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All Journal Jurnal Ilmiah Peuradeun JIPI (Jurnal IPA dan Pembelajaran IPA)
Muhibbuddin Muhibbuddin
Universitas Syiah Kuala, Banda Aceh, Indonesia
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Developing and Testing Inquiry-Based E-Modules for Learning Plant Structure and Tissues in Senior High Schools Muhibbuddin Muhibbuddin; Wiwit Artika; Samsul Kamal; Sajid Ali Yousuf Zai
Jurnal Ilmiah Peuradeun Vol. 14 No. 1 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i1.2385

Abstract

Plant structure and tissues constitute fundamental topics in senior high school biology; however, students’ learning outcomes in this area remain unsatisfactory due to conceptual complexity and limited instructional support. To address this issue, this study aimed to develop and examine the effectiveness of an inquiry-based interactive e-module for learning plant structure and tissues at the senior high school level. The study employed a Research and Development approach using Thiagarajan’s 4-D model, which consists of the define, design, develop, and disseminate stages. The dissemination stage was conducted through an experimental method using a pretest–posttest control group design. Data were collected through expert validation sheets, questionnaires, observations, and learning outcome tests, and analyzed using descriptive techniques and an independent samples t-test. The results indicate that the developed inquiry-based e-module is pedagogically feasible and statistically effective in improving students’ learning outcomes compared to conventional instruction. The e-module can function both as an independent learning resource and as an instructional support within classroom and online learning environments. This study contributes empirical evidence that integrating inquiry-based pedagogy into digital learning modules enhances conceptual understanding and supports more active and independent learning in biology education.
The Effect of Problem Based Learning Model on Students’ Learning Outcomes and Social Emotional Skills in the Topic of Virus Natasya Ulfa; Hafnati Rahmatan; Safrida Safrida; Andi Ulfa Tenri Pada; Muhibbuddin Muhibbuddin; Nor Asniza Ishak
JIPI (Jurnal IPA & Pembelajaran IPA) Vol. 9 No. 4: DECEMBER 2025
Publisher : Universitas Syiah Kuala, in collaboration with the Perkumpulan Pendidik IPA Indonesia (PPII), (MoU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i4.291

Abstract

The demands of 21st-century education emphasize the importance of social emotional skills (SES) and learning outcomes as essential provisions for students to face global challenges. This study aims to analyze the effect of implementing the problem-based learning (PBL) model on students’ social-emotional skills and learning outcomes in the topic of viruses, as well as to examine the relationship between these two variables. The research employed a quasi-experimental approach with a pre-test–post-test non-equivalent control group design. SES data were collected using a questionnaire developed based on the collaborative for academic, social, and emotional learning (CASEL) competencies, while learning outcomes were obtained through pre-test and post-test assessments. Data analysis was carried out using an independent sample t-test and Pearson correlation at a 0.05 significance level. The findings reveal that the SES of students in the experimental class were higher than those in the control class after the implementation of PBL. Students’ learning outcomes also improved significantly, as indicated by higher post-test scores and N-gain in the experimental class compared to the control class. Furthermore, although the correlation between SES and learning outcomes was weak, the results still indicate a positive relationship, suggesting that improvements in students’ SES are accompanied by increases in their academic performance. These findings conclude that the implementation of the PBL model remains effective in enhancing both SES and learning outcomes, and is highly relevant to the demands of 21st-century learning.  
Co-Authors Andi Ulfa Tenri Pada Hafnati Rahmatan Natasya Ulfa Nor Asniza Ishak Safrida Safrida Sajid Ali Yousuf Zai Samsul Kamal Wiwit Artika