Validitas Modul Sistem Pencernaan Manusia Berbasis Problem Based Learning di MA Sirojut Tholibin Taman Sari Pamekasan

Penelitian ini mengkaji pengembangan modul biologi yang berfokus pada sistem pencernaan manusia, menggunakan pendekatan Problem Based Learning (PBL). Studi ini diarahkan untuk menghasilkan materi pembelajaran yang efektif dan interaktif, dengan mengadopsi metodologi Research and Development (R&D) berbasis model 4D oleh Thiagarajan, yang mencakup empat tahapan utama: Define, Design, Develop, dan Disseminate. Namun, tahap Disseminate tidak dijalankan karena keterbatasan waktu. Validasi modul dilakukan melalui penilaian dari ahli materi, ahli media, dan praktisi pendidikan (guru) untuk menjamin kualitas dan keefektifan modul. Uji coba modul dilaksanakan pada enam siswa kelas XI IPA Putri, menghasilkan feedback positif dan konstruktif terhadap kelayakan modul. Hasil validasi dari ahli materi menunjukkan persentase kelayakan sebesar 84% (Cukup Layak), ahli media dengan 95% (Layak), dan respon positif dari guru biologi sebesar 82% (Cukup Layak). Sementara itu, validasi dari siswa memberikan persentase rerata 89% dengan kriteria Sangat Baik. Temuan ini menegaskan bahwa modul PBL yang dikembangkan efektif untuk digunakan dalam pembelajaran biologi khususnya materi sistem pencernaan manusia, mendukung peningkatan pemahaman konseptual dan aplikatif siswa. Dengan demikian, penelitian ini memberikan kontribusi penting terhadap pengembangan sumber belajar inovatif yang mendukung keterlibatan aktif dan pembelajaran mandiri siswa. The Validity of Human Digestive System Module Based on Problem-Based Learning at MA Sirojut Tholibin Taman Sari Pamekasan Abstract This study investigates the development of a biology module focused on the human digestive system, utilizing the Problem-Based Learning (PBL) approach. The study aims to produce effective and interactive learning materials, adopting the Research and Development (R&D) methodology based on Thiagarajan's 4D model, which includes four main stages: Define, Design, Develop, and Disseminate. However, the Disseminate stage was not conducted due to time constraints. The module's validation was conducted through assessments by subject matter experts, media experts, and education practitioners (teachers) to ensure the quality and effectiveness of the module. The module trial was carried out on six female students of the 11th grade science class, yielding positive and constructive feedback on the module's feasibility. Validation results from the subject matter expert showed a feasibility percentage of 84% (Moderately Feasible), media experts with 95% (Feasible), and positive responses from biology teachers at 82% (Moderately Feasible). Meanwhile, validation from students provided an average percentage of 89% with a Very Good criterion. These findings affirm that the developed PBL module is effective for use in biology learning, specifically on the digestive system material, supporting the enhancement of students' conceptual and applicative understanding. Thus, this study contributes significantly to the development of innovative learning resources that support active engagement and independent learning of students.