STEM-PBL Based E-Module with Jambi Context: Development Research to Improve Students’ 4C Skills
DOI:
https://doi.org/10.31980/mosharafa.v15i1.3529Keywords:
STEM-PBL, E-Module, 4C Skills, Jambi Context, E-Modul, Kemampuan 4C, Konteks JambiAbstract
Penelitian ini bertujuan untuk merancang dan mengevaluasi modul e-learning berbasis STEM-PBL yang terintegrasi dengan konteks budaya Jambi guna meningkatkan keterampilan 4C siswa. Penelitian ini menggunakan jenis penelitian research and development (R&D) dengan model ADDIE. Peserta penelitian terdiri dari 26 siswa dan 1 guru matematika dari kelas VII.1 MTs N 3 Batang Hari. Alat penelitian meliputi tes keterampilan 4C, lembar validasi ahli, kuesioner tanggapan guru dan siswa, serta lembar observasi. Validasi materi dan desain oleh ahli menghasilkan skor 92% dan 94%, masing-masing, dengan skor validitas keseluruhan 93%, menunjukkan bahwa e-module memenuhi standar kualitas akademik dan pedagogis. Dalam hal kepraktisan, uji coba individu memperoleh skor 92%, sementara uji coba kelompok kecil mendapatkan 89%, dengan skor kepraktisan rata-rata 90,5%, menunjukkan bahwa e-modul mudah digunakan dan mendukung pembelajaran yang efektif. Pengamatan di kelas menunjukkan skor 88,6%, menunjukkan bahwa implementasi e-modul sesuai dengan sintaks pembelajaran STEM-PBL. Selain itu, siswa mencapai skor n-gain rata-rata 0,78 pada tes keterampilan 4C. Secara keseluruhan, hasil penelitian menunjukkan bahwa e-module yang dikembangkan valid dan praktis sebagai sumber belajar. Integrasi STEM-PBL dengan pedagogi yang relevan secara budaya dalam konteks pendidikan Indonesia menawarkan pendekatan yang menjanjikan untuk meningkatkan keterampilan 4C siswa.
This study aimed to design and evaluate a STEM-PBL-based e-module integrated with the cultural context of Jambi to improve students’ 4C skills. The study employed a research and development (R&D) approach using the ADDIE model. The participants consisted of 26 students and 1 mathematics teachers from class VII.1 MTs N 3 Batang Hari. The research instruments included a 4C skills test, expert validation sheets, teacher and student response questionnaire, and observation sheets. The material and design expert validations yielded scores of 92% and 94%, respectively, resulting in an overall validity score of 93%, indicating that the e-module meets academic and pedagogical quality standards. In terms of practicality, the individual trial achieved a score of 92%, while the small-group trial obtained 89%, with an average practicality score of 90.5%, suggesting that the e-module is easy to use and supports effective learning. Classroom observations showed a score of 88.6%, indicating that the implementation of the e-module aligns well with the STEM-PBL learning syntax. Furthermore, students achieved an average n-gain score of 0.78 on the 4C skills test. Overall, the findings indicate that the developed e-module is valid and practical as a learning resource. Integrating STEM-PBL with culturally relevant pedagogy in the Indonesian educational context offers a promising approach to enhancing students’ 4C skills.
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