Developing a PjBL-Based Biotechnology e-Module to Empower Scientific Literacy and Self-Efficacy Among Senior High School Students
DOI:
https://doi.org/10.19184/bioedu.v24i1.53773Keywords:
Biotechnology, E-Module, Project-Based Learning, Science Literacy, Self-EfficacyAbstract
Within the paradigm of Education for Sustainable Development (ESD), science literacy assumes a pivotal role in endowing students with the knowledge, values, and competencies that underpin sustainability. The 2022 Programme for International Student Assessment (PISA) results demonstrate substandard performance in science. The capacity of students to comprehend scientific concepts is directly proportional to their self-efficacy. The objective of this study is to empower students’ scientific literacy and self-efficacy through the development of a PjBL biotechnology e-module. The present development model has been adapted from the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research design employed was a quasi-experimental design of the non-randomized control group pretest-posttest type. The research subjects consisted of 70 grade XII students at SMAN 1 Seputih Mataram, who were selected based on the results of an equivalence test. The e-module has been validated and declared feasible by experts, and its practicality has been demonstrated through trials on students. The effectiveness test results demonstrated an average N-Gain score of 0.69 in science literacy and 0.73 in student self-efficacy. The research findings indicate that the implementation of the PjBL-based biotechnology e-module had a significant impact on improving students’ scientific literacy and self-efficacy
Downloads
References
[1] A. Shabrina, Suhartini, & Huang, T-C. Problem-Based Learning Tool Integrated with Education for Sustainable Development on Biodiversity Topic to Improve Science Literacy. Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education), 12(2):338-353. 2024.https://dx.doi.org/10.24815/jpsi.v12i2.36218
[2] D. A. Indrati, & P. P Hariadi,. ESD (Education for Sustainable Development) melalui Pembelajaran Biologi. Symposium on Biology Education, 371–382. 2016.
[3] Sundarisman. Belajar dan Pembelajaran: Teori dan Konsep Dasar. Bandung: PT Remaja Rosdakarya. 2015.
[4] OECD. PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA. OECD Publishing. Paris. 2023. https://doi.org/10.1787/53f23881-en.
[5] Fadilah, S. Isti, T.W.D. Amarta, & C.A Prabowo. Analisis Kemampuan Literasi Sains Siswa SMA pada Pembelajaran Biologi Menggunakan NOSLiT. Bioeduin: Jurnal Program Studi Pendidikan Biologi, 10(1):27–34. 2020. https://doi.org/10.15575/bioeduin.v10i1.8141
[6] S. Suhartinah, Y. Hidayati, N. Qomaria & W. P Hadi. Studi Korelasi Antara Sikap Peduli Lingkungan dengan Kemampuan Literasi Sains Siswa SMP pada Materi Ekosistem. Natural Science Education Research, 2(1):77–84. 2019. https://doi.org/10.21107/nser.v2i1.5574
[7] T. T. D. Susanto, R. R. Solihin, E. P. Fauziyah, N. V. I. Yanti & A. P. Ramadhania. Upaya Pemerintah Indonesia dalam Meningkatkan Kualitas Guru Ditinjau dari Hasil PISA 2022. Perspektif Ilmu Pendidikan, 38 (1). 2024. https://doi.org/10.21009/PIP.3816
[8] F. N. Hidayah, M. Masykuri, & E. Susilowati. Profil Literasi Sains Siswa SMP di Kabupaten Karanganyar. Jurnal Pendidikan IPA Indonesia, 8(2), 211–219. 2019. https://doi.org/10.15294/jpii.v8i2.19252
[9] M. Primastuti & S. Atuh. Analyisis of Students Science Literacy Concercing Chemical Equilibrium. AIP, 080006 (2018), 1-5. 2021.
[10] D. Prasetyo, A. Marianti, & Alimah. Improvement of Students Science Literacy Skills Using STEM-Based E-Module. Jounal of Innovation Science Education, 10 (37), 216-221. 2021.
[11] S. Sulisetijono, S. Sunarmi & A. N. Rochmah. The Effectiveness of AR e-Module of Flower Structure Material on Biology Students' Science Literacy. Journal of Biological Education Indonesia (Jurnal Pendidikan Biologi Indonesia), 9(2), 217-224. 2023.
