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Pengembangan Modul AJar Pendidikan Pancasila Berbasis PBL Untuk Meningkatkan Keterampilan Kolaborasi Siswa kelas V SD Cicilia Novita Ayundasari Poto; Rusmawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42450

Abstract

Collaborative skills are important skills that elementary school students need to have because they play a significant role in supporting learning success, especially in group activities that require communication, cooperation, and joint problem solving. In reality, students' collaborative skills are still not optimally developed. This study aims to develop a PBL-based Pancasila Education teaching module that can improve the collaboration skills of fifth-grade elementary school students. The method used is Research and Development with the ADDIE development model. The development process begins with a needs analysis, followed by the design and development of teaching modules, implementation in learning activities, and evaluation to determine the feasibility and effectiveness of the product. The results of the study indicate that the PBL-based Pancasila Education teaching module developed is able to encourage students to actively collaborate. This teaching module is effective for use as teaching material and has the potential to improve the collaboration skills of fifth-grade elementary school students.
PENGEMBANGAN MODUL AJAR KEBUTUHAN DAN KEINGINAN BERBASIS PROJECT BASED LEARNING (PJBL) UNTUK MENINGKATKAN KETERAMPILAN KOMUNIKASI SISWA KELAS IV SD Andini, Listanti Putri; Rusmawan
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42696

Abstract

Developing effective communication abilities represents a fundamental educational objective at the elementary level. Nevertheless, social studies instruction in primary schools frequently maintains a teacher-dominated approach, limiting opportunities for students to cultivate their communicative competencies. This investigation focuses on designing an instructional module centered on the needs and wants concept, utilizing Project-Based Learning (PjBL) methodology to enhance fourth-grade students' communication capabilities. The study employs Research and Development (R&D) methodology, implementing the ADDIE framework encompassing five sequential phases: analysis, design, development, implementation, and evaluation. Twenty-five fourth-grade students from SDN Ngemplak 3 participated as research subjects. Data collection utilized expert validation instruments, communication skills assessment tools, and student feedback questionnaires. Validation outcomes revealed that the developed module achieved a mean score of 3.57 on a four-point scale, classified as "Very Good." Effectiveness testing demonstrated enhancement in students' communication skills, evidenced by the progression from a mean pretest score of 62.40 to a posttest mean of 82.60, yielding an N-Gain coefficient of 0.53 (moderate improvement category). Student responses toward the instructional activities proved favorable. Consequently, the PjBL-based module addressing needs and wants demonstrates both feasibility and effectiveness in advancing elementary students' communication skills. Keywords: project-based learning, needs and wants, communication skills
PENGEMBANGAN MODUL AJAR FISIKA BERBASIS PROBLEM BASED LEARNING (PBL) UNTUK MELATIH KETERAMPILAN BERPIKIR KREATIF SISWA PADA TOPIK ENERGI TERBARUKAN Akhsan, Hamdi; Muhammad Aditiyah; Kistiono
Jurnal Riset dan Inovasi Pendidikan Sains (JRIPS) Vol. 5 No. 1 (2026): Januari
Publisher : Universitas Muhammadiyah Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/jrips.v5i1.9484

Abstract

Penelitian ini bertujuan untuk menguji validitas sebuah modul yang dikembangkan berdasarkan model Problem Based Learning (PBL) dalam upaya meningkatkan keterampilan berpikir kreatif siswa pada materi energi terbarukan. Metode yang digunakan adalah Research and Development (R&D) dengan model pengembangan ADDIE, yang mencakup tahapan Analyze, Design, dan Development. Validitas produk dinilai oleh tiga orang validator ahli dari bidang pendidikan fisika. Penilaian mencakup dua aspek utama, yaitu validitas isi (kesesuaian materi, relevansi fenomena kontekstual, dan potensi pengembangan berpikir kreatif) serta validitas konstruk (struktur penyajian, kejelasan petunjuk, penggunaan bahasa, dan kualitas visual). Hasil validasi menunjukkan persentase rata-rata sebesar 94,44% untuk validitas isi dan 91,67% untuk validitas konstruk, dengan rata-rata keseluruhan 93,05%. Berdasarkan kriteria interpretasi skor menurut Sudijono (2015), nilai tersebut termasuk dalam kategori sangat valid. Dengan demikian, modul ajar fisika berbasis PBL ini layak digunakan sebagai bahan ajar dalam pembelajaran fisika, khususnya untuk mengasah keterampilan berpikir kreatif siswa melalui isu-isu aktual seputar energi terbarukan. Penelitian ini juga menawarkan inovasi dalam bentuk bahan ajar kontekstual yang relevan dengan tantangan lokal maupun global.   Kata kunci: Modul ajar, Problem Based Learning, berpikir kreatif, validitas, energi terbarukan  
PENGEMBANGAN MODUL AJAR IPAS TERINTEGRASI ACTIVE LEARNING DALAM MENINGKATKAN PRESTASI BELAJAR SISWA KELAS IV SEKOLAH DASAR Devi Anggi Friani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 03 (2024): Volume 10 No. 03 September 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i03.8353

