Implementation of e-module endocrine system based on problem based learning (PBL) to improve scientific literacy and cognitive learning outcome

Abstract

Scientific literacy is one of the abilities that must be possessed in the XXI century. This ability trains humans to understand the character of science and engage technology for social problems. Scientific literacy must rely on cognitive abilities to understand correct concepts so that they can formulate appropriate solutions. Efforts made to improve scientific literacy and cognitive learning outcomes are by using teaching materials in the form of PBL-based E-modules. This study aims to see the implementation of the PBL-based electronic module. The research method used was the pre-experimental one-group pretest-posttest design in the Endocrinology courseBiology Study Program, Department of Biology, FMIPA UM. The learning outcomes in the form of pretest and posttest values were then analyzed by n-gain. The n-gain result of scientific literacy is 0.32 on the measurement using the Multidimensional Scientific Literacy scale. In contrast, the Test of Scientific Literacy Skills (TOSLS) indicator's measure shows an n-gain value =of 0.7 for each indicator except for the indicator about the justify inference indicator. These results indicate that applying the PBL-based electronic module.