Integrating Science, Technology, Engineering, and Mathematics in Digital Learning: The Effectiveness of an E-Module on Ecosystem Material in Secondary Schools
DOI:
https://doi.org/10.17977/um039v11i22026p267-283Keywords:
E-Module, STEM, Project Based Learning, Learning Outcomes, EcosystemAbstract
This study aimed to analyze the effectiveness and practicality of a Science, Technology, Engineering, and Mathematics (STEM)-integrated e-module for Biology learning on ecosystem material in secondary schools. The study employed a quasi-experimental method using a nonequivalent control group design involving 88 tenth-grade students at SMAN 2 Pekanbaru. The sample consisted of an experimental class that used the STEM-integrated e-module through Project-Based Learning (PjBL) and a control class that used a conventional module through the same learning model. Data were collected using a learning outcomes test and teacher and student response questionnaires. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U test, N-Gain analysis, and effect size analysis. The results showed no statistically significant difference in pretest scores between the experimental and control classes (p = 0.216), whereas a statistically significant difference was found in posttest scores (p < 0.001). The experimental class obtained a higher N-Gain value (0.564) than the control class (0.334), although both were categorized as moderate. The effect size (r = 0.39) indicated a moderate magnitude of difference in learning outcomes between the two groups. Regarding practicality, the e-module obtained average scores of 86% based on teacher responses and 88% based on student responses, both of which were categorized as very practical. These findings suggest that the STEM-integrated e-module can serve as an alternative digital teaching material for ecosystem learning when implemented through PjBL.
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