The Effectiveness of using the Project-Based Learning Module Viewed From The SEPs Skills of Students

Authors

  • Yushinta Amalia Universitas Sebelas Maret

DOI:

https://doi.org/10.30736/seaj.v3i1.363

Keywords:

Science and engineering practices, SEPs, Science Process skills, TTMC

Abstract

This study is intended to determine the effectiveness of using the project-based learning module viewed from the Science and Engineering Practices (SEPs) skills of students. The study employs a one-group pretest-posttest design involving 35 students of SMAN (State Senior High School) 1 Andong. There were six aspects of SEPs use in this study: asking questions and defining problems (SEP-1), developing and using models (SEP-2), planning and carrying out investigations (SEP-3), analyzing and interpreting data (SEP-4), constructing explanations and designing solutions (SEP-6), and Obtaining, evaluating and communicating information (SEP-8). The question instrument in this study was 13 two-tier multiple-choice (TTMC) test items developed corresponding to the science and Engineering Practices skills indicators in California Science Test Practices. The results of the study uncovered that the N-Gain value was 0.52, which means that the increase in the students’ SEPs skills was in the medium category. The enhancement of each aspect of SEPs N-Gain was SEP-1: 0.54; SEP-2; 0.54; SEP-3: 0.49; SEP-4: 0.51; SEP-6: 0.53; and SEP-8: 0.56.

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Published

2021-03-25

How to Cite

Amalia, Y. (2021). The Effectiveness of using the Project-Based Learning Module Viewed From The SEPs Skills of Students. Science Education and Application Journal, 3(1), 52–59. https://doi.org/10.30736/seaj.v3i1.363