The Effect of the Use of Problem-Based Learning E-Modules on Student Learning Outcomes in Elementary School
Abstract
The material of rotation and earth revolution is one of the materials in science learning in elementary schools that is abstract so that it requires learning media that is able to visualize concepts concretely. One alternative that can be used is an E-Module based on Problem Based Learning which integrates interactive digital media with problem-solving-based learning. This study aims to determine the effect of the use of Problem Based Learning-based E-Modules on the learning outcomes of elementary school students. This study uses a quantitative method with a quasi-experimental design using a nonequivalent control group design. The research subjects consisted of two classes, namely the experimental class that used E-Module based on Problem Based Learning and the control class that used conventional learning. Data collection techniques include observation, documentation, and learning outcome tests in the form of pretests and posttests. Data analysis was carried out using the Normalized Gain (N-Gain) test to determine the level of improvement in student learning outcomes. The results showed that the experimental class obtained an N-Gain value of 0.82 in the high category, while the control class obtained an N-Gain value of 0.42 in the medium category. The findings show that the use of Problem Based Learning-based E-Modules is more effective in improving student learning outcomes than learning without using Problem Based Learning-based E-Modules. This study provides recommendations for elementary school teachers to utilize E-Modules based on Problem Based Learning as one of the innovations in digital teaching materials to create more interactive, contextual, and student-centered learning.
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