DEVELOPMENT OF PROBLEM-BASED LEARNING SCIENCE E-MODULE INTEGRATED WITH ETHNOSCIENCE OF PENCAK SILAT TO IMPROVE STUDENTS' SCIENCE PROCESS SKILLS
Keywords:
E-Module, Problem-Based Learning, Ethnoscience, Pencak Silat, Science Process Skills
Abstract
An abstract is often presented separate from the article, so it must be This study aims to develop a Problem-Based Learning (PBL) e-module integrated with ethnoscience pencak silat to improve students' science process skills in respiratory system material. The development model employed a 4-D model (Define, Design, Develop, Disseminate). The e-module was developed based on the needs analysis results, designed according to the structure and format of digital learning media, and validated by material, media, learning, and language experts. The instrument's validity was analyzed using Aiken's V, with results ranging from 0.84 to 0.91, indicating high validity. The product was tested through limited and medium-scale trials, involving 2–3 teachers and 6–24 students, which resulted in positive responses with average percentages above 87%. The effectiveness test through pretest and posttest in experimental and control classes across three schools showed significant improvements in the experimental class. Data analysis using independent sample t-tests indicated significant differences in posttest scores (p < 0.05). The developed e-module proved to be effective, practical, and valid in enhancing students' science process skills, integrating scientific concepts with local cultural wisdom through pencak silat.
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References
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Syahrial, Z., Nizar, F., & Ramadhan, S. (2024). Contextual science learning in Indonesian junior high schools: A quasi-experimental study. Cakrawala Pendidikan, 43(1), 25–38. https://doi.org/10.21831/cp.v43i1.67891
Wibowo, A., & Hartono, Y. (2023). Enhancing science process skills through PBL based e-modules in rural schools. Journal of Educational Multimedia and Hypermedia, 32(4), 329–348.
Wilson, J., & Tan, M. (2022). Evaluating cultural relevance in STEM e-learning modules: A case study. In Proc. of the IEEE Frontiers in Education Conf. (FIE) (pp. 1–9). https://doi.org/10.1109/FIE.2022.9992081
Yulianti, I., & Sari, D. (2019). Effect of PBL e-module on students’ critical thinking in environmental science. International Journal of Instruction, 12(2), 345–360. https://doi.org/10.29333/iji.2019.12223a
Ahmad, R., & Nasution, I. F. (2020). Interactive multimedia e-module for physics learning: development and evaluation. Journal of Physics Education, 17(1), 23–30. https://doi.org/10.12921/jpe.2020.17.1.23-30
Akbar, S. (2017). Instrumen perangkat pembelajaran. Bandung: Remaja Rosdakarya.
Dewi, R. A., & Nurhadi. (2023). The development of android-based interactive e-modules to improve students’ science literacy. Journal of Science Learning, 6(1), 89–97. https://doi.org/10.17509/jsl.v6i1.46317
Fernandez, P., & Garcia, L. (2020). Mobile-based ethnoscience learning: blending local knowledge and digital pedagogy. In Proc. of the ACM Conf. on Learning @ Scale (pp. 75–84). https://doi.org/10.1145/3386527.3406215
Hanifa, D., & Purnamasari, D. (2024). Student perceptions of interactive e-modules integrated with local wisdom. European Journal of Educational Research, 13(2), 541–552. https://doi.org/10.12973/eu-jer.13.2.541
Hasanah, N., & Widodo, A. (2019). Integrating ethnoscience in science learning: A bibliometric analysis. Jurnal Pendidikan IPA Indonesia, 8(3), 356–364. https://doi.org/10.15294/jpii.v8i3.20033
Jonassen, D. H. (2011). Learning to solve problems: A handbook for designing problem-solving learning environments. New York, NY: Routledge.
Kurniawan, D., Wicaksono, H., & Sari, D. P. (2023). Developing PBL-based digital modules to enhance inquiry skills. Journal of Science Education Research, 11(2), 112–124. https://doi.org/10.31227/jser.v11i2.4124
Kurniasari, D., & Mulyani, S. (2021). Development of problem-based e-module to improve critical thinking skills in science learning. Jurnal Pendidikan Sains, 9(2), 144–152. https://doi.org/10.17977/um031v9i2p144-152
Li, X., & Zhang, Y. (2018). Design and evaluation of an interactive science e-module based on PBL and local culture. In Proc. of the International Conf. on Educational Innovation and Technology (pp. 102–110). https://doi.org/10.1109/ICEIT.2018.00025
Liestiana, R., & Anggraeni, I. (2021). Ethnoscience-based learning to promote curiosity and science literacy. Journal of Science Learning, 4(2), 101–110. https://doi.org/10.17509/jsl.v4i2.34567
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2019). Designing effective instruction (8th ed.). Hoboken, NJ: Wiley.
