WINDA , OKTAVIANA (2026) PENGEMBANGAN MODUL AJAR INTERAKTIF BERBASIS DEEP LEARNING TERINTEGRASI STEM-PBL UNTUK MENINGKATKAN LITERASI SAINS DAN KOMUNIKASI ILMIAH PADA MATERI SISTEM ORGAN MANUSIA DI KELAS V SD. Masters thesis, UNIVERSITAS LAMPUNG.
|
File PDF
ABSTRAK.pdf Download (298Kb) | Preview |
|
![[img]](http://digilib.unila.ac.id/style/images/fileicons/text.png) |
File PDF
TESIS FULL.pdf Restricted to Hanya staf Download (2821Kb) | Minta salinan |
|
|
File PDF
TESIS TANPA BAB PEMBAHASAN.pdf Download (2539Kb) | Preview |
Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)
Penelitian ini bertujuan mengembangkan modul ajar interaktif berbasis deep learning yang terintegrasi dengan pendekatan STEM dan model Problem Based Learning (PBL) untuk meningkatkan literasi sains dan komunikasi ilmiah peserta didik pada materi Sistem Organ Pencernaan Manusia kelas V SD. Masalah penelitian berangkat dari rendahnya literasi sains dan komunikasi ilmiah siswa Indonesia, dominannya penggunaan modul ajar konvensional yang minim visualisasi dan aktivitas interaktif, serta belum tersedianya modul ajar interaktif berbasis deep learning terintegrasi STEM–PBL yang secara khusus dirancang untuk materi sistem organ manusia di sekolah dasar. Penelitian menggunakan metode campuran (mixed method) dengan pendekatan Research and Development (R&D) berlandaskan Design and Development Research (DDR) melalui tahapan analysis, design development, serta implementation dan evaluation. Produk yang dikembangkan berupa modul ajar interaktif IPAS yang mengintegrasikan prinsip mindfulness, meaningfulness, dan joyfulness dalam sintaks pembelajaran STEM–PBL (stimulation, exploration, discovery, application, communication, dan reflection). Hasil validasi oleh ahli materi, media, dan bahasa menunjukkan tingkat kevalidan sebesar 85,83% dengan kategori sangat valid, sedangkan uji kepraktisan yang mencakup keterlaksanaan, keterbacaan, dan kemenarikan pembelajaran mencapai 89% dengan kategori sangat praktis. Efektivitas modul ajar tercermin dari peningkatan literasi sains dan komunikasi ilmiah yang ditunjukkan oleh nilai N-gain pada kategori sedang hingga tinggi dan hasil uji ANCOVA dengan nilai signifikansi 0,000 < 0,05, sehingga terdapat perbedaan peningkatan yang signifikan antara kelas yang menggunakan modul ajar interaktif berbasis deep learning terintegrasi STEM–PBL dan kelas yang menggunakan modul ajar konvensional. Kata Kunci: Modul Ajar Interaktif, Deep Learning, STEM, ProblemBased Learning (PBL), Literasi Sains, Komunikasi Ilmiah This study aims to develop an interactive teaching module based on deep learning integrated with the STEM approach and the Problem Based Learning (PBL) model to improve students’ scientific literacy and scientific communication on the topic of the human digestive system in fifth-grade elementary school. The study is grounded in the low level of Indonesian students’ scientific literacy and scientific communication, the dominant use of conventional teaching modules with limited visualization and interactive activities, and the unavailability of an interactive teaching module based on deep learning integrated with STEM–PBL specifically designed for the human organ system topic in elementary schools. The research employed a mixed-method design with a Research and Development (R&D) approach based on Design and Development Research (DDR), which consisted of the stages of analysis, design development, and implementation and evaluation. The product developed was an interactive IPAS (science) teaching module that integrates the principles of mindfulness, meaningfulness, and joyfulness within the STEM–PBL learning syntax (stimulation, exploration, discovery, application, communication, and reflection). Validation results from material, media, and language experts showed a validity level of 85.83%, which is categorized as very valid, while practicality testing, covering implementation, readability, and attractiveness of learning, reached 89%, which is categorized as very practical. The effectiveness of the teaching module is reflected in the improvement of students’ scientific literacy and scientific communication, as indicated by N-gain values in the medium to high category and by the ANCOVA test result with a significance value of 0.000 < 0.05, demonstrating a significant difference in improvement between the class using the interactive teaching module based on deep learning integrated with STEM–PBL and the class using a conventional teaching module. Keywords: Interactive Teaching Module, Deep Learning, STEM, Problem- Based Learning (PBL), Science Literacy, Scientific Communication
| Jenis Karya Akhir: | Tesis (Masters) |
|---|---|
| Subyek: | 300 Ilmu sosial > 370 Pendidikan 300 Ilmu sosial > 370 Pendidikan > 371 Sekolah dan aktivitasnya; pendidikan khusus |
| Program Studi: | FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN (FKIP) > Prodi S2 Magister Keguruan Guru SD (KGSD) |
| Pengguna Deposit: | 2605886563 Digilib |
| Date Deposited: | 19 Jun 2026 01:22 |
| Terakhir diubah: | 19 Jun 2026 01:22 |
| URI: | http://digilib.unila.ac.id/id/eprint/101010 |
Actions (login required)
 |
Lihat Karya Akhir |
