Abstract
This study aims to analyze the effect of using an E-module with a wetland environment-based PBL model on students' critical thinking skills and environmental care attitudes. This study was a quasi-experimental study with a non-equivalent posttest only control group design. The study population was 150 students, while the sample was selected by random sampling. The number of samples in this study was 64 students who were divided into two classes. The instrument used was a test, namely a question of critical thinking skills in the form of an essay and a non-test in the form of a questionnaire for environmental care attitudes. The collected data were analyzed by using Multivariate Analysis of Variance. The results showed that the significance of the three hypotheses was 0.000, which means less than 0.05 (0,000 <0.05). So, it can be concluded that there is a positive effect of using the E-module with the PBL model on critical thinking skills and environmental care attitudes. The novelty of this study integrates the wetland environment in the learning process using teaching materials in the form of E-modules in the learning process of the topic of acid-base solutions on critical thinking skills and environmental care attitudes of students
Highlights
The development of science and technology demands fundamental changes in the education system worldwide, including Indonesia, to produce a generation that can compete in overcoming the complexities of future life (Suryanti et al, 2018; Zulmaulida et al, 2018)
This study aims to analyze the effect of using an E-module with a wetland environment-based Problem Based Learning (PBL) model on students' critical thinking skills and environmental care attitudes
The first problem, based on the results of the Multivariate Analysis of Variance (MANOVA) test in Table 1, shows that the value of F = = 3798.463 with p = 0.00
Summary
The development of science and technology demands fundamental changes in the education system worldwide, including Indonesia, to produce a generation that can compete in overcoming the complexities of future life (Suryanti et al, 2018; Zulmaulida et al, 2018). Educators can apply the 21st Century Learning Framework in science (especially chemistry), namely the Framework for 21st Century Learning (Hastuti et al, 2018; Redhana, 2019) This framework serves as a foundation of competencies that students must possess and master as a provision for successful careers in their future lives (Redhana, 2019), namely mastering learning and innovation skills (critical, creative, problem-solving, collaborative, communicative); life and career skills (responsible, social, tolerant, productive, adaptive, etc.); as well as skills using media, information, and technology (Redhana, 2019; Vlasta & Jan, 2011). Critical thinking skills include cognitive competence (dissecting, analyzing, interpreting, examining, modifying, synthesizing, connecting, summarizing, making conclusions, generalizing) with personality competence (tolerant of ambiguity, independent thinking, having persistence, confidence, curiosity, motivated, dare to take different, reflective, creative risks and interact with each other constantly (Fahim & Pezeshki, 2012; Sumarni et al, 2018)
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