Development of A Joyful Learning-Based E-Module With The Problem-Based Learning Model on Biodiversity
Main Article Content
Abstract
Aims: This study aimed to develop and determine the feasibility of a joyful learning-based e-module integrated with the Problem-Based Learning (PBL) model for biodiversity learning, designed to support junior high school students’ conceptual understanding and learning motivation.
Methods. The study used a Research and Development (R&D) approach based on the 4D model, limited to the define, design, and develop stages. The participants were 30 seventh-grade students at SMPN 2 Krui. Data were collected through conceptual understanding tests, learning motivation questionnaires, observations, interviews, and expert validation instruments and were analyzed descriptively.
Result. Preliminary analysis showed that students’ conceptual understanding remained relatively low, with a mean score of 54.3 and 67% of students classified in the fair or poor categories. Learning motivation was also suboptimal, with a mean score of 56.8% and 67% of students classified in the moderate or low categories. In response, the team developed an interactive e-module by integrating contextual biodiversity problems, PBL learning syntax, joyful learning principles, multimedia resources, and immediate feedback. Expert validation showed high feasibility, with scores of 87.50% for material, 92.50% for media, and 95.00% for language, all categorized as very feasible.
Conclusion. These findings indicate that the developed e-module meets content, media, and linguistic feasibility standards and provides an integrated digital learning resource that addresses both the cognitive and affective dimensions of biodiversity learning. The e-module is therefore suitable for classroom implementation and further empirical testing to determine its effectiveness in improving students’ conceptual understanding and learning motivation.
Article Details
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