E-Modules Through Flipped Classroom and PBL Models on Environmental Pollution Material to Increase Problem-Solving Ability

Abstract

The lack of educator knowledge regarding technology, information, and the use of learning media can increase learning boredom which causes students to lack understanding of the material presented by the teacher. So there needs to be innovation in order to have a positive impact on students by using the media. This study aims to develop an android mobile-based e-module on environmental pollution material. This type of research is development. Research using research and development methods. The test subjects were 72 students. The sampling technique uses probability sampling with the simple random sampling method. The methods used to collect data are interviews, questionnaires, and tests. The instruments used to collect data were interview sheets, questionnaires, and test questions in testing the effectiveness of the e-module using a quasi-experimental non-equivalent pretest-posttest control group design. The results of the research stated that using Android-based e-modules was appropriate for learning environmental pollution material. It was concluded that the e-module based on android mobile could improve the problem-solving skills of Class X high school students in biology subjects. Android-based e-modules can help students learn.

Development of E-Modules Based on Problem-Based Learning to Improve Problem-Solving Skills and Student Self-Efficacy

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The Students’ Critical Thinking Skills with The Implementation of Sustainability Learning to Energy Conservation and Transformation Material Based on The POE (Predict-Observe-Explain) Model

“…The interpretation indicator, with a percentage score of 70%, shows that students are categorized as good in interpreting or making predictions related to environmental issues related to energy conservation and transformation material; this also shows that students' interpretation skills are good. The following critical thinking skills indicators, namely analyzing 34%, evaluated by 16%, concluding by 26%, and explaining 14% are still in the deficient category; this shows that students are still lacking in analyzing environmental problems properly during observations, then evaluating students are still lacking in assessing various problems related to environmental issues, then concluding students are also still lacking in providing appropriate solutions related to environmental problems, as well as explaining skills that are still not well-honed (Lu et al, 2021;Moşteanu, 2021;Novita et al, 2022;Septaria & Dewanti, 2021).…”

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