Effectiveness of Learning With PBL Model Based on E-Modules to Improve Critical Thinking Skills
DOI:
https://doi.org/10.26740/jdpe.v1i3.42451Keywords:
E-Modul, Problem-based learning, and Critical Thinking SkillsAbstract
Objective: This study aims to examine the effectiveness of physics e-modules based on the Problem-Based Learning (PBL) model in improving students’ critical thinking skills on static fluid concepts. The focus is to evaluate the implementation of learning, measure the improvement of students’ critical thinking ability, and analyze student responses after applying the PBL-based e-modules. Method: The research employed a proper experimental design with a pre-test and post-test control group, conducted at MA Ma’arif Bangil, Pasuruan, Indonesia. A total sampling technique was used, with class XA as the experimental group and class XB as the control group. Data were collected using observation sheets, pre-test and post-test instruments, and student response questionnaires. Data analysis included N-Gain scores, normality and homogeneity tests, t-tests, and descriptive analysis for student responses. Results: The findings showed that the implementation of PBL-based e-modules reached an average of 91.8% categorized as very good. Students in the experimental class demonstrated a significant improvement in critical thinking skills, with an average N-Gain of 0.512 (moderate), compared to 0.212 (low) in the control group. Furthermore, student responses were predominantly in the “good” and “very good” categories, indicating positive perceptions of the learning approach. Novelty: This study highlights the integration of PBL with interactive e-modules as an innovative learning strategy that not only enhances students’ critical thinking skills but also addresses the limitations of conventional print modules. It provides empirical evidence that digital-based problem-oriented instruction is highly relevant to fostering 21st-century competencies in science learning.
References
Aisyah, N. (2020). An Analysis of the Eighth-Grade Test’s Items of the Islamic Junior High School in Yogyakarta. Proceedings of the International Conference on Educational Psychology and Pedagogy - “Diversity in Education” (ICEPP 2019). https://doi.org/10.2991/assehr.k.200130.096
Aladin, Asrowi, & Santosa, E. B. (2024). Problem Based Learning-Oriented E-Module to Innovate Learning Activities in High School. Journal of Education Research and Evaluation, 8(4), 622–632. https://doi.org/10.23887/jere.v8i4.78567
Arifin, I., Zurweni, Z., & Habibi, A. (2024). A Development of Interactive E-Modules For High School Physics Learning Based on Problem Based Learning (PBL). Indonesian Journal of Educational Development (IJED), 5(1), 51–67. https://doi.org/10.59672/ijed.v5i1.3698
Asih, T. L. B., Prayitno, B. A., & Ariani, S. R. D. (2022). Improving the Problem-Solving Skill of Students using Problem-Based Learning-Based E-Modules. Jurnal Penelitian Pendidikan IPA, 8(3), 1447–1452. https://doi.org/10.29303/jppipa.v8i3.1696
Barut, E. T., & Dursun, O. O. (2022). Effect of animated and interactive video variations on learners’ motivation in distance Education. Education and Information Technologies, 27(3), 3247–3276. https://doi.org/10.1007/s10639-021-10735-5
Brooks, S., Dobbins, K., Scott, J. J. A., Rawlinson, M., & Norman, R. I. (2014). Learning about learning outcomes: the student perspective. Teaching in Higher Education, 19(6), 721–733. https://doi.org/10.1080/13562517.2014.901964
Calma, A., & Davies, M. (2025). Assessing students’ critical thinking abilities via a systematic evaluation of essays. Studies in Higher Education, 1–16. https://doi.org/10.1080/03075079.2025.2470969
Evendi, E., & Verawati, N. N. S. P. (2021). Evaluation of Student Learning Outcomes in Problem-Based Learning: Study of Its Implementation and Reflection of Successful Factors. Jurnal Penelitian Pendidikan IPA, 7 (SpecialIssue), 69–76. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1099
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
Gunawan, M. A., Fitri, A., & Murodah, Nelli. (2024). Develompment of an E-Module For Educational Evaluation Course With a Problem Based Learning Framework. Edukasia Islamika, 9(1), 132–144. https://doi.org/10.28918/jei.v9i1.7242
Hadi, S. A., Susantini, E., & Agustini, R. (2018). Training of Students’ Critical Thinking Skills through the implementation of a Modified Free Inquiry Model. Journal of Physics: Conference Series, 947, 012063. https://doi.org/10.1088/1742-6596/947/1/012063
Hafizah, M., Solin, S., Purba, C. T., Sihotang, M. M., Rahmad, R., & Wirda, M. A. (2024). Meta-Analysis: The Impact of Problem-Based Learning (PBL) Models on Students’ Critical Thinking Skills. Journal of Digital Learning and Education, 4(3), 1–13. https://doi.org/10.52562/jdle.v4i3.1393
