Development of Problem Based Learning Teaching Modules Based on Blended Learning in the Implementation of the Independent Curriculum
DOI:
https://doi.org/10.58797/cser.020201Keywords:
blended learning, development, problem based learning, teaching moduleAbstract
The implementation of the independent curriculum in the education system requires teachers to develop teaching modules while conducting instructional activities in the right direction. This research aims to develop a problem-based learning teaching module based on blended learning that is suitable for implementation within the context of the independent curriculum. The type of this research is Research and Development using the ADDIE development model, which stands for analysis, design, development, implementation, and evaluation. In this research, the implementation is limited to the development stage only. The suitability of the teaching module is measured through the validation results of the teaching module, as well as the responses from teachers and students. The subjects of this research are physics teachers and 11th-grade students at SMA Methodist Banda Aceh. Data collection techniques involve the validation questionnaire for the teaching module by experts and practitioners, as well as questionnaires to gather responses from teachers and students. The research data is then analyzed using quantitative descriptive methods with percentage techniques. The overall validation results of the teaching module by content experts indicate a score of 99.7%, construction experts at 91.5%, and practitioners at 90%, all falling under the category of highly valid. Additionally, the results from the teacher response questionnaire show a score of 90%, and the student response questionnaire indicates a score of 86%, both falling into the category of very good. Based on the research findings, it can be concluded that the development of a problem-based learning teaching module based on blended learning is suitable for implementation within the framework of the independent curriculum.
References
Ali, N., Dhere, T. A., Lorenz, J. W., Janopaul-Naylor, J. R., Schlafstein, A. J., Patel, P. R., & Lin, J. Y. (2022). Problem-Based Learning Curriculum as a Tool to Increase Medical Student Exposure to Radiation Oncology. International Journal of Radiation Oncology*Biology*Physics, 114(1), e14–e15. https://doi.org/10.1016/j.ijrobp.2022.06.028
Anggraeni, D. M., Prahani, B., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic Review of Problem Based Learning Research in Fostering Critical Thinking Skills. Thinking Skills and Creativity, 49, 101334–101334. https://doi.org/10.1016/j.tsc.2023.101334
Arikunto, S. (2010). Evaluasi program pendidikan : Pedoman teoretis praktis bagi praktisi pendidikan. Jakarta : Bumi Aksara.
Arikunto, S. (2013). Dasar-dasar Evaluasi Pendidikan Edisi 3. Bumi Aksara.
Banegas, D. L. (2022). Four spheres of student-teachers’ professional identity formation through learning about curriculum development. Journal of Education for Teaching, 49(3), 1–14. https://doi.org/10.1080/02607476.2022.2105644
Bridges, S. M. (2019). Problem-Based Learning in Teacher Education. Interdisciplinary Journal of Problem-Based Learning, 13(1). https://doi.org/10.7771/1541-5015.1866
Chase, C. C., Connolly, H., Lamnina, M., & Aleven, V. (2019). Problematizing Helps! A Classroom Study of Computer-Based Guidance for Invention Activities. International Journal of Artificial Intelligence in Education, 29(2), 283–316. https://doi.org/10.1007/s40593-019-00178-y
Dam, M., & Janssen, F. (2021). Modularity in teacher professional development – building blocks for bridging everyday teaching practices and reform ideals centered around whole tasks. Professional Development in Education, 1–18. https://doi.org/10.1080/19415257.2021.1972435
Ha, H. (2021). Knowledge for Whom? Inviting Students to Establish an Audience for Knowledge and to Shape Knowledge Construction Activities in a Biology Course. Research in Science Education, 52(6). https://doi.org/10.1007/s11165-021-10034-6
Hammasa, H., Bakti, I., & Kusasi, M. (2024). Implementation of scaffolding strategy to improve chemical literation capabilities and self-efficacy through use of the problem-based learning model at colloid material. Quantum Jurnal Inovasi Pendidikan Sains, 15(1). https://doi.org/10.20527/quantum.v15i1.16851
Herlina, R., & Sibarani, C. G. G. T. (2016). Penerapan Model Pembelajaran Problem Based Learning (Pbl) Berbasis Blended Learning Untuk Meningkatkan Motivasi Dan Hasil Belajar Akuntansi. Jurnal Teknologi Informasi & Komunikasi Dalam Pendidikan , 3(2). https://doi.org/10.24114/jtikp.v3i2.5016
