Usman Usman, Starlet Putri Cahya, Indria Wahyuni

KELAYAKAN MODUL AJAR BERDIFERENSIASI PROYEK MATERI PENCEMARAN LINGKUNGAN UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI PESERTA DIDIK

Introduction

Kelayakan modul ajar berdiferensiasi proyek materi pencemaran lingkungan untuk meningkatkan keterampilan kolaborasi peserta didik. Modul ajar proyek berdiferensiasi materi pencemaran lingkungan terbukti sangat layak untuk tingkatkan kolaborasi siswa. Dikembangkan via R&D, sesuai Kurikulum Merdeka dan Profil Pelajar Pancasila.

Abstract

Tujuan dari penelitian ini untuk mengetahui kelayakan modul ajar terdiferensiasi proyek pada materi pencemaran lingkungan untuk meningkatkan keterampilan kolaborasi peserta didik. Metode yang digunakan adalah penelitian dan pengembangan (R&D) yang terdiri dari tahap pengenalan potensi dan masalah, pengumpulan data (informasi), desain produk, validasi desain, dan revisi desain. Tahap potensi dan masalah dilakukan dengan melakukan analisis kebutuhan. Tahap pengumpulan informasi dilakukan dengan analisis kurikulum, pemetaan minat belajar, gaya belajar dan kesiapan belajar peserta didik. Tahap desain produk dilakukan dengan membuat rancangan modul ajar. Tahap validasi desain dilakukan dengan uji kelayakan modul ajar oleh ahli desain pembelajaran (praktisi pendidikan) dan pengguna produk (guru biologi). Hasil penilaian produk oleh praktisi pendidikan memperoleh nilai sebesar 97,3% (sangat layak) dan hasil penilaian produk oleh pengguna sebesar 94,4% (sangat layak). Berdasarkan uji ahli desain pembelajaran dan uji pengguna didapatkan bahwa modul ajar berbasis proyek menggunakan model pembelajaran berbasis proyek pada materi pencemaran lingkungan memperoleh kategori sangat layak untuk digunakan sebagai perangkat pembelajaran. Spesifikasi modul ajar yang dikembangkan adalah modul ajar berdasarkan model pembelajaran berbasis proyek untuk meningkatkan kolaborasi peserta didik, difokuskan pada materi pencemaran lingkungan, disesuaikan dengan penerapan profil pelajar pancasila dalam Kurikulum Merdeka, dan dilengkapi dengan barcode untuk akses media pembelajaran, LKPD, dan instrumen penilaian. The purpose of this research was to determine the feasibility of differentiated teaching modules on environmental pollution material project to improve students' collaboration skills. The method used was Research and Development (R&D) which consisted of the stages of recognizing potential and problems, data (information) collection, product design, design validation, and design revision. The potential and problem stage was carried out by conducting a needs analysis. The information collection stage was carried out by analyzing the curriculum, mapping the learning interests, learning styles, and students' learning readiness. The product design stage was carried out by creating the teaching module design. The design validation stage was carried out by testing the feasibility of the teaching module by learning design experts (educational practitioners) and product users (biology teachers). The product assessment results by educational practitioners obtained a score of 97.3% (very feasible) and the product assessment results by users were 94.4% (very feasible). Based on expert learning design tests and user tests, it was found that the project-based teaching module using a project-based learning model on environmental pollution material was categorized as very feasible for use as a learning tool. The specifications for the teaching module developed were teaching modules based on a project-based learning model to increase students’ collaboration skills, focused on environmental pollution material, adapted to the application of the Pancasila student profile in the Merdeka Curriculum, and equipped with barcodes for access to learning media, students’ worksheet, and assessment instruments.

Review

The submitted work investigates the feasibility of a differentiated, project-based teaching module on environmental pollution, aimed at enhancing students' collaboration skills. Employing a Research and Development (R&D) methodology, the study addresses a pertinent need within contemporary education, particularly in the context of Indonesia's Merdeka Curriculum and its emphasis on developing well-rounded student profiles. The focus on both differentiated instruction and project-based learning to foster collaboration is commendable, aligning with modern pedagogical approaches that seek to engage students actively and cater to diverse learning needs. The R&D process adopted by the researchers appears systematic and thorough. It commenced with a comprehensive needs analysis, followed by information gathering through curriculum analysis and detailed mapping of students' interests, learning styles, and readiness. This robust preliminary work informed the subsequent design of the teaching module. Crucially, the module's feasibility was rigorously validated by both learning design experts (educational practitioners) and end-users (biology teachers), yielding overwhelmingly positive results of 97.3% and 94.4% "very feasible" ratings, respectively. The developed module is specifically designed to be project-based, centered on environmental pollution, aligned with the Pancasila student profile, and innovatively incorporates barcodes for easy access to supplementary learning media, worksheets, and assessment instruments. This research provides strong evidence for the high feasibility of the developed teaching module, highlighting its potential as a valuable learning tool. The meticulous validation process involving both expert and user perspectives lends significant credibility to the findings. A notable strength lies in the module's practical features, such as differentiation, project-based learning, curriculum alignment, and technological integration, which collectively aim to create an engaging and effective learning experience. While the study successfully establishes feasibility, future research could extend to investigating the module's *effectiveness* in actual classroom implementation, specifically measuring its impact on students' collaboration skills and overall learning outcomes in environmental science. This would provide a complete picture of the module's utility and benefits.

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