Development of Problem-Based Interactive E-Modules to Improve Students' Critical Thinking Skills and Mastery of Concepts

Efforts to improve the quality of Integrated Science learning for junior high schools in the era of globalization that are following the challenges of 21st-century education can be done through the use of connected type interactive e-modules. The study was conducted to determine the effectiveness of the e-module on students' mastery of energy concepts. The research method used is a descriptive quantitative quasi-experimental type with a matching-only pretest-posttest control group design. The research was conducted in one of the public junior high schools in Bangkinang with a purposive sampling technique. Data were collected using research instruments in the form of mastery of concepts in energy material. Data analysis was performed using pre-requisite test, statistical test (different test; t-test), and N-Gain test. The results obtained show that the use of the connected type of integrated science interactive e-module can improve students' mastery of concepts on energy material in the experimental class with the medium category.

The results of the pre-research concept mastery test showed students' low mastery of redox and electrochemical concepts. The aim of this research is to produce an Android-based interactive multimedia product integrated with PBL that is valid, practical and effective in the form of an APK. The research method is Development Research referring to the ADDIE development procedure. The research was conducted in the odd semester of 2022/2023. The research sample are 70 students of class XII MIPA SMA N 10 Pekanbaru. Data was collected through multiple choice tests, essays, questionnaires. The developed product was validated by 3 material experts, and 3 media experts. The practicality tes was carried out by 4 chemistry teachers, 11 students in the one to one and small group stages. The implementation test was carried out at SMA Negeri 10 Pekanbaru. The average validation results by material experts were 94.8% with very valid criteria and the average validation results by media experts were 95.8% (very valid). Practicality results for 4 chemistry teachers, it was 91.3 in the very practical category and 88.8% for 11 students in the very practical category. The n-gain test results showed an increase in concept mastery in the experimental class, namely 0.7 in the medium category and the control class with an n gain value of 0.3 (low). Based on the research results, it was concluded that the product that had been developed could increase students' mastery of concepts.

Indonesia is ranked 56th out of 65 participating countries in the Program for International Student Assessment (PISA) based on data 2015. According to PISA results, the average science score of Indonesian students is 403, where this number is categorized as low. This is because students are still in the process of understanding and have not yet fully recognized the location of their mistakes. Students can diagnose the location of their mistakes through self-diagnosis activities. Self-diagnosis activities require the active role of students during the learning process. One approach that can increase the active role of students is STEM (Science Technology Engineering Mathematics). However, research at this time is still rarely found self-diagnosis activities that are applied to the STEM approach. Therefore, this research has the aim to find out the increase in mastery of physical concepts and self-diagnosis of students on the STEM learning approach to the theory of poscal law class XI High School.This study uses a One-Group pretest-posttest design with a sample of 30 ini 11th grade highschool from one schools in Bandung. . Based on the findings, there is an increase in mastery of concepts [<g> = 0.51] from pre-test to post-test. In self-diagnosis activities identified that there are differences in scores [z = 1.75; p = 0.9599] student assessment results of researchers and self-scoring results. Deeper self-diagnosis triggers a series of implicit steps that encourage them to rearrange their cognition by correcting the mistakes they make when solving problems. So that learning activities using the STEM approach that involves self-diagnosis activities can improve students' mastery of concepts.

This study aims to find out the ability to master the concept of high school students in grade X on newton’s law subject. Mastery of concepts is a very important component in the study of physics. The research method used is descriptive quantitative. The study subjects consisted of 36 students consisting of 24 women and 12 men with an average age of 15-16 years at one of the high schools in Duri city. The research instrument consists of 25 items of multiple-choice questions. The cognitive dimension of multiple-choice questions consists of C1-C6 levels based on bloom’s revised taxonomy. The data analyzer uses a Rasch model based on logit values obtained by Winstep software-assisted students. The results obtained an average value of 0.57 and a standard deviation of 1.33. From this score were found 3 quality groups of mastery of student concepts, namely; quality groups of students with high, medium and, low categories. Overall, the percentage of students’ concept mastery skills is in a low category. The results of this study contribute information and description to teachers about the condition of students’ concept mastery ability. Teachers can make various efforts and innovations in learning to improve the mastery of student concepts.

This research aimed to determine the improve in mastery of students' physics concepts through the application of an advanced organizer model on material momentum and impulses. The research method used was quasy experiment with pretest posttest control group design. The research population is all students of class X MIPA SMAN 1 Rumbio Jaya which is a sample of research with class X MIPA 1 as an experimental class totaling 23 students and class X MIPA 2 as a control class of 24 students. The research instrument used the concept mastery test questions. Data were analyzed descriptively by looking at absorption, learning effectiveness and the results of students' concept mastery scores and analyzed inferentially using the T-test. Descriptive analysis results obtained an average absorption of experimental class students by 81.61% with the effectiveness of learning categorized effectively. Furthermore, for the mastery of the concept of each experimental class indicator on the first and second indicators obtained very good categories, the third indicator obtained the medium category and the fourth indicator with a low category. The results of inferential analysis obtained a significant increase in the mastery of student concepts in the class applying the Advance Organizer learning model to the classroom with conventional learning. Based on the results of the research, the advanced organizer learning model can improve students' mastery of the concepts in the material momentum and impulses of class X SMAN 1 Rumbio Jaya.

