Fadhilah Afifah, Rahmawati Darussyamsu, Muhyiatul Fadilah, Fitri Arsih

Analisis Kebutuhan Modul Ajar Bebasis Model PjBL-RAHMA pada Materi Virus dan Bakteri Fase E SMA/MA

Introduction

Analisis kebutuhan modul ajar bebasis model pjbl-rahma pada materi virus dan bakteri fase e sma/ma. Analisis kebutuhan modul ajar Project Based Learning (PjBL) RAHMA materi virus dan bakteri untuk siswa SMA. Tingkatkan pemahaman & keterlibatan aktif siswa.

Abstract

Penelitian ini bertujuan untuk menganalisis kebutuhan pengembangan modul ajar berbasis Project Based Learning (PjBL) RAHMA pada materi virus dan bakteri fase E SMA. Metode yang digunakan adalah deskriptif dengan teknik wawancara guru biologi dan angket kebutuhan peserta didik. Hasil penelitian menunjukkan bahwa 36,3% peserta didik mengalami kesulitan pada materi bakteri dan 31,1% pada materi virus, disebabkan oleh materi yang padat dan banyak istilah ilmiah. Peserta didik menginginkan bahan ajar yang menarik, mudah dipahami, dan dilengkapi gambar (39,4%). Selain itu, 32,4% peserta didik menyukai pembelajaran praktik langsung, menunjukkan potensi penerapan model PjBL. Dengan demikian, pengembangan modul ajar berbasis PjBL-RAHMA dinilai relevan untuk meningkatkan pemahaman dan keterlibatan aktif peserta didik dalam pembelajaran biologi.

Review

This study effectively addresses a pertinent issue in biology education, focusing on the needs analysis for developing a Project-Based Learning (PjBL) RAHMA-based teaching module for Virus and Bacteria material at the SMA/MA Phase E level. The researchers employed a descriptive methodology, utilizing both interviews with biology teachers and student questionnaires, which are appropriate techniques for gathering comprehensive data on educational needs. The abstract clearly articulates the existence of significant student difficulties with these specific topics, alongside a strong preference for more engaging and practical learning resources, thereby establishing a clear rationale for the proposed module development. Key findings reveal that a substantial portion of students encounter challenges with the material on bacteria (36.3%) and viruses (31.1%), primarily attributed to content density and numerous scientific terms. This directly supports the need for pedagogical intervention. Crucially, the study also identified student preferences for learning materials that are engaging, easily comprehensible, and visually rich (39.4%), aligning with the potential benefits of a well-designed module. Furthermore, the finding that 32.4% of students favor direct practical learning strongly reinforces the suitability and relevance of a PjBL model, offering a robust empirical justification for the proposed PjBL-RAHMA approach as a means to enhance understanding and active student engagement. In conclusion, this needs analysis provides a solid foundation for the subsequent development of the PjBL-RAHMA module. The study successfully identifies critical gaps in current instructional practices and clearly outlines student expectations and learning styles. The data presented strongly supports the argument that an innovative, project-based approach like PjBL-RAHMA is not only relevant but necessary to improve learning outcomes in complex biology topics. While this abstract focuses solely on the needs analysis, it sets a compelling stage for future research involving the design, implementation, and evaluation of the module, promising a significant contribution to biology education.

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