The Effect of Using Ecology Modules on Communication Skills, Cognitive, and Student Attitudes Through Problem-Based Learning
DOI:
10.29303/jpm.v19i1.5853Published:
2024-01-15Issue:
Vol. 19 No. 1 (2024): January 2024Keywords:
Attitude; Cognitive; Communication; Ecology ModuleArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Learning carried out in lectures requires a variety of learning resources to improve students' abilities for the better. During this time, lectures usually only use learning resources that vary little and tend to use only one source so that student learning outcomes are not maximized. This research was conducted to improve student learning outcomes, especially in communication skills and cognitive and student attitudes at Bina Bangsa University. The research method used is ADDIE development research, starting from the stages of Analysis, Design, Development, Implementation, and Evaluation. Module development is carried out by measuring its effectiveness on communication skills using observation sheets, measuring cognitive abilities with tests, and observing attitudes with observation sheets. The application of the module in learning is carried out with a quasi-experimental design. Then, the results are analyzed descriptively with the ANCOVA statistical test using the SPSS application. The results showed improved communication skills, cognitive abilities, and student attitudes. Based on statistical tests, there are differences in the achievement of learning outcomes between the control and treatment classes. In the treatment class, the application of problem-based learning modules showed improved communication, cognitive, and student attitudes. However, based on the value of the gain score, the use of problem-based teaching modules on communication skills and student attitudes is in the range of low effectiveness, while in cognitive aspects, it is in the range of moderate effectiveness. Using ecology modules with problem-based learning is important because real problem-based learning makes learning more contextual, especially in courses that use environmental problems as the main study.
References
Irwandi, I., & Fajeriadi, H. (2020). Pemanfaatan lingkungan sebagai sumber belajar untuk meningkatkan minat dan hasil belajar siswa SMA di kawasan pesisir, Kalimantan Selatan. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 1(2), 66-73.
Irwandi, I., Winarti, A., & Zaini, M. (2019). Validitas buku ilmiah populer penyu untuk siswa SMA kawasan pesisir. Jurnal Bioedukatika, 7(1), 47-58.
Sudjana, N., & Rivai, A. (2011). Media Pengajaran, Sinar Baru Algensindo: Bandung, cet. Bandung: Sinar Baru Algensindo.
Asyhar, R. (2021). Kreatif mengembangkan media pembelajaran.
Daryanto, D. (2013). Menyusun modul bahan ajar untuk persiapan guru dalam mengajar. Yogyakarta: Gava Media.
Wijaya, C., Djadjuri, D., & Rusyan, A. T. (1988). Upaya pembaharuan dalam pendidikan dan pengajaran. (No Title).
Amri, S., & Ahmadi, I. K. (2010). Konstruksi Pengembangan Pembelajaran, Jakarta: PT. Prestasi Pustakarya.
Schunk, D. H. (2012). Learning theories an educational perspective. Pearson Education, Inc.
Prastowo, A. (2019). Panduan kreatif membuat bahan ajar inovatif menciptakan metode pembelajaran yang menarik dan menyenangkan.
Nasution, S. (1982). Berbagai pendekatan dalam proses belajar mengajar.
Octovi, C., Sajidan, S., & Prayitno, B. A. (2015). Pembelajaran Biologi Dengan Modul Berbasis Group Discovery Learning (GDL) Pada Materi Protista. INKUIRI: Jurnal Pendidikan IPA, 4(3), 29-38.
Sunaringtyas, K., Saputro, S., & Masykuri, M. (2015). Pengembangan Modul Kimia Berbasis Masalah pada Materi Konsep Mol Kelas X SMA/MA Sesuai Kurikulum 2013. Inkuiri, 4(2), 36-46.
Padmapriya, P. V. (2015). Effectiveness of self learning modules on achievement in biology among secondary school students. International Journal of Education and Psychological Research, 4(2), 44-46.
Yerita, H., Haviz, M., & Rahmi, E. (2014). Efektifitas Penggunaan Modul Pembelajaran Biologi Berbasis Kontekstual Pada Pokok Bahasan Ekosistem SMAN 1 Rambatan. Jurnal Pembelajaran MIPA, 1(1), 8–10.
Rusmiati, I. G. A., Santyasa, I. W., & Warpala, I. W. S. (2013). Pengembangan modul IPA dengan pendekatan kontekstual untuk kelas V SD Negeri 2 Semarapura Tengah. Jurnal Teknologi Pembelajaran Indonesia, 3(1).
Choridah, D. T. (2013). Peran pembelajaran berbasis masalah untuk meningkatkan kemampuan komunikasi dan berpikir kreatif serta disposisi matematis siswa SMA. Infinity Journal, 2(2), 194-202.
Aryani, I., Masykuri, M., & Maridi, M. (2015). Pengembangan Modul Problem Based Learning (PBL) pada Materi Populasi Hewan untuk Meningkatkan Kemampuan Berpikir Kreatif Mahasiswa Pendidikan Biologi Universitas Sebelas Maret. Inkuiri, 4(3), 68-77.
Hamdi, H., Halim, A., & Pontas, K. (2015). Pengembangan Dan Penerapan Modul Pembelajaran Materi Teori Dasar Bentuk Muka Bumi Untuk Meningkatkan Kognitif Mahasiswa Pendidikan Mipa Fkip Unigha Sigli. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 3(2), 22-34.
Husniati, A., Suciati, S., & Maridi, M. (2016). Pengembangan modul berbasis problem based learning (pbl) disertai diagram pohon pada materi fotosintesis kelas viii smp negeri 1 sawoo. Inkuiri, 5(2), 30-39.
Mardiana, M., Al Muhdhar, M. H. I., & Sueb, S. (2016). Pengaruh Modul Program Krpl Berbantuan Pembelajaran Berbasis Masalah (Pbm) terhadap Hasil Belajar Kognitif dan Sikap Peduli Lingkungan Siswa Kelas VII SMPN 18 Malang. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 1(1), 25-34.
Wahyunani, E. (2013). Pengembangan modul geografi model Depdiknas pada kompetensi sumber daya alam kelas XI SMA (Doctoral dissertation, Universitas Negeri Malang).
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). New York: Springer.
Rudolph, J. (2015). Leedy, PD, & Ormrod, JE (2015). Practical research. Planning and design . Boston, MA: Pearson.
Hake, R. R. (1999). Analyzing Change/Gain Scores. Dept. of Physics Indiana University. Unpublished.[Online] URL: http://www. Physics. Indiana. Edu/~ Sdi/AnalyzingChange-Gain. pdf.
Handayani, S. (2015). Pengembangan modul pembelajaran berbasis pengujian di laboratorium sebagai upaya peningkatan kompetensi. proceedingfptk, 440.
Wena, M. (2009). Strategi pembelajaran inovatif kontemporer. Jakarta: bumi aksara, 2.
Susilo, A. B. (2012). Model pembelajaran IPA berbasis masalah untuk meningkatkan motivasi belajar dan berpikir kritis siswa SMP. Unnes Science Education Journal, 1(1).
Author Biographies
Gigin Ginanjar, Universitas Bina Bangsa
Maya Rahayu, Biology Education, Faculty of Teacher Training and Education, Universitas Bina Bangsa
Vidya Ayuningtyas, Mathematics Education, Faculty of Teacher Training and Education, Universitas Bina Bangsa
License
Copyright (c) 2024 Gigin Ginanjar, Maya Rahayu, Vidya Ayuningtyas
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
