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All Journal JBIO: jurnal biosains (the journal of biosciences) Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) EduChemia: Jurnal Kimia dan Pendidikan Jurnal Penelitian dan Pembelajaran IPA Abdihaz: Jurnal Ilmiah Pengabdian pada Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Abdimas Ilmiah Citra Bakti (JAICB) Didaktika: Jurnal Kependidikan Inovasi Kurikulum JGK (Jurnal Guru Kita)
Saronom Silaban
Universitas Negeri Medan
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Development of a science e-module based on contextual teaching and learning for primary school students Tiasari Siregar; Saronom Silaban; Anita Yus
Inovasi Kurikulum Vol 21, No 4 (2024): Inovasi Kurikulum, November 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i4.75397

Abstract

The limited learning resources and the lack of attractiveness of the available learning resources are why students do not have a high enough interest in learning. The development of E-Modules to increase learning interest is carried out to overcome the problem of limited learning resources for students with illustrations and images that can attract their attention and be accessed anytime and anywhere. This study aims to produce a product in the form of an E-module of Science based on Contextual Teaching and Learning (CTL) for grade V Elementary School students that is feasible, practical and effective. The research method used is the Research on the Development of E-Modules of Science. The ADDIE development model comprises five stages: Analysis, Design, Development, Implementation and Evaluation (ADDIE). The feasibility test, practicality test and effectiveness test were carried out at Elementary School 105289 Kolam, Percut Sei Tuan District, Deli Serdang Regency, North Sumatra Province, with research subjects of grade V.A and V.B students of Elementary School 105289 Kolam, with data collection techniques in the form of observation, questionnaires and tests. The results of the study indicate that 1) the developed E-module of Science is declared feasible to be applied in the learning process; 2) The developed IPAS e-module is stated as practical by teachers with a very practical category and by students with a very practical category; and 3) The developed IPAS e-module is stated as effective. So, it is concluded that the developed IPAS e-module is feasible, practical and effective in improving learning outcomes. AbstrakKeterbatasan sumber belajar dan kurangnya menariknya sumber belajar yang tersedia menjadi alasan peserta didik tidak memiliki minat belajar yang cukup tinggi. Pengembangan E-Modul untuk meningkatkan minat belajar dilakukan untuk mengatasi masalah terbatasnya sumber belajar bagi peserta didik dengan ilustrasi dan gambar yang dapat menarik perhatian mereka serta dapat diakses kapan dan di mana saja. Penelitian ini bertujuan untuk menghasilkan produk berupa E-modul IPAS berbasis Contextual Teaching and Learning (CTL) untuk peserta didik kelas V Sekolah Dasar yang layak, praktis dan efektif. Metode penelitian yang digunakan adalah Penelitian Pengembangan E-Modul IPAS dengan model pengembangan ADDIE yang terdiri dari lima tahapan dimulai dari Analysis, Design, Development, Implementation and Evaluation (ADDIE). Uji kelayakan, uji kepraktisan dan keefektifan dilakukan di Sekolah Dasar 105289 Kolam Kecamatan Percut Sei Tuan Kabupaten Deli Serdang Provinsi Sumatera Utara dengan subjek penelitian peserta didik kelas V.A dan V.B Sekolah Dasar 105289 Kolam dengan Teknik pengumpulan data berupa observasi, angket dan tes. Hasil penelitian menunjukkan bahwa 1) E-modul IPAS yang dikembangkan dinyatakan layak untuk diterapkan dalam proses pembelajaran; 2) E-modul IPAS yang dikembangkan dinyatakan praktis oleh guru dengan kategori sangat praktis dan oleh peserta didik dengan kategori sangat praktis; dan 3) E-modul IPAS yang dikembangkan dinyatakan efektif. Sehingga disimpulkan E-Modul IPAS yang dikembangkan dinyatakan layak, praktis dan efektif untuk meningkatkan hasil belajar.Kata Kunci: contextual teaching and learning; CTL; e-modul; hasil belajar
An Innovative Project-Based Active Learning Model with Scientific Literacy for Enhancing HOTS Christina Sitepu; Manihar Situmorang; Saronom Silaban
Jurnal Penelitian dan Pembelajaran IPA Vol 12, No 1 (2026): Available Online in May 2026 (Web of Science Indexed)
Publisher : Department of Science Education, Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppi.v12i1.38996

Abstract

Higher-order thinking skills (HOTS) are essential for scientific problem-solving and lifelong learning; however, General Chemistry instruction in higher education is often lecture-centered and insufficient in fostering cognitive engagement and scientific literacy. This study develops and evaluates an project-based active learning model with scientific literacy to enhance students’ HOTS. Using a mixed-methods Research and Development approach with a sequential explanatory design, the study involved needs analysis, development of scientific literacy–based mini-projects on chemical bonding and acid–base solutions, instructional design, and model implementation. Quantitative data were analyzed using SEM-PLS. The measurement model demonstrated adequate convergent and discriminant validity (AVE > 0.50) and high internal consistency. The structural model showed a strong and significant effect of project-based active learning model with scientific literacy on HOTS (path coefficient = 0.911), with high explanatory and predictive power (R² = 0.911; Q² = 0.898). Learning motivation, engagement, self-regulated learning, instructional design quality, collaboration, and lecturer facilitation significantly contributed to HOTS. Scientific literacy strengthened the effects of several learning factors on HOTS. These findings indicate that integrating scientific literacy into project-based learning is effective strategy to improving HOTS in undergraduate General Chemistry.
Co-Authors Ade Hermansyah Pohan Ajat Sudrajat Andalia Asmi Anita Yus Bajoka Nainggolan Bajoka Nainggolan Biworo Frida Gurning Choms Gary Ganda Tua Sibarani Christina Sitepu Diana Fitri Fince Putri Yeni Purba Fuaddinda Putri Salsabila Inovayani Saragih Juniar Hutahaean Juniastel Rajagukguk Kristin Wulan Liberti Vivanis Gulo Lanita Bernadetta Munthe Lenti Susanna Saragih Litani Fivetrin Siregar manihar Situmorang, manihar Martua Haojahan Saragih Marudut Sinaga Murniaty Simorangkir Murniaty Simorangkir Neva Asih Sari Silalahi Nurul Arfika Polmar Simamora Rani Adillah Rizka Fahreza Sabda Dian Nurani Siahaan Suryana Rajagukguk Susanna Ginting Tiasari Siregar Wirda Hayatina Lubis