THE EFFECTIVENESS OF THE KALOR E-MODULE AND ITS TRANSFER IS BASED ON PROBLEM-BASED LEARNING TO IMPROVE STUDENTS' PROBLEM-SOLVING SKILLS
Abstract
The purpose of this study is to test the effectiveness of the caloric e-module and its transfer based on Problem Based Learning (PBL) to improve the problem-solving skills of junior high school students. The method used in the research is Research and Development (R&D) with a 4D model through the following stages: define, design, develop and disseminate. The research instrument is in the form of a problem-solving skills test consisting of 5 description questions. The sampling technique uses random sampling. The data analysis technique was tested by ANCOVA test and N-Gain score analysis. The results of the ANCOVA test obtained a significance value of 0.000 < 0.05. This data shows that the use of e-modules has a significant influence on students' problem-solving skills. Based on the N-Gain score, data was obtained that the use of e-modules provided higher improvement in problem-solving skills than the PPT administration class and the control class. The e-module class obtained a score of 0.31 (Identify), 0.52 (Define), 0.56 (Explore Strategies), 0.71 (Anticipate), and 0.76 (Look Back). Three indicators were in the medium category (0.3 ≤ g < 0.7), and two indicators were in the high category (g ≥ 0.7). In contrast, the PPT class only reaches the low to medium category, and the control class is mostly in the low category. Based on this data, it can be concluded that the use of the heat e-module and its transfer based on Problem Based Learning (PBL) has proven to be effective in improving the problem-solving skills of junior high school students.
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