Development of a Science Learning Module Based on Ethno-STEM Integrated Problem Based Learning to Improve the Critical Thinking Skills of Junior High School Students

Abstract

This development research aims to analyze the validity, practicality, and effectiveness of science learning modules based on integrated Ethno-STEM problem-based learning on temperature and heat material to improve critical thinking skills of junior high school students. This research uses a modified 4D development model consisting of 3 stages (Define, Design, and Develop). The results of the development of this science learning module were tested on a small group of 10 students and class test of 25 class VII students at SMP Negeri 15 Banjarmasin. The data analysis technique used is a descriptive analysis technique which includes validity analysis and practicality analysis using percentages, while effectiveness analysis uses N-gain. The research results showed that the developed science learning module received a validity score of 82%, a practicality score of 94%, and an effectiveness score of 0.82. Based on the scores obtained, it can be concluded that the developed science learning module is very valid, very practical, and very effective when used in science learning to improve the critical thinking skills of junior high school students.