Development of Project-Based Physics Teaching Modules to Improve Students’ Science Process Skills
DOI:
10.29303/jppipa.v12i1.14069Published:
2026-01-25Downloads
Abstract
This study is a type of research and development (R&D). The research was conducted by the Four-D models. This study consisted of four stages, namely needs analysis (analyze), product design (design), product development (development), and product dissemination (dissemination). The purpose of this research was to produce a project-based physics teaching module to improve students' science process skills that meet the criteria of validity, practicality, and effectiveness. The project-based physics teaching module was validated by three experts. The test subjects were Grade XI students of State Senior High School 13 Takalar in the 2025/2026 academic year. The results of the study indicate that expert assessments of the developed physics teaching module were analyzed using the Aiken's V index, with an average content feasibility score of 0.78, a presentation feasibility score of 0.76, and a graphic feasibility score of 0.78 in the moderate category. Meanwhile, the language feasibility score was 0.82 in the high category. The results of the expert judgment of the project-based teaching module yielded a cumulative response score of 87.33%, categorized as very practical. The implementation observation results yielded a cumulative score of 81.30%, categorized as practical. Therefore, the project-based physics teaching module was considered feasible for implementation and use. The effectiveness of the project-based physics teaching module was determined based on the pre-test and post-test results of students' science process skills, which were analyzed using the N-gain test. Overall, the average N-gain score of students was 0.68, categorized as moderate. It can be concluded that there was an improvement in the science process skills of Grade XI students of State Senior High School 13 Takalar through the use of the project-based physics teaching module. This indicates that the project-based physics teaching module is effective for physics learning.
Keywords:
Project-based learning Science process skills Teaching modulesReferences
Aldi, Suhardi, & Ismail. (2023). Keterampilan Proses Sains Panduan Praktis Untuk Melatih Kemampuan Berpikir Tingkat Tinggi. Jakarta: Eureka Media Aksara.
Afriani, L. (2025). Understanding the Design of Research and Development Methods in the Field of Education. IJESS International Journal of Education and Social Science, 6(1), 1-5. https://doi.org/10.56371/ijess.v6i1.333
Afdalia, Arsyad, M., & Arafah, K. (2020). Pengembangan Modul Pembelajaran IPA Fisika Berbasis Kearifan Lokal Sandeq pada Sekolah Menengah Pertama. Prosiding Seminar Nasional Fisika PPs UNM, 68–71. Retrieved from http://ojs.unm.ac.id/semnasfisika
Aka, E. I., Güven, E., & Aydogdu, M. (2010). Effect of Problem Solving Method on Science Process Skills and Academic Achievement. Journal of Turkish Science Education, 7(4), 13-25. Retrieved from https://tused.org/index.php/tused/article/download/533/459
Arsyad, M., & Arafah, K. (2020). Kesulitan Guru dalam Mengimplementasikan Model Pembelajaran Berbasis Proyek pada Mata Pelajaran Fisika di SMA Negeri Kota Makassar. Retrieved from http://ojs.unm.ac.id/semnasfisika
Badan Standar Nasional Pendidikan. (2014). Instrumen Penilaian Buku Teks Pelajaran Tahun 2014. BSNP.
