Development of a Reaction Rate E-Module Based on the Problem-Based Learning Model to Improve Students’ Science Process Skills and Critical Thinking Skills
DOI:
10.29303/jossed.v7i2.15907Published:
2026-10-26Downloads
Abstract
Less interactive teaching materials in chemistry learning, particularly on reaction rate topics, may lead to low students’ science process skills and critical thinking skills. This study aimed to develop a Problem-Based Learning (PBL)-based reaction rate e-module that is valid, practical, and effective in improving students’ Science Process Skills (SPS) and Critical Thinking Skills (CTS). The study employed a Research and Development (R&D) method using the 4D model, which consists of the define, design, develop, and disseminate stages. The results showed that the developed e-module had a very high level of validity and was practical for use in learning. The improvement in SPS in the experimental and control classes yielded N-gain scores of 0.686 and 0.586, respectively, both categorized as moderate. Meanwhile, the improvement in CTS in both classes was also in the moderate category, with N-gain scores of 0.467 and 0.401. The results of the independent samples t-test showed a sig. (2-tailed) value of 0.02 < 0.05 for SPS, indicating that the use of the e-module had a significant effect on students’ SPS. In contrast, the sig. (2-tailed) value for CTS was 0.42 > 0.05, indicating that the use of the reaction rate e-module based on the PBL model did not have a significant effect on students’ CTS. The novelty of this study lies in the integration of SPS and CTS into a single reaction rate e-module designed within the PBL model for material that is abstract and complex
Keywords:
Critical Thinking Skills E-module Problem-Based Learning Reaction Rate Science Process SkillsReferences
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