Syamsuriana Basri, Misykat Malik Ibrahim, Muhammad Shabir U, Yuspiani

Pengembangan Modul Ajar Berbasis Problem Based Learning Terintegrasi Nilai Karakter (PBL-NK) dengan Pendukung Media Digital Canva pada Materi Fisika

Introduction

Pengembangan modul ajar berbasis problem based learning terintegrasi nilai karakter (pbl-nk) dengan pendukung media digital canva pada materi fisika. Kembangkan modul ajar fisika inovatif berbasis PBL-NK terintegrasi nilai karakter, didukung media Canva. Validasi ahli menunjukkan potensi untuk Kurikulum Merdeka.

Abstract

Tujuan penelitian ini adalah menghasilkan modul ajar fisika berbasis PBL-NK yang valid dan didukung media digital Canva. Penelitian merupakan penelitian dan pengembangan (R&D) dengan model ADDIE, namun dibatasi pada tiga tahap awal: analisis, desain, dan pengembangan. Data dikumpulkan melalui observasi, wawancara, angket, dan lembar validasi. Observasi dan wawancara digunakan untuk mengidentifikasi kebutuhan guru dan peserta didik, sedangkan lembar validasi menilai aspek isi, bahasa, penyajian, integrasi nilai karakter, dan penggunaan media Canva. Data kuantitatif dianalisis menggunakan teknik Gregory, sementara data kualitatif dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa modul ajar berbasis PBL-NK dengan dukungan media digital Canva dinyatakan valid berdasarkan penilaian para ahli, serta berpotensi untuk digunakan sebagai inovasi pembelajaran yang selaras dengan Kurikulum Merdeka.

Review

This manuscript presents a focused research and development effort on creating an innovative physics teaching module. Titled "Pengembangan Modul Ajar Berbasis Problem Based Learning Terintegrasi Nilai Karakter (PBL-NK) dengan Pendukung Media Digital Canva pada Materi Fisika," the study aims to produce a valid, problem-based learning module that integrates character values and leverages Canva for digital media support. This approach is highly relevant in contemporary educational landscapes, particularly given its alignment with the "Kurikulum Merdeka" in Indonesia, signifying an effort to provide more engaging and holistic learning experiences. The research identifies a clear need for such materials, aiming to bridge gaps in current instructional resources. The methodology employed is a robust R&D design, specifically drawing from the ADDIE model, albeit limited to its initial three stages: analysis, design, and development. Data collection was comprehensive, utilizing observations and interviews to ascertain stakeholder needs, alongside questionnaires and expert validation sheets to assess various aspects of the module. These aspects included content, language, presentation, the integration of character values, and the effective use of Canva. Quantitative data from validation was analyzed using the Gregory technique, while qualitative insights were processed through reduction, presentation, and conclusion drawing. The findings indicate that the developed module, combining PBL-NK with Canva, was deemed "valid" by expert reviewers, underscoring its potential as an innovative teaching tool. While the study successfully demonstrates the validity of the developed module from an expert perspective, its primary limitation, explicitly stated by the authors, is its scope. By only covering the analysis, design, and development phases of the ADDIE model, the research does not provide empirical evidence of the module's actual effectiveness, practicality, or impact on student learning outcomes in a real classroom setting. Future research should critically focus on the implementation and evaluation phases, gathering data on student engagement, achievement, and the practical challenges and successes of using this module. This would provide a complete picture of its utility and allow for further refinement, ultimately strengthening its contribution to physics education.

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