The Practicality of the Physics Module Based on the PjBL Model with a Portfolio Assessment to Improve Students’ Critical Thinking Skills

Abstract

21st Century Learning demands that students can think critically, communicate, and have scientific literacy. Efforts made by the Indonesian government to meet these demands are to perfect the 2013 curriculum, which focuses on 4C skills and HOTS students. There are several obstacles in the learning process at school, namely the lack of students’ critical thinking skills in solving problems. The lack of students’ critical thinking skills is because few learning materials are available to help students develop their critical thinking abilities. Learning models haven’t focused on teaching students how to think critically. This project’s goal is to create a physics module using the PjBL model with portfolio assessment to enhance practical critical thinking abilities. The type of research is descriptive research using the Plomp model. The development method in this study is limited to the one-to-one evaluation stage, which is in the development stage, functions to see the practicality of the modules made. The practicality test was carried out after the self-evaluation and expert review stages were previously carried out. Three students in class XI MIPA and two physics professors from class XI at SMA N 8 Mandau participated in the one-on-one practicality test. The data collection instrument was the practicality test sheet. Based on data, the product practicality by the teacher is 94.08% (efficient) and by students 88.9% (efficient). Therefore, it can be concluded that Physics modules are practical, attractive, and efficient learning and benefit teachers and students. This module can be utilized as a learning tool to aid students in honing their critical thinking skills while learning physics, as required by the 2013 curriculum.