Abstract
This study aimed to produce a problem-based Pancasila and Civic Education Module that was feasible, interesting, and effective to use. The study used the Borg and Gall developmental research model. The trial subjects in this study was VII grade students of the Laboratory Junior High School of State University of Malang (UM). The results of the validity test of material experts gained an average of 88%, media experts by 78%, and learning experts by 80%. From the small group trial results obtained questionnaire data filling by students an average of 86%, while from the large group an average of 91%, the average competency test results were 83, with grade completeness of 90.62%. In conclusion, the problem-based PPKn module on Norms and Justice Material had been feasible, interesting, and effective for use in VII grade students of junior high school who have a variety of abilities.
Highlights
INFO ARTIKELModul Pendidikan Pancasila dan Kewarganegaraan (PPKn) Berbasis Masalah pada Materi Norma dan Keadilan telah layak, menarik, dan efektif untuk digunakan bagi siswa kelas VII SMP yang memiliki keberagaman kemampuan
Abstract: this study aimed to produce a problem-based Pancasila and Civic Education Module that was feasible, interesting, and effective to use
The results of the validity test of material experts gained an average of 88%, media experts by 78%, and learning experts by 80%
Summary
Modul PPKn Berbasis Masalah pada Materi Norma dan Keadilan telah layak, menarik, dan efektif untuk digunakan bagi siswa kelas VII SMP yang memiliki keberagaman kemampuan. Modul merupakan alat atau sarana pembelajaran yang berisi materi, metode, batasan-batasan, petunjuk kegiatan belajar, latihan, dan cara mengevaluasi yang dirancang secara sistematis dan menarik untuk mencapai kompetensi yang diharapkan sesuai dengan tingkat kompleksitasnya (Santyasa, 2009; Departemen Pendidikan Nasional, 2008). Penggunaan modul dalam pembelajaran memiliki lima tujuan (Sungkono, et al, 2003), yaitu: (1) penyajian pesan diperjelas dan dimudahkan supaya tidak bersifat verbal; (2) untuk mengatasi waktu, ruang, dan daya indera yang terbatas bagi siswa maupun guru; (3) dapat digunakan secara tepat, bervariasi, dan meningkatkan motivasi belajar; (4) mengembangkan kemampuan berinteraksi langsung dengan lingkungan dan sumber belajar lain sehingga memungkinkan siswa belajar mandiri sesuai minat dan kemampuannya; dan (5) siswa dapat mengukur atau menilai diri sendiri tentang hasil belajarnya.
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