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All Journal International Journal of Social Service and Research Journal Of World Science Edunity: Kajian Ilmu Sosial dan Pendidikan
Sumarhadi, Anas
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Development of a Science E-Module Based on Problem Based Learning Using Moodle to Improve Students' Science Literacy and Critical Thinking Abilities Sumarhadi, Anas; Supahar, Supahar
Journal of World Science Vol. 4 No. 8 (2025): Journal of World Science
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jws.v4i8.1481

Abstract

The purpose of this research is to produce a problem-based learning science e-module using Moodle that is (1) suitable for improving scientific literacy and critical thinking skills; (2) practical for teachers and students to use in enhancing scientific literacy and critical thinking skills; and (3) effective in improving students' scientific literacy and critical thinking abilities. This research employs Research and Development with the 4D development model (define, design, develop, and disseminate). The study was conducted at Abu Bakar Integrated Islamic Junior High School, Yogyakarta, during the 2024/2025 academic year. Prior to the research, the developed product and learning tools were tested for feasibility by two experts and for practicality by teachers and students in a limited trial. The results of the study indicate that the problem-based learning science e-module using Moodle to improve students' scientific literacy and critical thinking skills: (1) is feasible for use, based on very high content validity, empirical evidence of validity that fits the Rasch model (mean INFIT MSNQ value = 1), and reliability categorized as sufficient; (2) very practical to use, based on teacher assessments, and categorized as practical based on student readability responses; and (3) effective to use, as shown by a significant increase in students' scientific literacy and critical thinking skills according to MANOVA test results, with the effect size value of the treatment categorized as medium.
Development of A Flipbook-Based Problem Based Learning Science E-Module on The Human Circulatory System to Increase Learning Motivation and Critical Thinking Skills of 8th Grade Students Purwendri, Rina; Nurohman, Sabar; Sumarhadi, Anas
International Journal of Social Service and Research Vol. 5 No. 9 (2025): International Journal of Social Service and Research
Publisher : Ridwan Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/ijssr.v5i9.1308

Abstract

This study aims to develop a flipbook-based science e-module using Problem-Based Learning (PBL) to enhance critical thinking skills and learning motivation of grade VIII students on human circulatory system material. This research employed Research and Development (R&D) methodology using the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The research subjects included 33 students in the experimental class and 33 students in the control class at SMP Negeri 14 Yogyakarta. Data collection instruments included validation sheets, practicality questionnaires, critical thinking skills tests, and learning motivation questionnaires. The research design used a quasi-experimental pretest-posttest control group design. Results showed that the developed e-module achieved very feasible category in material and media aspects with scores of 3.88 and 3.95 respectively. Practicality assessment by science teachers and students showed very practical category with a score of 3.80. Effectiveness testing using MANOVA showed significant differences (p = 0.000 < 0.05) between experimental and control groups. The N-gain scores were 0.70 (high category) for critical thinking skills and 0.45 (moderate category) for learning motivation in the experimental group, compared to 0.44 (moderate) and 0.29 (low) respectively in the control group. The effect size analysis using Cohen's d showed large effects for both variables (d = 0.89 for critical thinking; d = 1.73 for learning motivation). The flipbook-based science e-module with PBL approach proved effective in enhancing students' critical thinking skills and learning motivation on human circulatory system material.
Junior High School Teachers' Perception of Blended Learning in English Language Teaching in Yogyakarta Cahyono, Widig; Purnawan, Ari; Sumarhadi, Anas
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 9 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i9.438

Abstract

This study aims to analyze the perception of junior high school English teachers towards the implementation of blended learning in Yogyakarta and to determine the frequency of its implementation. Data were collected through questionnaires from 84 junior high school English teachers using purposive sampling techniques. The research instrument uses a 5-point Likert scale to measure seven dimensions: knowledge and understanding, ICT competence, frequency of implementation, perceived effectiveness, perceived benefits, perceived challenges, and institutional support. Data analysis employed descriptive statistics and non-parametric tests. The results showed that teachers' perceptions of blended learning were positive overall, with the highest score on the perceived effectiveness dimension (M = 16.50; SD = 2.42). However, the frequency of implementation remains low (M = 10.61; SD = 2.14). Analysis based on demographic variables showed that only training experience had a significant effect on teacher perception (p = 0.006). There is a gap between positive perception and practical implementation, highlighting the need for infrastructure support, intensive training, and policies to support the implementation of blended learning in English language teaching.
Co-Authors Ari Purnawan Cahyono, Widig Rina Purwendri Sabar Nurohman Supahar, Supahar