Developing a PBL-Based E-LKPD Integratung Local Temperature Data to Improve Global Warming Conceptual Understanding
DOI:
https://doi.org/10.24114/pcnb2w60Keywords:
E-LKPD; Conceptual Undertanding; Global Warming; Temperature Pattern Changes; Problem Based LearningAbstract
This study aims to develop and examine the effect of using a Problem-Based Learning (PBL)-based E-LKPD integrated with temperature pattern changes on students conceptual understanding of global warming material. The research uses the Research and Development (R&D) method with the 4D model (define, design, develop, and disseminate), but is limited to the develop stage. The E-LKPD was implemented with 27 ninth-grade students at a public junior high school in Bengkulu City. The research instruments included observation sheets, student needs questionnaires, interviews, expert validation sheets, student response questionnaires, and conceptual understanding tests in the form of multiple-choice questions (pretest-posttest). Validation by three experts on the aspects of material, media, and language obtained an average score of 99% in the “very feasible” category. Pretest and posttest data were analyzed descriptively and quantitatively using the N-gain test. The average pretest score increased from 31.1 to 80.7 in the posttest. As many as 67% of students achieved a high N-gain category, 30% a medium category, and 3% a low category. Student responses obtained an average of 97% in the “very good” category. The results indicate that the PBL-based E-LKPD integrated with temperature pattern changes is feasible for use, effective in improving students conceptual understanding, and received positive responses from students.
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