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All Journal JURNAL IQRA´ Journal of Environment and Sustainability Education
Zakaria Sandy Pamungkas
Universitas Jember, Indonesia
Chemistry Education Environmental Science Physics Other

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Engineering Design Process (EDP) Learning Model on Learning Outcomes, Critical Thinking and Communication Skills of Science Education Students Mellyatul Aini; Meliyana Aini; Aufa Maulida Fitrianingrum; Zakaria Sandy Pamungkas; Jovialine Albertine Rungkat; Kurniahtunnisa
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 2 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i2.6258

Abstract

Some 21st century skills that must be possessed by students are critical thinking and communication skills. This study aims to determine the effect of using the Engineering Design Process (EDP) learning model on learning outcomes, critical thinking skills and student communication skills. The approach used is the Science, Technology, Engineering, and Mathematics (STEM) approach. The method used in this research is experimental method (one group pretest posttest). The research subjects were undergraduate students of Science Education, Universitas Negeri Manado. The results showed that the average percentage value of N-gain was 59.57% with a fairly effective category. 88.10% of the overall mean score of students' critical thinking skills with excellent category. As much as 82.14% of the average score obtained on student communication skills with excellent category. It can be concluded that the application of EDP learning model with STEM approach can improve learning outcomes, critical thinking skills and student communication. This study contributes to the development of innovative learning by proving that the STEM-based EDP model effectively improves student learning outcomes, critical thinking, and communication. These findings support the integration of 21st-century skills in science education to create more applicable and collaborative learning.
Innovating biology education: Development a notion as project-based learning e-module in the plant structure and function course to facilitate digital literacy Ika Dewi Sumiati; Ferry Budi Prasetya; Zakaria Sandy Pamungkas; Jadnika Dwi Rakhmawan Amrullah; Firdha Yusmar; Intan Lestari Mulyaning Tyas; Liu Hsiu-Chen
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.176

Abstract

The rapid shift toward digital learning in higher education demands learning resources that not only present content but also facilitate project organization and digital literacy. In response to this need, this study developed a Notion-based e-module integrated with the Project-Based Learning (PjBL) model for the Plant Structure and Function course to support students’ digital literacy. The research employed a Research and Development (R&D) design using the ADDIE model, involving analysis, design, development, implementation, and evaluation stages. Fifty fifth-semester students from the Science Education Program at Universitas Jember participated. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest–posttest instruments. The product obtained validity scores of 91.875% from material experts and 93.33% from media experts. The practicality score from students reached 90.36%. These findings indicate that the Notion-based PjBL e-module is feasible and practical to support meaningful learning and foster digital literacy. The novelty of this research lies in the integration of a productivity and project-management platform (Notion) as a learning medium in higher education, enabling structured project workflows, collaborative workspaces, and digital documentation for PjBL activities. The developed module offers an alternative digital resource to facilitate technology integration in science education.
Co-Authors Aufa Maulida Fitrianingrum Ferry Budi Prasetya Firdha Yusmar Ika Dewi Sumiati Intan Lestari Mulyaning Tyas Jadnika Dwi Rakhmawan Amrullah Jovialine Albertine Rungkat Kurniahtunnisa Kurniahtunnisa Liu Hsiu-Chen Meliyana Aini Mellyatul Aini