CD Tesis

pengembangan modul pembelajaran problem based learning berbasis etnosains untuk meningkatkan keterampilan proses sains dan minat belajar siswa sma

---

In the physics learning process, many students tend to be passive, merely receiving the material taught without delving deeper into it, and lacking in scientific process skills. Students rarely take the initiative to ask questions of their teachers. When asked to provide examples from everyday life, they tend to give answers identical to what their teachers have taught, and students are not yet accustomed to problem-solving-focused learning methods. After conducting a survey of a number of students at SMAN 1 Kampar Timur, 52.3% stated that they needed learning facilities that discussed local culture, and 43.2% stated that they really needed learning facilities that discussed culture. This shows the importance of teachers creating learning media that includes culture. 52.3% of students stated that they need and 43.2% stated that they strongly need learning that incorporates visualization and contextual explanations to foster creativity. Based on this, it is necessary to develop learning media through a problem-solving approach that combines visualization and contextual explanations based on culture (ethnoscience).
This study aims to describe the development of a learning module that is suitable and practical for use in physics education, as well as to describe students' Science Process Skills and learning interest after the implementation of the learning module in the physics learning process. The benefits provided are: improved quality of Science Process Skills and Student Learning Interest, the application of the developed module as an alternative for teachers and schools in physics education will impact the quality of education at educational institutions, and as one of the reference materials for other researchers in improving the quality of physics education in schools.
The type of research applied is a combination of development and experimentation. Development uses the ADDIE Instructional Design model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The developed learning modules were validated by three validators using a validity assessment sheet, and their practicality was tested by three teachers and 16 students using a practicality assessment sheet. The type of experiment used was a quasi-experimental design with a posttest-only control group design. The population in this study included all 11th-grade students at SMA Negeri 1 Kampar Timur who were studying physics, with two sample classes: an experimental class and a control class. The experimental class was given treatment in the form of the implementation of the Ethnoscience-Based Problem-Based Learning (PBL) Learning Module, while the control class only underwent the conventional learning process using textbooks. After the material was taught, the students were given a Science Process Skills test and a learning interest questionnaire. The research data, consisting of test results, was analyzed quantitatively and presented in graphs to assess the level of Science Process Skills and learning interest among the students. The differences in Science Process Skills and learning motivation between the
x
experimental and control classes were analyzed using the Mann-Whitney U test and the t-test.
The results of the study indicate that the Ethnoscience-Based Problem-Based Learning (PBL) Learning Module was deemed feasible by the validators, with an average validity index of 3.78 (Valid). Teachers, as practitioners, stated that the Ethnoscience-Based Problem-Based Learning (PBL) Module is practical for use in physics education, with an average score of 3.70 (very practical). Students also stated that the Ethnoscience-Based Problem-Based Learning (PBL) Module is practical for use in physics learning, with an average score of 3.82 (very practical). The descriptive research results show that the experimental class has a higher average score for Science Process Skills and learning interest compared to the control class. Inferentially, the Mann-Whitney test showed that the significance value or Asym. Sig. (2-tailed) < 0.05 in the measurement of Science Process Skills, while the measurement of learning interest through the t-test for Equality of Means showed a significance value of 0.029 (< 0.05). This indicates that there is a significant difference in Science Process Skills and Learning Interest between the control class (which uses conventional textbook-based learning materials) and the experimental class (which uses the Ethnoscience-Based Problem-Based Learning (PBL) Module in the learning process).
Based on the research results, it can be concluded that the Ethnoscience-Based Problem-Based Learning (PBL) Module has been developed based on the ADDIE type of Instructional Design research procedure. The validity and practicality tests showed that the Ethnoscience-Based Problem-Based Learning (PBL) Module is feasible and practical. The field test results also indicated that the Ethnoscience-Based Problem-Based Learning (PBL) Module was deemed feasible and effective in improving students' science process skills and learning interest. Therefore, the Ethnoscience-Based Problem-Based Learning (PBL) Module is expected to serve as a reference for teaching and learning activities in schools, thereby enhancing the quality of physics education and providing a basis for further research.
Keywords: Development of Learning Module, Problem-Based Learning, Ethnoscience, Science Process Skills, Learning Interest.

---

Ketersediaan

Informasi Detail

Judul Seri

-

No. Panggil

2110246882

Penerbit

Pekanbaru : UNRI – PASCA – Magister Pendidikan Fisika., 2025

Deskripsi Fisik

-

Bahasa

Indonesia

ISBN/ISSN

-

Klasifikasi

2110246882

Tipe Isi

-

Tipe Media

-

Tipe Pembawa

-

Edisi

-

Subjek

Magister Pendidikan Fisika

Info Detail Spesifik

-

Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

Komentar

---

Anda harus masuk sebelum memberikan komentar