Developing a project-oriented problem-based learning (PoPBL) e-module on coastal and marine biodiversity in east Nusa Tenggara to support critical and creative thinking skills
DOI:
https://doi.org/10.58524/k6jvfa82Keywords:
Project-Oriented Problem-Based Learning, e-module, coastal and marine biodiversity, critical thinking, creative thinking, biology educationAbstract
Background: Biology learning materials often provide limited opportunities for students to address authentic environmental problems and develop critical and creative thinking skills. Integrating Project-Oriented Problem-Based Learning (PoPBL) with local coastal and marine biodiversity offers a contextual approach to addressing these challenges.
Aims: This study aimed to develop and evaluate the validity, feasibility, and preliminary learning outcomes of a PoPBL-based e-module integrating coastal and marine biodiversity in East Nusa Tenggara.
Methods: This research employed a research and development (R&D) approach using the ADDIE model. Two subject-matter experts and two media experts assessed the e-module's validity, while teachers and students evaluated its feasibility through questionnaires. Changes in critical and creative thinking were examined descriptively using pretest and posttest scores from two Grade 10 classes.
Results: The e-module achieved a validity score of 96.35%, indicating high validity. Teacher and student feasibility ratings reached 92.08% and 89.42%, respectively. The PoPBL group demonstrated gains of 28.60 points in critical thinking and 29.90 points in creative thinking, compared with 15.40 and 14.60 points in the discussion-based learning group.
Conclusion: The developed PoPBL-based e-module demonstrated high validity and feasibility. Greater descriptive improvements in critical and creative thinking suggest its potential as a contextual biology learning resource, although causal effectiveness cannot be established from the available evidence.
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