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Journal One moment, please...One moment, please... Abstract

One strategy to reduce misconceptions and strengthen science literacy in the classification of living things is to facilitate students with contextual learning resources. Therefore, this study aims to develop an e-module as a learning resource that is integrated with the approach of Jelajah Alam Sekitar (JAS) so as to enable students to understand science concepts through collaborative practices of nature exploration. This research method is research and development using the 4D development model (define, design, develop, and disseminate). Class VII students at MTs Ishthifaiyah Nahdliyah were involved as samples with details of 180 students as the standardization test sample of the integrated science misconception-literacy instrument, 29 students as the e-module readability sample, and 32 students as the e-module implementation sample. Data collection was carried out using interviews, a questionnaire, and student science literacy and misconception tests. The instruments used included interview guidelines, e-module characteristic questionnaires, e-module feasibility questionnaires, student response questionnaires, and pretest-posttest questions. Data analysis for the effectiveness of the e-module on student science literacy and misconceptions was performed using a paired t-test. The developed JAS E-module proved to be very feasible in terms of material concept, presentation, language, and graphics, and had excellent characteristics in terms of module characteristics, JAS components, and activities that contained indicators of misconceptions and science literacy. In addition, based on the results of the effectiveness test, in general, the e-module proved significant in reducing misconceptions (p<.05; t=-4.818; df=31) and strengthening students science literacy (p<.05; t=4.636; df=31). Thus, this development contributes to improving science learning, especially in reducing misconceptions and strengthening science literacy.

Conclusion

The developed JAS-based e-module demonstrates very good characteristics and feasibility.Furthermore, it has been proven effective in strengthening scientific literacy and reducing student misconceptions regarding the classification of living things.For optimal impact, JAS-based e-modules should be supported by more intensive learning strategies to overcome student misconceptions.

Future Research

Future research should investigate the effectiveness of the JAS-based e-module in other science topics and at different educational levels to broaden its applicability. Additionally, studies could explore the integration of more advanced technologies, such as augmented reality or virtual reality, within the e-module to enhance student engagement and understanding. Finally, research is needed to develop and evaluate targeted interventions to address specific types of misconceptions, such as false positives, that remain persistent even after using the e-module, potentially incorporating personalized learning pathways based on diagnostic assessment results. These interventions could involve more focused conceptual change strategies or collaborative problem-solving activities designed to challenge and correct flawed understandings.

References

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