This research aims to analyze the application of discovery learning to physics learning during the COVID-19 pandemic. This research method is a study of literature and journals, as many as ten journals that can be accounted for related to the application of discovery learning research models to physics learning during the COVID-19 pandemic in Indonesia. The study was analyzed using qualitative descriptive analysis with paper review technique. It was concluded that: 1) The application of the discovery learning model to physics learning during the COVID-19 pandemic can improve student understanding, students’ critical thinking ability, and mastery of student concepts. 2) The use of online learning tools and discovery learning-based e-modules can improve students’ mastery of concepts in physics learning during the COVID-19 pandemic. 3) The advantages of the discovery learning model in physics learning during the COVID-19 pandemic are that it can improve cognitive abilities and form students’ disciplined and positive attitudes. 4) The flexibility of the discovery learning model in physics learning during the COVID-19 pandemic is that students have difficulty understanding the material, and teachers find it difficult to present the material, so the application of the discovery learning model in physics learning during the COVID-19 pandemic in Indonesia is not all effective.

Increasing Motivation and Ability to Mastery Students' Concepts on Material Structure of Plant and Animal Networks Through Media Biology Quartet Card (BQC). This study aims to improve the motivation and mastery of students' concepts in the material structure of plant and animal tissue in class XI SMA using the media Biology Quartet Card (BQC). The research method is Classroom Action Research with two cycles. The research subjects were 32 students in class XI IPA of SMAN 4 Kota Sukabumi. The research instrument uses motivation questionnaires as well as questions about mastery of concepts with multiple choice questions. The results showed that the average student motivation was 73.5% in participating in learning using BQC. As for the acquisition of the concept mastery value, the average in the first cycle was 48.08 and the second cycle increased to 70.41.

The aim of this research was to obtain the implementation of value-based Project Based Learning (PjBL) model toward high students learning outcomes. This research was implemented at high students with 35 people that took the purposive sampling. The Research method used weak experiment with one group pretest-posttest design. The result showed that student’s ability of concepts showed well with 62,85 % students passed and gain index of 52,2 % (sufficient The level of student acceptance of science scores is included in the high category and the gain index reaches 11% (low). Students' attitude based on observation results has a value of 3.75 (very good). The results of the questionnaire processing show that all students experience problems during learning, especially when designing projects. The results of calculations with the t-test show that the Project Based Learning Value Model influences the mastery of students' concepts and attitudes. The results of calculations with Spearman correlation show that there is a positive relationship with a low category (r = 0.2) between mastery of concepts with students' attitudes towards the acceptance of science values.

Post-pandemic policies encourage teachers and students to carry out learning in offline, where they used to go online before. One learning strategy that can be applied in this condition is blended learning, which combines the advantages of offline and online learning. In improving the quality of learning outcomes and developing students' 21st-century skills, especially argumentation skills, blended learning strategies can be combined with inquiry-based learning models, one of which is the revised Argument-Driven Inquiry (rADI). This study aims to obtain an analysis of data related to the application of blended learning with rADI model in improving students' argumentation skills and concept mastery in Monera materials, especially regarding Bacteria. The research method used in this study was pre-experimental with a one-group pretest-posttest design. This research was conducted on students of class X MIPA at a high school in Bandung which consisted of 26 students. The data were obtained from the pre-test and post-test results of argumentation skills and concept mastery, and questionnaires on students' responses to learning. The results showed an increase in students’ argumentation skills with an N-Gain score of 0.81 and students’ concept mastery with an N-Gain score of 0.78 after applying blended learning with rADI model. The increase in argumentation skills and concept mastery was significant with N-Gain scores included in the high category. In addition, students' response data showed a good response to the application of blended learning with rADI model.

This research aims to analyze the progress of mastery of the concept of Work & Energy and the concept of Dynamic Electricity with the application of media-based learning in the Virtual PhET laboratory. This type of research uses descriptive research to describe the object studied against the sample, namely students of the physics education study program, FKIP University of Cenderawasih. Collecting research data using a concept mastery test instrument given at the end of the lecture through a written essay test with 9 questions. This test is given to determine the mastery of students' concepts after taking lessons on the concepts of Work & Energy, and Dynamic Electricity. The test result data were analyzed based on the student's concept mastery assessment score. The results of the research obtained for concepts 1 and 2 mostly obtained very good and good categories of 63.50%, sufficient percentage category of 12.00%, and less and very poor categories of 21.00%. Therefore, the application of learning concept 1 and concept 2 based on the Virtual PhET laboratory media during the covid-19 pandemic for Cendrawasih University physics education students progressed to better mastery of concepts with the largest gains in the good and very good categories.