Abstract

This study aims to develop an Active Learning-integrated teaching module for Science and Social Studies (IPAS) to enhance the learning outcomes of fourth-grade elementary school students. This research is a Research and Development (R&D) study using the ADDIE development model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The subjects of the study are fourth-grade students in Magetan District. The research instruments include expert validation questionnaires, teacher and student response questionnaires, implementation observation sheets, and learning outcome tests (pre-test and post-test). The results show that the developed teaching module received an average validation score of 89% (highly feasible) from subject matter experts, media experts, and practitioner teachers. The practicality of the module, based on teacher (87%) and student (85%) responses, falls within the practical to very practical category, indicating that the module is easy to use in the learning process. The effectiveness of the module was also demonstrated by a significant improvement in students' average learning outcomes, from 66.4 (pre-test) to 83.7 (post-test), with paired t-test results showing a significant difference (p < 0.05) and an N-Gain score of 0.56, which is considered effective. Therefore, the Active Learning-integrated IPAS teaching module developed in this study is proven to be valid, practical, and effective in improving elementary school students' learning outcomes.
Pengembangan Bahan Ajar Berbasis E-Modul Pada Mata Pelajaran Informatika untuk Siswa Kelas X SMA Negeri 1 Kabila Deu, Muhammad Dimas Oktaviandy; Laliyo, Lukman A.R; Muthia, Muthia; Katili, Muhammad Rifai; Suhada, Sitti; Kadim, Ahmad Azhar; Padiku, Indhitya R.
Inverted: Journal of Information Technology Education Vol 6, No 1: Januari 2026
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/inverted.v6i1.26982

Abstract

Mata pelajaran Informatika merupakan mata pelajaran yang terdapat di Sekolah Menengah Atas (SMA) Negeri 1 Kabila. Pada mata pelajaran Informatika khususnya pada fase E terdapat elemen materi yaitu Berpikir Komputasional dan Literasi Digital. Dari hasil observasi ditemukan beberapa permasalahan dalam proses belajar mengajar pada pembelajaran Informatika, antara lain Minimnya penggunaan media pembelajaran berbasis digital di SMA Negeri 1 Kabila dalam proses pembelajaran yang digunakan guru. Kurangnya penggunaan media pembelajaran berbasis e-modul dapat mengakibatkan siswa kesulitan dalam memahami materi dan membuat materi menjadi monoton, sehingga mengakibatkan tidak tercapainya tujuan pembelajaran. Penelitian ini bertujuan untuk (1) Menggembangkan bahan ajar berbasis e-modul sebagai pelengkap sumber belajar bagi guru pada pembelajaran Informatika dan membantu proses pembelajaran agar lebih mudah. (2) Mengetahui kelayakan bahan ajar berbasis e modul pada proses pembelajaran Informatika. Penelitian dilaksanakan dengan menggunakan metode penelitian dan pengembangan Research and Development (RD) model pengembangan four-D (4D). Tahap pengembangan 4D yaitu Define (pendefinisian), Design (perancangan), Develop (pengembangan) dan Disseminate (Pendiseminasian). Adapun hasil penelitian terhadap bahan ajar berbasis e-modul yaitu Ahli materi memperoleh nilai presentase 95,5% dengan kriteria sangat layak dan Ahli media memperoleh nilai presentase 93,5% dengan kriteria sangat layak. Penggunaan bahan ajar berbasis e modul yang dikembangkan layak untuk digunakan sebagai alternatif dalam proses belajar mengajar pada pembelajaran Informatika.
Pengembangan Modul Ajar Matematika Berbasis Kearifan Lokal Anyaman Rajapolah pada Materi Persamaan Linear Satu Variabel untuk Peserta Didik SMP Nurmaya, Rani; Prabawati, Mega Nur
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3157

