Development of a socio-scientific issues-based electronic module on ecosystem material to enhance students’ reflective thinking and scientific argumentation skills

Anis Rahmawati Putri; Agung Wijaya Subiantoro

doi:10.21831/edubio.v12i2.27866

Development of a socio-scientific issues-based electronic module on ecosystem material to enhance students’ reflective thinking and scientific argumentation skills

Anis Rahmawati Putri, Universitas Negeri Yogyakarta, Indonesia
Agung Wijaya Subiantoro, Universitas Negeri Yogyakarta, Indonesia

10.21831/edubio.v12i2.27866

Abstract

This study aims to determine the feasibility, practicality, and effectiveness of an electronic module based on Socio-Scientific Issues (SSI) on ecosystem material to improve students' reflective thinking and scientific argumentation skills. The study used the Research and Development method with the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The product developed is an electronic module based on SSI. The feasibility of the module was assessed through validation by material and media experts, while practicality was assessed by teachers and students using questionnaires and interviews. Data on reflective thinking and scientific argumentation skills were obtained through pretests and posttests. Data analysis of feasibility and practicality was carried out descriptively using Likert and Guttman scales. Reflective thinking skills were analyzed using the Mann-Whitney U test, while scientific argumentation was analyzed using the Wilcoxon test and Toulmin argumentation patterns. The results showed that the module met the criteria for being highly feasible and practical for use in learning. The test results showed a sig value of 0.439 for the control class, while 0.002 for the experimental class. Based on these results, the developed module is effective in improving students' reflective thinking and argumentation skills. The use of the module also improved students' reflective thinking and scientific argumentation skills, although the N-gain score in the experimental class was still in the lower category compared to the control class. The results of this research can be used by teachers as an alternative teaching material in the classroom.

Keywords

Ecosystem; Electronic module; Reflective thinking; Scientific argumentation; Socio-scientific issues

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DOI: https://doi.org/10.21831/edubio.v12i2.27866