ANALISIS KEBUTUHAN PENGEMBANGAN MODUL AJAR VIRUS BERBASIS PROBLEM BASED LEARNING UNTUK FASE E SMA - Maharani, Annisa; Fuadiyah, Sa’diatul (STKIP PGRI Situbondo, 2024)
One of the differences between the Merdeka Curriculum and the 2013 Curriculum is the making of teaching modules. Teaching modules, also known as lesson plans, have more complete components compared to the lesson plans in the 2013 Curriculum. In the Merdeka Curriculum, students are required to be active in learning and can think critically. Thus, the Problem Based Learning (PBL) model is a learning model that helps students understand the material. This PBL model helps learners actively investigate information about reasons and potential solutions to problems in everyday life. The research method used was distributing questionnaires to 34 Phase F students and conducting interviews with one of the biology teachers at SMAN 5 Padang, with qualitative data collection analyzed using descriptive analysis. The results of the analysis showed that as many as 94% of students chose virus material as material that was difficult to understand because as many as 88% of students considered the material to be memorized, 74% chose material that could not be observed directly and as many as 64% of students chose because there were too many terms that caused students' understanding of virus material to be quite low. For this reason, it is necessary to develop a virus teaching module based on Problem Based Learning (PBL) for Phase E SMA. Salah satu perbedaan Kurikulum Merdeka dengan Kurikulum 2013 adalah pembuatan modul ajar. Modul ajar atau dikenal dengan RPP ini memiliki komponen yang lebih lengkap jika dibandingkan RPP yang ada di Kurikulum 2013. Pada Kurikulum Merdeka, peserta didik diharuskan untuk aktif dalam belajar dan dapat berpikir kritis. Dengan demikian, model Problem Based Learning (PBL) adalah model pembelajaran yang membantu peserta didik dalam memahami materi. Model PBL ini membantu peserta didik secara aktif menyelidiki informasi tentang alasan dan solusi potensial untuk masalah dalam kehidupan sehari-hari. Metode penelitian yang digunakan yaitu menyebarkan angket kepada 34 peserta didik Fase F dan melakukan wawancara kepada salah satu guru biologi di SMA Negeri 5 Padang, dengan pengumpulan data kualitatif yang dianalisis menggunakan analisis deskriptif. Hasil analisis menunjukkan bahwa sebanyak 94% didik memilih materi virus sebagai materi yang sulit dipahami karena sebanyak 88% peserta didik menganggap materi bersifat hafalan, 74% memilih materi tidak dapat diamati secara langsung dan sebanyak 64% peserta didik memilih karena terlalu banyak istilah yang menyebabkan pemahaman peserta didik terhadap materi virus cukup rendah. Untuk itu diperlukan pengembangan modul ajar virus berbasis Problem Based Learning (PBL) untuk Fase E SMA.