Development of a Problem-Based Learning E-Module on the Human Respiratory System to Enhance Critical Thinking Skills
Keywords:
E-Module, Problem-Based Learning, Human Respiratory System, Critical Thinking, ValidityAbstract
The 21st-century learning paradigm demands the integration of digital resources and higher-order thinking skills, particularly critical thinking. However, preliminary observations at UPT SMPN 4 Tuban revealed that eighth-grade students exhibited low critical thinking abilities, and teachers lacked digital learning resources on the human respiratory system. This study aims to develop and validate a Problem-Based Learning (PBL)-based e-module on the human respiratory system to enhance students' critical thinking skills. This research employed the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), limited to the Development stage due to time constraints. The e-module was designed using the Canva application, incorporating PBL syntax (problem orientation, student organization, investigation guidance, artifact development, and analysis/evaluation) and six critical thinking indicators. The validation instrument employed a Likert scale questionnaire assessed by three validators: two biology education lecturers and one junior high school science teacher. Data were analyzed using descriptive quantitative and qualitative techniques. The validation results demonstrated an overall average percentage of 88.37%, categorized as "valid." Specifically, the material feasibility aspect scored 88.47% (valid), the language feasibility aspect scored 89.33% (valid), and the media feasibility aspect scored 87.33% (valid). This research contributes a valid PBL-based e-module specifically designed for junior high school biology content. Further research is recommended to assess the e-module's practicality and effectiveness in actual classroom settings.
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