Development of PBL-Based E-Modules to Enhance Numerical Problem-Solving Skills among Vocational High School Students
DOI:
10.29303/jppipa.v12i5.15240Published:
2026-05-25Downloads
Abstract
This study developed a Problem-Based Learning (PBL)-based e-module to enhance Numerical problem-solving skills among Grade X vocational high school students. Using the Plomp research and development model, the product underwent preliminary research, prototyping, and assessment phases, evaluated for validity, practicality, and effectiveness. Results indicated the e-module achieved a validity score of 3.36 (valid category) and the accompanying student worksheet scored 3.68 (very valid). Practicality assessments from students and teachers averaged 80.00%, confirming usability and accessibility via smartphones. Effectiveness testing demonstrated 76% average achievement in Numerical problem-solving, with 79.16% of students reaching minimum competency thresholds. Students showed notable improvement in problem comprehension and strategic planning, though reflective verification required further instructional scaffolding. The findings confirm that the PBL-based e-module meets established quality criteria and offers a replicable, curriculum-aligned framework for fostering active, student-centered Numericals learning in vocational education contexts.
Keywords:
E-module Numerical problem-solving Problem-based learning Vocational educationReferences
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