Batrisyia, S. Q., Suwarna, I. R., & Liliawati, W. (2024). Implementation of a STEM-Based Project-Based Learning Model to Improve Students’ Science Process Skills on Alternative Energy Material. Jurnal Penelitian Pembelajaran Fisika, 15(4), 418–424. https://doi.org/10.26877/jp2f.v15i4.955
Cahya, S. P., & Wahyuni, I. (2023). Kelayakan Modul Ajar Berdiferensiasi Proyek Materi Pencemaran Lingkungan Untuk Meningkatkan Keterampilan Kolaborasi Peserta Didik. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 7(2), 99-108. https://doi.org/10.32502/dikbio.v7i2
Chistyakov, A. A., Zhdanov, S. P., Avdeeva, E. L., Dyadichenko, E. A., Kunitsyna, M. L., & Yagudina, R. I. (2023). Exploring the characteristics and effectiveness of project-based learning for science and STEAM education. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2256. https://doi.org/10.29333/ejmste/13128
Ekici, M., & Erdem, M. (2020). Developing Science Process Skills through Mobile Scientific Inquiry. Thinking Skills and Creativity, 36, 100658. https://doi.org/10.1016/j.tsc.2020.100658
Fatmawati, F., Wahyudi, W., & Harjono, A. (2022). Pengambangan Perangkat Pembelajaran Berbasis Proyek untuk Meningkatkan Keterampilan Proses Sains Peserta Didik. Jurnal Ilmiah Profesi Pendidikan, 7(4b). https://doi.org/10.29303/jipp.v7i4b.983
Hake, R. R., & Reece, J. (1999). Analyzing Change/Gain Scores. USA: Dept of Physics Indiana University
Hasanah, I., Sarwanto, S., & Masykuri, M. (2018). Pengembangan Modul Suhu dan Kalor Berbasis Project Based Learning untuk Meningkatkan Keterampilan Proses Sains dan Kemampuan Berpikir Kritis Siswa SMA/MA. Jurnal Pendidikan (Teori dan Praktik), 3(1), 38. https://doi.org/10.26740/jp.v3n1.p38-44
Hidayah, N. (2023). Validity and Reliability Test of Teaching Materials Using Aiken's V Formula and SPSS 22. Schola, 1(2), 75-82. https://doi.org/10.26877/schola.v1i2.342
Johnson, B., & Christensen, L. (2014). Educational Research Quantitative, Qualitative, and Mixed Approaches. SAGE Publications.
Kleinschmit, A. J., Genné-Bacon, E., Drace, K., Govindan, B., Larson, J. R., Qureshi, A. A., & Bascom-Slack, C. (2024). A framework for leveraging network course-based undergraduate research experience (CURE) faculty to develop, validate, and administer an assessment instrument. Journal of Microbiology & Biology Education, 25(1), e00149-23. https://doi.org/10.1128/jmbe.00149-23
Kusmawati IS, E. U., Nurtjahyani, S. D., & Pangabean, C. I. T. (2025). Pengembangan Modul Pembelajaran Berbasis Project Based Learning Untuk Meningkatkan Keterampilan Proses Sains Dan Berpikir Kritis Siswa. Media Didaktika, 11(2), 38-46. https://doi.org/10.52166/didaktika.v11i2.10984
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2023). Project-based learning and its effectiveness: Evidence from Slovakia. Interactive Learning Environments, 31(7), 4147–4155. https://doi.org/10.1080/10494820.2021.1954036
Meyer, M. W., & Norman, D. (2020). Changing Design Education for the 21st Century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13–49. https://doi.org/10.1016/j.sheji.2019.12.002
Nabil, M., Juliyanto, E., & Rahayu, R. (2021). Pengembangan Modul IPA Berbasis Etnosains Pengolahan Kopi untuk Meningkatkan Kemampuan Berpikir. Indonesian Journal of Natural Science Education, 4(2), 457-467. https://doi.org/10.31002/nse.v4i2.1957
Novi, N., Rusmansyah, R., & Mahdian, M. (2024). Pengembangan E-Modul Berbasis Proyek Untuk Meningkatkan Kemampuan Berpikir Kreatif Peserta Didik Pada Materi Asam Basa di MAN Katingan. COMSERVA : Jurnal Penelitian dan Pengabdian Masyarakat, 3(11), 4671–4682. https://doi.org/10.59141/comserva.v3i11.1231
Novianto, E. (2023). Improving Students’ Science Process Skills through PjBL learning assisted by collaborative project LKPD. Reflection Journal, 3(2), 88–95. https://doi.org/10.36312/rj.v3i2.1849
