The effect of problem-based learning e-modules on students' science process skills

Abstract

This research analyzes the effect of using a Problem-Based Learning (PBL) e-module integrated with local wisdom on students' science process skills (SPS). The lack of optimal student SPS utilization is caused by conventional teaching methods that tend to be teacher-centered and provide insufficient opportunities for independent exploration. Therefore, learning innovation through e-modules becomes essential. E-modules offer flexibility and interactivity, while the PBL model effectively trains scientific process skills by presenting real-world problems as a stimulus. Additionally, integrating local wisdom makes the material more relevant and contextual for students, increasing their learning motivation. Using the Pretest-Posttest Control Group Design method on seventh-grade students, this study compared the experimental class using PBL e-modules with the control class using conventional methods. The results of the data analysis using the non-parametric Mann-Whitney U test show an Asymp. Sig. Value of 0.000 (< 0.05). This means Ho is rejected and Ha is accepted, indicating a significant effect of using PBL e-modules on students' SPS. This increase occurred because the e-module intrinsically trains students' SPS through authentic problem-solving related to local phenomena, such as observation, hypothesis formulation, and data analysis. This research concludes that the combination of technology, active pedagogy, and regional cultural context is highly effective in improving the quality of science learning and students' scientific process skills.