Abstract

Abstract mathematics learning often poses challenges for students in understanding concepts, particularly in the topic of Linear Equations in One Variable (LEOV). Integrating local wisdom into instructional materials is considered a relevant approach to addressing this issue. This study aims to develop a mathematics learning module based on the local wisdom of Rajapolah weaving in the context of LEOV, designed to support students’ conceptual understanding and to facilitate their ability to model real-life situations into linear equation forms. The research employed a research and development methodology using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research instruments consisted of expert validation sheets as well as readability assessment questionnaires completed by teachers and students. Expert validation results indicated that the developed module was categorized as highly valid in terms of content feasibility, presentation, language, and cultural integration. Readability testing conducted with teachers and students also showed that the module was easy to understand, although several sentences required minor simplification. Overall, the module was deemed appropriate for use as a contextual learning resource that helps students construct a more meaningful understanding of LEOV while fostering appreciation of local culture. This study recommends the incorporation of local wisdom in the development of learning modules to strengthen the contextualization of mathematics instruction.
Pengembangan Modul Ajar Berbasis Kearifan Lokal Pada Materi Fungsi Komposisi Rahmawati, Erna; Prabawati, Mega Nur
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3161

Abstract

This study aims to develop an ethnomathematics-based teaching module for the topic of composite functions. The research employed the ADDIE design model, limited to four stages: Analysis, Design, Development, and Implementation. Data were collected through questionnaires completed by four certified teachers who served as expert validators, as well as through student response questionnaires used to assess the practicality of the module. The questionnaire data were analyzed quantitatively and interpreted using predetermined assessment criteria to determine the quality of the product. The validation results indicated that the module achieved an average score of 81.25%, demonstrating a high level of validity. Moreover, the practicality test yielded an average score of 89.3% from students, indicating that the module is highly practical for classroom use. Based on expert evaluations and student responses, the ethnomathematics-based teaching module on composite functions meets the criteria of being both valid and practical.
PENGEMBANGAN MODUL AJAR BERBASIS PENDEKATAN PRAKTIK LANGSUNG UNTUK MENINGKATKAN MINAT BELAJAR SENI BUDAYA DI SMP NEGERI 1 BAJAWA) Lambuk, Efrem; Emen, Wiwita Plasiana; Nio, Yohanes Septerius Bei; Dopo, Ferdinandus Bate
NAAFI: JURNAL ILMIAH MAHASISWA Vol. 2 No. 2 (2026): NAAFI: Jurnal Ilmiah Mahasiswa
Publisher : Pusat Penelitian dan Pengabdian (P3M) STKIP Majenang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62387/naafi.v2i2.389

Abstract

Penelitian ini bertujuan untuk mengembangkan modul ajar berbasis pendekatan praktik langsung dalam pembelajaran Seni Budaya guna meningkatkan minat belajar peserta didik. Latar belakang penelitian ini berangkat dari rendahnya minat dan partisipasi aktif siswa dalam kegiatan pembelajaran yang masih didominasi metode ceramah dan penugasan teoretis. Modul ajar berbasis praktik langsung dirancang dengan menekankan kegiatan eksploratif, kreativitas, dan keterlibatan fisik siswa melalui aktivitas seni seperti memainkan alat musik tradisional. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang mencakup tahap analisis, desain, pengembangan, implementasi, dan evaluasi. Hasil penelitian menunjukkan bahwa penggunaan modul ajar berbasis praktik langsung secara signifikan meningkatkan motivasi belajar siswa, ditandai dengan meningkatnya kehadiran, partisipasi, dan ketuntasan tugas seni. Selain itu, siswa menunjukkan pemahaman yang lebih baik terhadap konsep-konsep seni karena pengalaman belajar diperoleh secara langsung melalui praktik. Dengan demikian, modul ajar ini dinilai efektif sebagai alternatif media pembelajaran yang mampu mengintegrasikan pengalaman nyata, kreativitas, dan nilai estetika untuk meningkatkan motivasi belajar Seni Budaya.
Pengembangan Modul Ajar Dengan Pendekatan Kontekstual Untuk Meningkatkan Numerasi Siswa Kelas VIII SMP Zega, Mira Astuti; Mendrofa, Ratna Natalia; Lase, Sadiana; Mendrofa, Netti Kariani
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/ykcq2352

