Pengembangan E-Modul Berbasis PjBL-STEM untuk Meningkatkan Keterampilan Berpikir Kritis Siswa
DOI:
https://doi.org/10.24252/jb.v13i2.59505Keywords:
e-module, PjBL, STEM, critical thinking skillsAbstract
Improving the critical thinking skills of Grade X vocational students is the main objective of this study through the development and evaluation of PjBL–STEM-based e-modules. This research was conducted in April 2025 at SMK Negeri 1 Singgahan. The research population consisted of Grade X students at SMK Negeri 1 Singgahan in the 2024–2025 academic year, while the research sample included students from classes X AKL 1 and X AKL 2. This study employed a research and development (R&D) approach using the 4-D design model. Validation questionnaires were used as instruments, involving linguists, learning experts, media experts, and material experts to assess the e-module development. Instrument testing included analyses of validity, reliability, difficulty level, and discriminating power of the test items. The effectiveness of the teaching materials was analyzed using the ANCOVA test and the Spearman correlation test. Based on the results of the development and evaluation of the PjBL–STEM-based e-modules, it can be concluded that the e-modules are effective and efficient in enhancing students’ critical thinking skills. Future research is recommended to expand the scope of the study and focus on improving learning outcomes and higher-order thinking skills
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Amalia, G., Ellianawati, E., & Alimah, S. (2024). Unnes Science Education Journal Accredited Sinta 2 The Effectiveness of an E-Module Based on Socio-Scientific Issues to Improve Critical Thinking. Unnes Science Education Journal, 13(2), 53–60.
Astalini, Darmaji, Kurniawan, D. A., Chen, D., Fitriani, R., Wulandari, M., Maryani, S., Simamora, N. N., & Ramadhanti, A. (2022). A Study for Student Perception of Mathematical Physics E-Module Based on Gender. Journal of Turkish Science Education, 19(3), 911–936. https://doi.org/10.36681/tused.2022.156
Cahyani, K., Srigustini, A., & Sartika, S. H. (2024). Optimizing Students’ Critical Thinking Abilities through the Guided Inquiry Learning Model. Journal of Educational Analytics, 3(4), 581–592. https://doi.org/10.55927/jeda.v3i4.12158
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