pada Siswa Kelas X MAN 2 Kota Cirebon (Doctoral dissertation, S1 Tadris Ilmu Pengetahuan Alam Biologi IAIN Syekh Nurjati Cirebon).
OECD (2023). Hasil PISA 2022 : Lembar Fakta Indonesia. https://www.oecd.org/publication/pisa-2022-results/country-notes/indonesia-c2e1ae0e#chapter-d1e11
OECD (2023). Hasil PISA 2022 (Volume I): Keadaan Pembelajaran dan Kesetaraan dalam Pendidikan, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en
OECD (2023). Hasil PISA 2022 (Volume II): Pembelajaran Selama – dan Dari – Disrupsi, PISA, OECD Publishing, Paris, https://doi.org/10.1787/a97db61c-en
Syarafina, D. N., Dewi, E. R., & Amiyani, R. (2017). Penerapan Case Based Learning (CBL) sebagai Pembelajaran Matematika yang Inovatif. In Prosiding Seminar Matematika dan Pendidikan Matematika UNY (pp. 978-602).
Ulvah, S., & Afriansyah, E. A. (2016). Kemampuan pemecahan masalah matematis siswa ditinjau melalui model pembelajaran SAVI dan konvensional. Jurnal Riset Pendidikan, 2(2), 142-153.
Widoyoko, E. P. (2016). Evaluasi Program Pembelajaran: Panduan Praktis bagi Pendidik dan Calon Pendidik. Pustaka Pelajar.
Wulandari, N. P. R., Dantes, N., & Antara, P. A. (2020). Pendekatan Pendidikan Matematika Realistik Berbasis Open Ended Terhadap Kemampuan Pemecahan Masalah Matematika Siswa. Jurnal Ilmiah Sekolah Dasar,4(2), 131-142.