Enhancing students’ science outcomes through problem-based interactive flipbook e-module
DOI:
https://doi.org/10.22219/raden.v4i2.34572Keywords:
digestive system, E-module, flipbook, learning outcomes, problem-based learningAbstract
The challenges of finding interesting and interactive teaching materials is one of the causes of low science learning outcomes. Accordingly, this study formulates valid, practical, and effective flipbook-based e-modules for improving junior high school students' science learning outcomes. The Research and Development (R&D) method with the ADDIE development model was adopted. Then, the effectiveness of proposed e-modules in improving cognitive learning outcomes through pretest and posttest questions was measured. The garnered data was analyzed using the t-test and N-Gain. The material aspect was declared valid with 87% accuracy, while the media aspect yielded 84% accuracy, falling under the valid category. The practicality test for the e-module conducted by involving the teacher resulted in a 97% score in the practical category. Similarly, the readability test conducted by involving the students resulted in a 93% score in the practical category. The analysis of the test results indicated a significant difference in cognitive learning outcomes before and after using flipbook-based e-modules, with a sig value of 0.000 < a = 0.05. The N-Gain test yielded a value of 0.70 in the medium criteria, placing the level of effectiveness in the moderately effective category. These results suggest that the implementation of the Problem-Based Learning (PBL) model, facilitated by flipbook-based interactive e-modules in learning activities, can enhance the science learning outcomes of junior high school students.
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