Jasrial, D., Syarif, H., & Zainil, Y. (2023). English teachers’ voices on curriculum change and implementation of the merdeka curriculum in rural junior high schools in indonesia. Linguists Journal of Linguistics and Language Teaching, 9(2), 178–178. https://doi.org/10.29300/ling.v9i2.2630
Johnson, M., & Griffin, A. (2023). Student Experiences of Online Problem-Based Learning in an Interdisciplinary Dietetic and Engineering Environment. Journal of Experiential Education. https://doi.org/10.1177/10538259231193100
Laah-On, S., Inprasitha, M., Sangaroon, K., & Changsri, N. (2021). Using Classroom Video in Designing Open-ended Problem Situations. International Educational Research, 4(1), p46. https://doi.org/10.30560/ier.v4n1p46
Leufer, N., Prediger, S., Mahns, P., & Kortenkamp, U. (2019). Facilitators’ adaptation practices of curriculum material resources for professional development courses. International Journal of STEM Education, 6(1). https://doi.org/10.1186/s40594-019-0177-0
Lopes, R. M., Hauser-Davis, R. A., Oliveira, M. M., Pierini, M. F., de Souza, C. A. M., Cavalcante, A. L. M., Santos, C. R. D., Comarú, M. W., & da Fonseca Tinoca, L. A. (2020). Principles of problem-based learning for training and professional practice in ecotoxicology. The Science of the Total Environment, 702, 134809. https://doi.org/10.1016/j.scitotenv.2019.134809
Navío-Marco, J., Mendieta-Aragón, A., Fernández de Tejada Muñoz, V., & Bautista-Cerro Ruiz, M. J. (2024). Driving students’ engagement and satisfaction in blended and online learning universities: Use of learner-generated media in business management subjects. The International Journal of Management Education, 22(2), 100963. https://doi.org/10.1016/j.ijme.2024.100963
Nurhadi, N. (2020). Blended Learning dan Aplikasinya di Era New Normal Pandemi Covid 19. AGRIEKSTENSIA: Jurnal Penelitian Terapan Bidang Pertanian, 19(2), 120–128.
Perusso, A., & Leal, R. (2022). The contribution of execution and workplace interaction to problem-based learning. The International Journal of Management Education, 20(1), 100596. https://doi.org/10.1016/j.ijme.2021.100596
Pichault, F., Fatien Diochon, P., & Nizet, J. (2019). Autonomy of independent professionals: A political process perspective. European Management Journal, 38(4). https://doi.org/10.1016/j.emj.2019.12.007
Qalbi, Z., & Saparahayuningsih, S. (2021). Penggunaan Blended-Problem Based Learning di Masa Covid-19 untuk Meningkatkan Kemampuan Berpikir Kritis pada Mata Kuliah Kreativitas dan Keberbakatan. Faktor: Jurnal Ilmiah Kependidikan, 8(1), 1–11.
Qasem, A., Bunde, D. P., & Schielke, P. (2021). A module-based introduction to heterogeneous computing in core courses. Journal of Parallel and Distributed Computing, 158, 56–66. https://doi.org/10.1016/j.jpdc.2021.07.011
Ross, A., Dlungwane, T., & Van Wyk, J. (2019). Using poster presentation to assess large classes: a case study of a first-year undergraduate module at a South African university. BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1863-9
Sala, R., Maffei, A., Pirola, F., Enoksson, F., Ljubić, S., Skoki, A., Zammit, J. P., Bonello, A., Podržaj, P., Žužek, T., Priarone, P. C., Antonelli, D., & Pezzotta, G. (2024). Blended learning in the engineering field: A systematic literature review. Computer Applications in Engineering Education, 32(3). https://doi.org/10.1002/cae.22712
Sudijono, A. (2011). Pengantar evaluasi pendidikan. PT Rajagrafindo.
Syaifullah, R., & Diliarosta, S. (2023). Development of e-module based on ethnoscience approaches on additive and addictive substance for junior high school. Universe, 4(1), 38–46. https://doi.org/10.24036/universe.v4i1.234
Tran, V. D. (2019). Does cooperative learning increase students’ motivation in learning? International Journal of Higher Education, 8(5), 12–20. https://doi.org/10.5430/ijhe.v8n5p12
Wodzanowski, K. A., Anonick, M. V., Genova, L. A., Kloxin, A. M., & Grimes, C. L. (2022). Engaging biochemistry students virtually utilizing problem‐based learning and at home lab activities. The FASEB Journal, 36(S1). https://doi.org/10.1096/fasebj.2022.36.s1.l6380
Yang, W., Li, H., Su, A., & Ding, L. (2023). Application of problem based learning (PBL) and case based learning (CBL) in the teaching of international classification of diseases encoding. Scientific Reports, 13(1), 15220. https://doi.org/10.1038/s41598-023-42175-1
Yi, S., Sung, C., Yoon, E. S., Kwon, J.-M., Hahm, T. S., Kim, D., Kang, J., Seo, J., Cho, Y. W., & Qi, L. (2024). A validation study of a bounce-averaged kinetic electron model in a KSTAR L-mode plasma. Physics of Plasmas, 31(2). https://doi.org/10.1063/5.0178350
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Asra Maulisa, Fitria Herliana, Elmi Mahzum, Elisa Elisa, Ahmad Farhan, Nurulwati Nurulwati
This work is licensed under a Creative Commons Attribution 4.0 International License.
