Pengembangan E-Modul IPA SMP Berbasis Socio Scientific Issues (SSI) : Systematic Review

Azizah, Hanifah Putri; Ilhami, Aldeva; Hafiza, Nur

doi:10.59818/jpi.v2i4.206

Cited by 2 publications

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“…In addition, the development of this module is accompanied by hypertext that can be accessed online and can facilitate development with innovative message delivery techniques, for example using an adaptive learningbased approach (Aslik et al, 2022). The advantage of emodules compared to print modules is that they are interactive, making it easier to navigate, allowing displaying or loading images, audio, video and animation as well as formative tests or quizzes (Azizah et al, 2022). Based on the research that has been done, the e-modules that have been developed can train the understanding of concepts and reading interests of middle school students.…”

Section: Resultsmentioning

confidence: 99%

Development science modules interactive of shared type to increase reading interest and concept understanding

Permata Sari,

Jumadi,

Maryati

et al. 2024

Biosfer

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This research and development aims to produce shared-type interactive e-modules on energy sub-materials and energy sources. The e-module development model uses ADDIE by integrating energy transformation materials, energy applications in living things, as well as energy source-forming compounds. In field trials, using a type of pre-experiment research with a one-group pretest-posttest design. This research was carried out at SMPIT Bakti Insani class VII with saturated sampling technique. The data collection technique uses essay questions to find out the results of understanding the concept and a likert scale questionnaire to find out the results of reading interest. The data analysis technique uses a paired T test with the aim of seeing the significance of the e-module to reading interest and concept understanding and the n gain test to see an increase in the value of reading interest and concept understanding. Based on theoretical feasibility tests by experts, an average of 40.4 with excellent categories and empirical feasibility tests by students were 63.75 with excellent categories. Based on the development and research, it can be concluded that 1) the shared type interactive science e-module product is feasible to use with an excellent category; 2) the shared type interactive science e-module affects the interest in reading and understanding concepts with a significance of 0.000; 3) the shared-type interactive science e-module is able to increase reading interest by 0.52 with medium category and increase understanding of concepts 0.81 with high category.

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Section: Resultsmentioning

confidence: 99%

Development science modules interactive of shared type to increase reading interest and concept understanding

Permata Sari,

Jumadi,

Maryati

et al. 2024

Biosfer

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show abstract

“…Science learning must be oriented towards scientific literacy and make scientific literacy and the development of scientific literacy one of the outputs that must be achieved in science education. Increasing students' scientific literacy skills can be supported by raising social issues that occur in society and are close to students which will later be associated with science learning (Azizah et al, 2022). Social issues related to science are called Socio-Scientific Issues (SSI).…”

Section: Introductionmentioning

confidence: 99%

Scientific Literacy Improvement Using Socio-Scientific Issues Learning

Husniyyah

Erman

Purnomo

et al. 2023

IJORER Int. J. Recent Educ. Res.

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Objective: This study aimed to describe the improvement of scientific literacy after learning based on Socio-scientific Issues using the Problem-Based Learning model. Method: This study was analyzed quantitatively descriptively using N-Gain to determine the student's scientific literacy improvement. Using a one-group pre-posttest design, 29 undergraduate students of the science education department from a university in Indonesia participated in this pre-experimental study. The data was collected using an observation sheet of learning implementation and scientific literacy tests given before and after the learning. Finding: The results of this study showed that students' scientific literacy was improved after participating in learning based on Socio-scientific Issues using the Problem-Based Learning model. The scientific literacy was improved from (category low) in the pretest to (category medium) in the posttest, and the average N-gain score was 0,64 (medium category). Improving scientific literacy is also supported by the Socio-scientific Issues of learning using the Problem-Based Learning model implemented very well. Novelty: This study’s novelty was to describe each indicator of scientific literacy of the undergraduate students that was improved by using Socio-Scientific Issues in Problem-Based Learning. Hopefully, this study will be helpful for further research and give a solution for science teachers to improve students' scientific literacy.

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Pengembangan E-Modul IPA SMP Berbasis Socio Scientific Issues (SSI) : Systematic Review

Cited by 2 publications

References 0 publications

Development science modules interactive of shared type to increase reading interest and concept understanding

Development science modules interactive of shared type to increase reading interest and concept understanding

Scientific Literacy Improvement Using Socio-Scientific Issues Learning

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