Pengembangan E-Modul Fisika Berbasis Problem-Based Collaborative Learning Untuk Meningkatkan Sikap Ilmiah dan Prestasi Belajar Siswa
DOI:
https://doi.org/10.37329/cetta.v9i3.5519Keywords:
Physics E-Module, Problem-Based Collaborative Learning, PhET Simulation, Scientific Attitude, Learning AchievementAbstract
This study aimed to develop a PBCL-based CoLearn Physics E-Module integrated with PhET simulation on Projectile Motion and to evaluate its validity, practicality, and effectiveness in improving students’ scientific attitudes and learning achievement. The study employed a Research and Development (R&D) method using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The participants included two subject matter experts, two instructional media experts, two instructional design experts, two physics teachers, and 36 eleventh-grade students of SMAK Harapan. Data were collected using validation sheets, practicality questionnaires, scientific attitude questionnaires, and learning achievement tests. Product effectiveness was examined using a one-group pretest-posttest design and analyzed through paired sample t-test, N-gain, and Cohen’s d. The results indicated that the developed E-Module achieved a very good category based on expert validation, with scores of 81% from subject matter experts, 92% from instructional media experts, and 94% from instructional design experts. The practicality test showed that the E-Module was categorized as highly practical based on teacher assessment (90.00%), individual trials (86.00%), small-group trials (87.80%), and large-group trials (88.72%). The paired sample t-test revealed significant differences between pretest and posttest scores in scientific attitudes (t(35) = -18.260; p < 0.001) and learning achievement (t(35) = -10.051; p < 0.001). The N-gain values were in the moderate category for scientific attitudes (0.33) and learning achievement (0.51), while Cohen’s d indicated large effect sizes for scientific attitudes (1.15) and learning achievement (2.46). Therefore, the PBCL-based CoLearn Physics E-Module integrated with PhET simulation is considered valid, highly practical, and effective for supporting physics learning on Projectile Motion.
References
Alfaruqi, A. Z., & Nurwahidah, N. (2025). Reflection on Indonesia’s PISA Scores And The 2024 Madrasah Teacher Competency Assessment Results: Challenges in Enhancing Teacher Competence. Jurnal Pendidikan IPS, 15(1), 11-19.
Ariyati, P., Sukrawarpala, I. W., & Santyasa, I. W. (2021). Problem Based E-Learning Dalam Pembelajaran Kimia Di SMA. Kwangsan: Jurnal Teknologi Pendidikan, 9(1), 70-89.
Barokah, N., Suhermi, L., & Kamal, R. (2025). Learning Strategies In The 21st Century: Opportunities And Challenges. Jurnal Riset Rumpun Ilmu Pendidikan, 4(2), 161-172.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Berlin: Springer Science & Business Media.
Dalilah, D., Erlina, E., Mayasari, E., & Salam, S. (2025). Developing A Problem-Based Learning E-Module To Enhance Students’ Understanding Of Elements, Compounds And Mixtures In Chemistry. JIPI (Jurnal IPA dan Pembelajaran IPA), 9(3), 855-871.
Damayanti, I. S., & Budiawanti, S. (2024). Pengembangan E-Modul Fisika Berbasis PBL Untuk Meningkatkan Keterampilan Kolaborasi Peserta Didik. Jurnal Pembelajaran Fisika, 13(3), 136-142.
Dewi, M. A. (2025). Usability Evaluation of SIFOSA Using The System Usability Scale (SUS) Method. Asia-Pacific Journal of Information Technology and Multimedia, 14(2), 463-471
Haryanto, H., Supriyono, S., & Rahayuningsih, S. (2025). Media Pembelajaran Terpadu Berbasis It Peluang Meningkatkan Kualitas Pembelajaran. Jurnal Visi Ilmu Pendidikan Учредители: Tanjungpura University, 16(3), 364-371.
Hayat, N. (2024). Pengaruh Pendekatan STEM Terhadap Peningkatan Pemahaman Konsep Fisika Di Sekolah Menengah Atas. Jurnal Ilmiah IPA dan Matematika, 2(2), 34-38.
Hidayah, R., Fajaroh, F., & Narestifuri, R. E. (2021). Pengembangan Model Pembelajaran Collaborative Problem Based Learning Dalam Pembelajaran Kimia Di Perguruan Tinggi. QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama, 13(2), 503-520.
Kotsis, K. T. (2025). From Theory to Practice: Exploring Students’ Everyday Use of Physics Knowledge. European Journal of Contemporary Education and E-Learning, 3(5), 59-76.
LeFebvre, L., Parsons, M., Entwistle, C., Boyd, R. L., & Allen, M. (2022). Rethinking Powerpoint Slide Design For Multimedia Learning. Journal of Educational Technology Systems, 50(4), 503-520.
Lestari, A. P., Wasis, W., & Madlazim, M. (2022). Identifikasi Miskonsepsi Siswa SMA Pada Materi Listrik Magnet Menggunakan Tes Diagnostik Three-Tier. Jurnal Inovasi Pendidikan Fisika, 11(3), 160-169.
Malik, M. S., & Priyadi, M. S. (2021). Analysis Of Instrument Validity Assessment Items For Student Learning Achievement. Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan Dan Pengajaran, 21(2), 127-139.
Manggala, M. A., Nyanasuryanadi, P., & Suherman, H. (2024). Innovative Learning Using E-Modules. JETISH: Journal of Education Technology Information Social Sciences and Health, 3(1), 550-557.