Abstract

ABSTRACT: The low numeracy skills of students and the limited use of contextual learning materials at UPTD SMP Negeri 1 Gunungsitoli Utara formed the basis for conducting this research. These conditions indicate the need to develop learning materials that can help teachers implement meaningful learning experiences for students. This study aims to develop and evaluate the feasibility of a contextual teaching module to enhance students’ numeracy skills. The research employed a Research and Development (R&D) design using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects included expert validators, teachers, and eighth-grade students. The instruments used were expert validation questionnaires, teacher and student response questionnaires, and numeracy achievement tests. The collected data consisted of qualitative data in the form of expert feedback and quantitative data from questionnaires and test results. The findings show that the developed contextual teaching module achieved a high level of feasibility, with a validation score of 92.01%, positive responses from teachers (95%) and students (86.9%), and an 81.72% improvement in students’ numeracy skills. Therefore, the developed contextual teaching module is considered feasible for use as an instructional tool to support the enhancement of students’ numeracy skills at the junior high school level.  ABSTRAK: Rendahnya kemampuan numerasi siswa dan terbatasnya penggunaan perangkat pembelajaran kontekstual di UPTD SMP Negeri 1 Gunungsitoli Utara menjadi dasar dilakukannya penelitian ini. Kondisi tersebut menunjukkan perlunya pengembangan perangkat pembelajaran yang dapat membantu guru mengimplementasikan pembelajaran yang bermakna bagi siswa. Penelitian ini bertujuan untuk mengembangkan dan menguji kelayakan modul ajar kontekstual dalam meningkatkan kemampuan numerasi siswa. Jenis penelitian yang digunakan adalah research and development (R&D) dengan model ADDIE yang meliputi tahap analysis, design, development, implementation, dan evaluation. Subjek penelitian terdiri atas validator ahli, guru, dan siswa kelas VIII. Instrumen yang digunakan meliputi angket validasi, angket respons guru dan siswa, serta tes hasil belajar numerasi. Data penelitian mencakup data kualitatif berupa saran dari ahli dan data kuantitatif berupa hasil angket dan tes. Hasil pengembangan menunjukkan bahwa modul ajar kontekstual memiliki tingkat kelayakan tinggi berdasarkan hasil validasi sebesar 92,01%, memperoleh respons positif dari guru (95%) dan siswa (86,9%), serta mampu meningkatkan kemampuan numerasi siswa dengan persentase peningkatan 81,72%. Dengan demikian, modul ajar kontekstual yang dikembangkan dinyatakan layak digunakan sebagai perangkat pembelajaran yang mendukung peningkatan kemampuan numerasi siswa di tingkat SMP.
PENGEMBANGAN MODUL AJAR BERBASIS KURIKULUM MERDEKA Utami Maulida
Tarbawi: Jurnal Pendidikan dan Pemikiran Islam Vol 5 No 2 (2022): Tarbawi
Publisher : Institut Binamadani Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51476/tarbawi.v5i2.392

Abstract

Tulisan ini bertujuan untuk membahas pengembangan modul ajar berbasis kurikulum merdeka belajar. Modul ajar merupakan badan kurikulum merdeka yang mana pengganti rencana pembelajaran. Modul ajar kurikulum merdeka merupakan pengganti dari RPP yang berformat dan bersifat variatif yang meliputi materi/ konten pembelajaran, metode pembelajaran, interpretasi, dan teknik mengevaluasi yang disusun secara sistematis dan memukau untuk mencapai indikator keberhasilan yang diharapkan. Guru mengembangkan modul ajar sebelum melakukan pembelajaran di dalam kelas. Salah satu fungsi modul ajar untuk mengurangi beban guru dalam menyajikan konten sehingga guru dapat memiliki banyak waktu untuk menjadi tutor dan membantu siswa pada proses pembelajaran.

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