Hamidah, A., Hawalya, H., & Sanjaya, M. E. (2024). Effectiveness of Integrated Interactive Problem-Based Learning E-Modules in Improving Critical Thinking Abilities. Jurnal Paedagogy, 11(4), 788. https://doi.org/10.33394/jp.v11i4.12939
Holisoh, A., Pahamzah, J., & Hidayat, S. (2025). Literature Review on the Use of Electronic Modules in Independent Learning in Higher Education. Journal of General Education and Humanities, 4(1), 153–164. https://doi.org/10.58421/gehu.v4i1.368
Huang, A. Y. Q., Lu, O. H. T., Huang, J. C. H., Yin, C. J., & Yang, S. J. H. (2020). Predicting students’ academic performance by using educational big data and learning analytics: evaluation of classification methods and learning logs. Interactive Learning Environments, 28(2), 206–230. https://doi.org/10.1080/10494820.2019.1636086
Hussein, A. (2009). The use of Triangulation in Social Sciences Research. Journal of Comparative Social Work, 4(1), 106–117. https://doi.org/10.31265/jcsw.v4i1.48
Jamaludin, J., & Batlolona, J. R. (2021). Analysis of Students’ Conceptual Understanding of Physics on the Topic of Static Fluids. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 6–13. https://doi.org/10.29303/jppipa.v7iSpecialIssue.845
Johnson, M. L., Crown, W., Martin, B. C., Dormuth, C. R., & Siebert, U. (2009). Good Research Practices for Comparative Effectiveness Research: Analytic Methods to Improve Causal Inference from Nonrandomized Studies of Treatment Effects Using Secondary Data Sources: The ISPOR Good Research Practices for Retrospective Database Analysis Task Force Report—Part III. Value in Health, 12(8), 1062–1073. https://doi.org/10.1111/j.1524-4733.2009.00602.x
Kennedy, K. J. (2025). Preparing Young People for Disruptive Futures: How Can Education Contribute? (pp. 27–49). https://doi.org/10.1007/978-981-96-5875-6_2
Kreijkes, P., & Greatorex, J. (2024). Differential effects of subject‐based and integrated curriculum approaches on students’ learning outcomes: A review of reviews. Review of Education, 12(1). https://doi.org/10.1002/rev3.3465
Lombardi, D. (2023). On the Horizon: the Promise and Power of Higher Order, Critical, and Critical Analytical Thinking. Educational Psychology Review, 35(2), 38. https://doi.org/10.1007/s10648-023-09763-z
Marisda, D. H., Nurlina, N., Maruf, M., Rahmawati, R., Idamayanti, R., & Akbar, M. (2024). Challenges in secondary school education: profile of physics students’ critical thinking skills. Journal of Education and Learning (EduLearn), 18(3), 1091–1098. https://doi.org/10.11591/edulearn.v18i3.21666
Mastuti, A. G., Abdillah, A., Sehuwaky, N., & Risahondua, R. (2022). Revealing students’ critical thinking ability according to Facione’s theory. Al-Jabar : Jurnal Pendidikan Matematika, 13(2), 261–272. https://doi.org/10.24042/ajpm.v13i2.13005
Muse, A., & Baldwin, J. M. (2021). Quasi‐Experimental Research Design. In The Encyclopedia of Research Methods in Criminology and Criminal Justice (pp. 307–310). Wiley. https://doi.org/10.1002/9781119111931.ch61
PISA 2022 Results (Volume II). (2023). OECD. https://doi.org/10.1787/a97db61c-en
Pramestika, N. P. D., Wulandari, I. G. A. A., & Sujana, I. W. (2020). Enhancement of Mathematics Critical Thinking Skills through Problem-Based Learning Assisted with Concrete Media. Journal of Education Technology, 4(3), 254. https://doi.org/10.23887/jet.v4i3.25552
Purnamasari, D., Ashadi, & Utomo, S. B. (2020). Analysis of STEM-PBL based e-module needs to improve students’ critical-thinking skills. Journal of Physics: Conference Series, 1511(1), 012096. https://doi.org/10.1088/1742-6596/1511/1/012096
Samadun, S., & Dwikoranto, D. (2022). Improvement of Student’s Critical Thinking Ability sin Physics Materials Through The Application of Problem-Based Learning. IJORER : International Journal of Recent Educational Research, 3(5), 534–545. https://doi.org/10.46245/ijorer.v3i5.247
Sikumbang, N., Jasrial, Ridwan, & Rayendra. (2025). Development of E-Modules Integrate with PBL (Problem Base Learning) in High School Physicts Subject Class XI. Jurnal Penelitian Pendidikan IPA, 11(6), 423–434. https://doi.org/10.29303/jppipa.v11i6.11627
Sun, P.-C., Tsai, R. J., Finger, G., Chen, Y.-Y., & Yeh, D. (2008). What drives a successful e-Learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183–1202. https://doi.org/10.1016/j.compedu.2006.11.007
Tian, L., Gai, L., Huo, Y., Wang, J., Dong, H., & Zhang, L. (2025). Theoretical Framework and Assessment Questionnaire of Critical Thinking for Chinese Middle School Students in Science Classrooms. Science & Education. https://doi.org/10.1007/s11191-025-00623-6
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Digitalization in Physics Education

This work is licensed under a Creative Commons Attribution 4.0 International License.


