Development of IPAS Learning Modules Based on Problem-Based Learning on Ecosystem Material for Elementary School Students
DOI:
https://doi.org/10.37134/ajatel.vol13.1.9.2023Keywords:
Modules, IPAS, Problem-Based LearningAbstract
This study aimed to achieve the following objectives: (1) determine the necessity for an Independent Curriculum Science (IPAS) learning module in Sale District, Rembang Regency; (2) design a Problem-Based Learning (PBL) module for Science focused on Ecosystem Material for 5th-grade students in the same district; (3) assess the feasibility of the PBL-based IPAS learning module on Ecosystem Material for these students; and (4) evaluate the efficacy of the PBL Science module in enhancing learning outcomes for 5th-grade students in Sale District. The research employed a development approach based on Borg and Gall's methodology, with modifications to meet the project's specific needs. This included stages such as preliminary research, planning, initial product development, field trials, revisions, and final tests. Data collection utilized a combination of quantitative techniques (testing and validation) and qualitative methods (observation, interviews, questionnaires). Both qualitative and quantitative analyses were conducted. The findings indicated a significant need for the Problem-Based Learning science module. The development process involved detailed planning, execution, and evaluation phases. The module's feasibility was validated by experts, and its effectiveness was confirmed through statistical analysis, specifically a t-test using SPSS. The results demonstrated a significant difference in performance between the control and experimental groups, confirming the module's efficacy. Therefore, it was concluded that the Problem-Based Learning-based Science module is suitable for integration into the Independent Curriculum Science education for 5th-grade students.
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