Nuraeni, H., Helyawati, L., & Pursitasari, I. D. (2023). Natural and Social Sciences Project Learning E-Module to Improve Science Process Skills in Aspects of Substances and Their Changes in Vocational Schools. Journal of Innovation in Educational and Cultural Research, 4(3), 544–552. https://doi.org/10.46843/jiecr.v4i3.555
Nurasiah, I., Marini, A., Nafiah, M., & Rachmawati, N. (2022). Nilai Kearifan Lokal: Projek Paradigma Baru Program Sekolah Penggerak untuk Mewujudkan Profil Pelajar Pancasila. Jurnal Basicedu, 6(3), 3639–3648. https://doi.org/10.31004/basicedu.v6i3.2727
Nurdiansah, I., & Makiyah, Y. S. (2021). Efektivitas Modul Hybrid Project Based Learning (H-Pjbl) Berbasis Laboratorium Untuk Meningkatkan Keterampilan Proses Sains Siswa. Jurnal Pendidikan Fisika dan Teknologi, 7(2), 104–110. https://doi.org/10.29303/jpft.v7i2.2750
Nurhayati, N., Mustaqimah, N., Usman, N. F., & Munawwarah, M. (2024). Analisis Pemahaman Calon Guru IPA dalam Menyususun Modul Ajar (Proyek Penguatan Profil Pelajar Pancasila) pada Kurikulum Merdeka. Ideguru: Jurnal Karya Ilmiah Guru, 9(2), 1135–1140. https://doi.org/10.51169/ideguru.v9i2.736
Owens, A. D., & Hite, R. L. (2022). Enhancing student communication competencies in STEM using virtual global collaboration project based learning. Research in Science & Technological Education, 40(1), 76–102. https://doi.org/10.1080/02635143.2020.1778663
Puspita, L. (2019). Pengembangan modul berbasis keterampilan proses sains sebagai bahan ajar dalam pembelajaran biologi. Jurnal Inovasi Pendidikan IPA, 5(1), 79–88. https://doi.org/10.21831/jipi.v5i1.22530
Rahmi, U., Ramadhan, S., & Asri, Y. (2020, August). Development of electronic module hikayat text based on project based learning (PJBL) class x students of high schools. In Eighth International Conference on Languages and Arts (ICLA-2019) (pp. 32-37). Atlantis Press. https://doi.org/10.2991/assehr.k.200819.007
Ramlawati, R., Sari, N. I., Arif, R. N., & Ilmi, N. (2025). The Effect of Project-Based Learning E-Modules on Student Competence in Developing Science Process Skills Assessment Instruments. Jurnal Pendidikan Sains Indonesia, 13(4), 1268–1280. https://doi.org/10.24815/jpsi.v13i4.49142
Rapi, N. K., Sujanem, R., Yasmini, L. P. B., & Setemen, K. (2025). Science process skills and critical thinking skills in inquiry-based learning model with project-based assessment. International Journal of Innovative Research and Scientific Studies, 8(2), 938–946. https://doi.org/10.53894/ijirss.v8i2.5393
Safaruddin, S., Ibrahim, N., Juhaeni, J., Harmilawati, H., & Qadrianti, L. (2020). The Effect of Project-Based Learning Assisted by Electronic Media on Learning Motivation and Science Process Skills. Journal of Innovation in Educational and Cultural Research, 1(1), 22–29. https://doi.org/10.46843/jiecr.v1i1.5
Setiyadi, M. W., Sudiatmika, A. A. I. A. R., Suma, K., & Suardana, N. (2024). Meta-Analysis: The Effect of Project Based Learning on Science Process Skills. Jurnal Pembelajaran Dan Biologi Nukleus, 10(1), 52–62. https://doi.org/10.36987/jpbn.v10i1.5227
Sugiyono. (2017). Metode Penelitian Pendidikan (pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Sugiyono. (2019). Metode Penelitian Pendidikan (pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Tanwil, M., & Liliasari. (2014). Keterampilan-keterampilan Sains dan Implementasi dalam Pembelajaran IPA. Makassar: Universitas Negeri Makassar.
Yusa, I. M. M., Yusuf, M., & Rahman, A. (2025). The Challenges And Opportunities Of Kurikulum Merdeka Implementation in Indonesian Schools. Indonesian Journal of Education (INJOE), 2(2), 364-382. Retrieved from https://felifa.net/index.php/INJOE/article/view/155
License
Copyright (c) 2026 Nur Hijrah Muthmainnah R, Kaharuddin Arafah, Pariabti Palloan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
