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All Journal Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Agung Mulyo Setiawan
Department of Science Education, Universitas Negeri Malang
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Development of Disaster Mitigation Interactive E-Modules Based on Socio-Scientific Issues (SSI) to Facilitate Junior High School Students' Science Literacy Nofenka Permata Islami; Agung Mulyo Setiawan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.14384

Abstract

In the 21st century, scientific literacy is crucial for students as it connects science to real-life issues. The Socio-Scientific Issues (SSI) approach can be used through contextual learning to enhance students' scientific literacy. This approach involves developing teaching materials based on SSI and for this research, the focus is on disasters and mitigation to increase preparedness in disaster-prone areas. The research aims to develop and test the feasibility and practicality of SSI-based teaching products using the Research and Development (R&D) method, specifically the ADDIE model. The novelty of the SSI e-module is in the issues discussed, the interactive and varied material, and the quiz features. These can improve students' scientific reasoning by involving them in real-life problem-based discussions relevant to everyday life, thus encouraging critical analysis, decision-making, and collaborative problem-solving.Data was collected through interviews with teachers to analyze their needs and through questionnaires distributed to students, feasibility tests, and product practicality tests. The results showed 90% material feasibility, 100% concept correctness, 95% media feasibility, and 96% question feasibility, all falling within the "very feasible" category. Additionally, an empirical test of the questions through validity testing resulted in 10 valid and 5 invalid questions, with a reliability test yielding a score of 0.717.The score is included in the high category, it needs to be increased to the very high category (0.80 ≤ r ≤ 1.00) by evaluating the material, design, and structure of the module. The product's practicality was tested on 2 science teachers and 32 class VIII students, and achieved percentages of 94% and 89% respectively, categorizing it as "very practical". In conclusion, the e-modules developed in this research are deemed very feasible and practical for facilitating scientific literacy in students.
Development of Google Sites E-Module Based on PBL on Respiratory System to Improve Critical Thinking Skills of Middle School Students Qoshirotul Fitri; Agung Mulyo Setiawan
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16086

Abstract

Critical thinking skills are essential for students, yet junior high school students often show low levels of these abilities. Previous studies using Google Sites did not integrate the Problem-Based Learning (PBL) model or focus specifically on respiratory system content and critical thinking. This study aims to develop a PBL-based Google Sites e-module on the respiratory system that is valid, practical, and effective in improving critical thinking skills. The development followed the ADDIE model: analyze, design, develop, implement, and evaluate. Data were collected through questionnaires and tests and analyzed descriptively to assess validity, practicality, and effectiveness. Validation results showed the material was highly valid (84.89%) and the media valid (79.47%). Practicality tests based on teacher and student assessments resulted in scores of 94.68% and 92.71%, respectively, indicating the media was very practical. The effectiveness was supported by an independent sample t-test showing significant differences in critical thinking scores between experimental and control classes. The average N-Gain score of 0.67 in the experimental class indicated a moderate improvement, and a Cohen’s d effect size of 1.21 suggested a large impact. This e-module is valid, practical, and effective for science learning, particularly in supporting teachers to implement student-centered learning that fosters critical thinking.
Co-Authors Nofenka Permata Islami Qoshirotul Fitri