Nieveen, N. (2013). Formative evaluation in educational design research. In T. Plomp & N. Nieveen (Eds.), Educational design research: Part A (pp. 152–169). Netherlands: SLO.
Nugroho, F., & Kristanti, M. (2022). Development and validation of android-based chemistry e-module. Indonesian Journal of Chemistry Education, 9(3), 215–223. https://doi.org/10.15294/ijce.v9i3.30021
Okeke, T., & Ali, H. (2021). Enhancing science inquiry skills through augmented reality PBL modules. In Proc. of the 5th International Conf. on Educational Multimedia, Hypermedia, and Telecommunications (EDMedia) (pp. 590–598). https://doi.org/10.1037/edu0000467
Patel, R., & Kumar, S. (2019). Integrating ethnoscience principles in virtual labs for biology learning. In Proc. of the IEEE Global Engineering Education Conference (EDUCON) (pp. 345–352). https://doi.org/10.1109/EDUCON.2019.00060
Putra, D., I. G. A. M. A., & Sutama, I. K. (2020). The effectiveness of PBL-based e-modules on students’ science process skills in elementary schools. Journal of Physics: Conference Series, 1563(1), 012025. https://doi.org/10.1088/1742-6596/1563/1/012025
Rahmadani, F., Putra, D., & Rizki, R. (2024). Ethnoscience and digital learning media: A systematic review. Jurnal Pendidikan IPA Indonesia, 13(1), 1–15. https://doi.org/10.15294/jpii.v13i1.6321
Reeves, T. C., Herrington, J., & Oliver, R. (2019). Authentic e-learning in higher education: Design principles and outcomes. New York, NY: Routledge.
Rochmah, S., & Wulandari, E. (2024). Assessment of HOTS skills through digital formative assessments. Journal of Assessment in Education, 6(1), 45–54. https://doi.org/10.21831/jae.v6i1.78901
Rogoff, B., Turkanis, C. G., & Bartlett, L. (2016). Learning together: Children and adults in a school community. New York, NY: Oxford University Press.
Sälzer, C., & Haenen, J. (2020). Ethnoscience: The pedagogy of local knowledge and scientific inquiry. London, UK: Emerald.
Setiawan, T., & Putri, I. G. A. M. A. (2023). Integration of cultural values in digital learning: a study on pencak silat. Journal of Cultural Education, 5(1), 12–21. https://doi.org/10.17977/ucedu.v5i1.12345
Syahrial, Z., Nizar, F., & Ramadhan, S. (2024). Contextual science learning in Indonesian junior high schools: A quasi-experimental study. Cakrawala Pendidikan, 43(1), 25–38. https://doi.org/10.21831/cp.v43i1.67891
Wibowo, A., & Hartono, Y. (2023). Enhancing science process skills through PBL based e-modules in rural schools. Journal of Educational Multimedia and Hypermedia, 32(4), 329–348.
Wilson, J., & Tan, M. (2022). Evaluating cultural relevance in STEM e-learning modules: A case study. In Proc. of the IEEE Frontiers in Education Conf. (FIE) (pp. 1–9). https://doi.org/10.1109/FIE.2022.9992081
Yulianti, I., & Sari, D. (2019). Effect of PBL e-module on students’ critical thinking in environmental science. International Journal of Instruction, 12(2), 345–360. https://doi.org/10.29333/iji.2019.12223a
Published
2025-10-10
How to Cite
Tia, J. (2025, October 10). DEVELOPMENT OF PROBLEM-BASED LEARNING SCIENCE E-MODULE INTEGRATED WITH ETHNOSCIENCE OF PENCAK SILAT TO IMPROVE STUDENTS’ SCIENCE PROCESS SKILLS. SPEKTRA: Jurnal Kajian Pendidikan Sains, 11(2), 257-269. https://doi.org/https://doi.org/10.32699/spektra.v11i2.9864
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Article