Mauladhani, A. E., Safitri, I. A., Fakhira, A. A., Rohman, M. F., Mahardika, I. K., & Baktiarso, S. (2023). Profil Peningkatan Literasi Sains Peserta Didik Pada Pembelajaran Fisika Di Sekolah Menengah Pertama. Jurnal Fisika Papua, 2(1), 51–54.
Nadila, Y., & Alwi, N. A. (2024). Analisis Pengaruh Model Pembelajaran Kolaboratif Berbasis Masalah Terhadap Hasil Belajar Peserta Didik Sekolah Dasar. Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial, 2(3), 152-159.
Neswary, S. B. A., Prahani, B. K., Marianus, M., Wibowo, F. C., & Uulaa, R. F. R. (2023). A Profile Of Senior High School Student’s Critical Thinking Skills In Physics Learning. Journal of Physics: Conference Series, 2623(1), 1-5.
Niko, S., Odja, A. H., & Payu, C. S. (2024). Enhancing Problem-Solving Skills In Elasticity And Hooke’s Law Through Problem-Based Learning With PhET Media And Mechanics Kits. Physics Education Research Journal, 6(2), 59-64.
Nuari, H., Zen, Z., Hidayati, A., & Ridwan, R. (2024). Development Of Interactive Video For The Basics Of Educational Technology Course. Jurnal Penelitian Pendidikan IPA, 10(6), 3024-3030.
Nugroho, B. A. (2023). Mobile Learning Environment System: Pengembangan Media Android Dari Perspektif Validitas. Biopedagogia, 5(1), 26-36.
Nurqualbiah, S., Karim, M., & Karim, A. A. (2024). Integrating Technology In Physics Learning. International Journal of Academic Research in Business and Social Sciences, 14(8), 649-661.
Oktavia, S. W., Siburian, J., & Hakim, M. A. R. (2024). Literature Review: The Impact Of Problem-Based Learning (PBL) Model On Students’ Collaboration Skills In 21st Century Science Education. EduFisika: Jurnal Pendidikan Fisika, 9(3), 306-312.
Ouimoyog, J. K. O., Torres, G. D., & Galay-Limos, J. A. (2025). The effect of Physics Education Technology (PHET) Interactive Simulations On Improving The Science Achievement. International Journal of Research Studies in Management, 13(8), 135-142.
Price, A., Wieman, C., & Perkins, K. (2019). Teachers Use Simulations For Student Motivation, Content Learning, And Engagement In Science Practices. The Science Teacher, 46-52.
Rahmawati, S., Supratman, S., & Lestari, P. (2024). Optimalisasi Kemampuan Berpikir Kritis Matematis Siswa MTs Melalui Pembelajaran Bermakna Berbasis Masalah. Jurnal Pendidikan dan Pembelajaran Matematika Indonesia, 13(1), 69-78.
Safitri, L., Hidayati, N., & Suryanti, S. (2025). Integrating Problem-Based Learning into E-Modules: A Development Study with Validation and Student Response Analysis. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran, 11(1), 397-409.
Sholeha, M. (2026). Needs Analysis Of The Development Of Self-Directed Learning E-Module For The Scientific Writing Course. Educational Journal of Learning Technology, 3(2), 167-181.
Suartama, I. K., Sudarma, I. K., Sudatha, I. G. W., Sukmana, A. I. W. I. Y., & Susiani, K. (2024). Student Engagement And Academic Achievement: The Effect Of Gamification On Case And Project-Based Online Learning. Journal of Education and Learning (EduLearn), 18(3), 976-990.
Suriani, N. M., Agustini, K., Sudhata, I. G. W., & Dantes, G. R. (2023). The Effectiveness Of E-Book In Learning Process. International Journal of Social Sciences, 6(2), 43-50.
Tegeh, I. M., Santyasa, I. W., Agustini, K., Santyadiputra, G. S., & Juniantari, M. (2022). Group Investigation Flipped Learning In Achieving Of Students’ Critical And Creative Thinking Viewed From Their Cognitive Engagement In Learning Physics. Journal of Education Technology, 6(2), 350-362.
Turdaliyevich, R. V. (2025). The Importance Of Advanced Pedagogical Innovative Technologies In Teaching Physics In Higher Education. International Journal of Pedagogics, 5(6), 65-67.
Tuyizere, G., & Yadav, L. L. (2023). Effect Of Interactive Computer Simulations On Academic Performance And Learning Motivation Of Rwandan Students In Atomic Physics. International Journal of Evaluation and Research in Education, 12(1), 252-259.
Usman, A., Agustina, L., & Bahri, A. (2024). Enhancing Critical Thinking And Academic Achievement Through Different Learning. International Journal of Evaluation and Research in Education, 13(6), 4271-4278.
Verawati, N. N. S. P., & Nisrina, N. (2025). Reimagining Physics Education: Addressing Student Engagement, Curriculum Reform, And Technology Integration For Learning. International Journal of Ethnoscience and Technology in Education, 2(1), 158-181.
Zulfikar, T., Taufiq, T., & Saputra, H. (2023). Peningkatan Kemampuan Koneksi Matematis Siswa SMA Dengan Menggunakan Model Pembelajaran Cooperative-Meaningful Instructional Design (MID). Education Enthusiast: Jurnal Pendidikan dan Keguruan, 3(4), 24-27.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 I N. Widya Artha, I Gde Wawan Sudatha, I Kadek Suartama, I Made Tegeh, I Wayan Sukra Warpala
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
An author who publishes in the Cetta : Jurnal Ilmu Pendidikan agrees to the following terms:
- Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution-ShareAlike 4.0 License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal
- Author is able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book) with the acknowledgement of its initial publication in this journal.
- Author is permitted and encouraged to post his/her work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).
Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.