The consequence of the assessment for the research statistics course at the department of physics Education in Universitas Jambi demonstrates the students' capacities to hold the idea of the mastery of research statistical concept is very low. It winds up one of the shortcomings for them to finish their final assignment. Therefore, the researcher examined the student's mastery of the research statistical concept by utilizing Problem-Based Learning as one of the methods that were chosen from the learning advancement. The research method is quantitative with 295 numbers of samples. Questionnaires and MCQs were used as the instruments of the research. The result had been investigated utilizing a simple regression analysis. PBL influences the mastery of research statistical concept. In 6<sup>th</sup> semester male students', the impact of PBL toward the mastery of the research statistical concept contributed 72% and 67% for female students. Meanwhile, for students at 8<sup>th</sup> semesters, the impact of PBL on the mastery of research statistical concept contributed 68% for male and 70% for female.

This study aims to determine the effectiveness of visual media human coordination system to improve students' metacognition and concept mastery in learning with the group investigation model. The research was carried out at SMA Negeri 1 Ungaran for the academic year 2021/2022. The research method used is an experimental research method with quasi-experimental type two group pretest-posttest with control design. Sampling was done by purposive sampling. Class XI MIPA 5 as the experimental group used the visual media human coordination system in learning with the GI model and class XI MIPA 6 as the control group used video and PPT in learning with the GI model. The effectiveness of the visual media human coordination system in learning with the Group Investigation (GI) model to improve metacognition ability was determined from hypothesis testing, there was a significant difference in metacognitive ability between the experimental class and the control class. The effectiveness of the visual media human coordination system in learning with the Group Investigation (GI) model to improve students' conceptual mastery skills is determined by the criteria, 1) Achievement of KKM, 2) Obtaining N-Gain, and 3) There are significant differences in the results of students' concept mastery between the experimental class and control class. The results of the metacognitive ability hypothesis test showed that there was no significant difference in the metacognitive ability of the experimental class and the control class. The results of the concept mastery ability showed that the experimental and control class classical mastery > 75% with the increase in students' classical mastery in the experimental class which was higher than the control class. The results of the N-gain test showed that the students' mastery of concepts in the experimental class had reached the criteria. The results of the hypothesis test showed that there was a significant difference in the mastery of the concept of the experimental class and the control class. The conclusion of this study is that the visual media of the human coordination system ­in learning with the GI model is effective in increasing the ability to master concepts but is not effective in increasing students' metacognitive abilities.

This study aims to examine the effect of a project-based learning model with a science, technology, and society approach to students' mastery of class VIII concepts. This type of research is a quasi-experimental type using a non-equivalent control group design. The population of the study was students of SMP Negeri 7 Mataram for the 2021/2022 academic year with a sample consisting of 74 class VIII students. The data obtained were analyzed using the Covariate Analysis test (anacova) with reference to a significance level of 0.05. The results of the study show that the sig. (p) = 0.000 less than alpha 0.05, so it can be concluded that the project-based learning model with a science and technology community approach has a significant effect on junior high school students' conceptual understanding.

This study aims to determine the effect of the implementation of the 5E Learning Cycle learning model on increasing mastery of concepts in the subject matter of salt hydrolysis. This research was conducted at SMAN 1 Bengkulu Tengah in the 2018/2019 class XI MIP academic year in one meeting. The trial implementation of the 5E Learning Cycle model uses a pre-experimental research design with the form of one-group pretest-posttest design. The study was conducted in February 2019 at SMAN 1 Bengkulu Tengah. The population in this study were students of class XI MIPA in SMA Negeri 1 Bengkulu Tengah academic year 2018/2019 which amounted to 126 people. Determination of the study sample was carried out by testing the normality of the population. The study sample was taken using simple random sampling technique obtained by students of class XI MIPA 1, the number of students was 31 people. The instruments used consisted of student response questionnaire sheets and concept mastery assessment sheets. Student response data, mastery of concepts were analyzed descriptively and their improvement was analyzed by analysis of gain scores. The results showed that students gave a positive response to the 5E learning cycle model with an average value of 4.2 from a maximum value of 5 which indicated that students felt greatly helped by learning with the 5E Learning Cycle model. This is also supported by a high score increase on mastery of concepts which obtained an average value of 76.97 which is in the effective category. Based on the results of the study, it was concluded that the implementation of the 5E learning cycle model in the subject matter of effective salt hydrolysis to improve mastery of concepts in class XI MIPA SMAN 1 Bengkulu Tengah Academic Year 2018/2019.

This study aims to examine the effect of STEM project in scientific inquiry learning towards enhancing concept mastery of students. The research method used was a quasi-experiment with the one group pretest-posttest design. Quantitative data was obtained through instrument of concept mastery test using a two-tier multiple choice instrument and then analyzed using dependent t-test. Based on the result of dependent t-test was found that there was significance difference between the pretest and posttest scores of students with sig = 0.000 (p<0.05). The enhancing between pretest and posttest score was obtained from N-gain analysis, the value of gain index is 0.64 showed that the enhancing of students’ concept mastery is in medium category. Based on the results obtained from this study, it showed that STEM project in scientific inquiry learning had positive impact on concept mastery of students, therefore it can be used as an alternative learning model in science learning that integrates technology.