[12] W. Hanifah, D. Rochintaniawati & R. R. Agustin. Enhancing Students’ Scientific Literacy Through ESD-based E-modules on Low Carbon Energy Topic. Pedagogia: Jurnal Ilmiah Pendidikan, 17(1), 113-125. 2025.
[13] T. Markham, J. Larmer & J. Ravitz. Project based learning handbook: A guide to standards-focused project based learning for middle and high school teachers. 2003. (No Title).
[14] R. Rusmansyah, L. Leny, & , H. N.Sofia. Improving Students’ Scientific Literacy and Cognitive Learning Outcomes through Ethnoscience-Based PjBL Model. Journal Of Innovation in Educational and Cultural Research, 4 (1) (1), 1–9. 2023 https://doi.org/10.46843/jiecr.v4i1.382
[15] K. Saks. The Effect of Self-Efficacy and Self-Set Grade Goals on Academic Outcomes. Frontiers in Psychology, 15, 1324007. 2024 https://doi.org/10.3389/fpsyg.2024.1324007
[16] G. B. Stead, L. M. LaVeck, & S. M. Hurtado Rua. Career Adaptability and Career Decision Self-Efficacy: Meta-Analisis. Journal of Career Development, 49 (4), 951-964. 2022
https://doi.org/10.1177/0894845321101247
[17] N. Suryani, & P. Lestari. Pengaruh Self-Efficacy terhadap Prestasi Belajar di SMA Negeri Jakarta. Jurnal Psikologi Pendidikan dan Perkembangan, 15(2), 85-94. 2017.
[18] D. Anjli, M. Muliani, W. Widya, S. R. Zahara, R. Andriani, N. Novita, & S. Idris,. The Effect of The Project-Based Learning Model on Students’ Science Literacy Skills and Self-Efficacy. Jurnal Eduscience, 10(3). 2023. https://doi.org/10.36987/jes.v10i3.5245
[19] D. Diella, S. Susanti, & N. Nurhayati. Digital Interactive E-Module Based on Project-Based Learning: Improving Students’ Scientific Literacy Skills. Jurnal Pendidikan Sains Indonesia, 9(1), 34–45. 2021. https://doi.org/10.24815/jpsi.v9i1.18353
[20] R. M. Branch. Instructional Design: The ADDIE Approach. Boston, MA: Springer US. 2009.
[21] R. Zaputra, F. Festiyed, Y. Adha, & Y. Yerimadesi. Meta Analisis: Validasi dan Praktikalitas Modul IPA Berbasis Saintifik. Bio-Lectura, 8(1), 45-56. 2021. https://doi.org/10.31849/bl.v8i1.6039
[22] A. A. Rohmah, I. N. Sa’dah, & R. Ruswan. Kelayakan E-Module Biologi SMA Kelas X Berbasis Etnobotani Tradisi Lupis Raksasa Krapyak untuk Memutus Dikotomi Pengetahuan. Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 9(1), 23-30. 2025. https://doi.org/10.32502/didaktikabiologi.v9i176
[23] L. Rahmawati, B. S. Bachri & I. Y Maureen. Kajian Literatur: Pengaruh E-Modul Interaktif terhadap Motivasi Siswa dalam Pembelajaran. Paedagogie, 20(2). 2025.
https://doi.org/10.31603/paedagogie.v20i2.14025
[24] S. Guo, Z. Yan & Y. Jin. Understanding the Nature of Scientific Literacy based on The PISA 2015 Framework. International Journal of Educational Research, 102, 101586. 2020.
https://doi.org/10.1016/j.ijer.2020.101586
[25] C. Yolantia, W. Artika, C. Nurmaliah, Rahmatan, H., & Muhibbudidin, M. Penerapan Modul Problem-Based Learning terhadap Self-Efficacy dan Hasil Belajar Peserta Didik. Jurnal Pendidikan Sains Indonesia, 9(4), 631-641. 2021. https://doi.org/10.24815/jpsi.v9i4.21250
[26] Samsudin, S. M. Jamali, A. N. Md Zain, , & N. Ale Ebrahim,. The Effect of STEM Project Based Learning on Self-Efficacy among High-School Physics Students. Journal of Turkish Science Education, 17(1), 94–108. 2020. https://doi.org/10.36681/tused.2020.15
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Lara Rimba Cahyani
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
