Development Of A Physics Teaching Module Based On The Socio-Scientific Issues Approach To Improve Students’ Learning Outcomes In Renewable Energy

Abstract

Students' low physics learning outcomes are influenced by an instructional process that has not fully linked physics concepts to real-world problems encountered in daily life. This situation makes it difficult for students to grasp concepts deeply and apply the knowledge they have acquired to various contextual situations. This study aims to develop a physics teaching module based on the Socio-Scientific Issues (SSI) approach, integrated with the Problem-Based Learning (PBL) model, to improve student learning outcomes regarding renewable energy. The research and development process employed the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. The study involved 30 students from class X-1 at SMA Negeri 7 Palu. Instruments used included expert validation sheets, teacher and student response questionnaires, learning outcome tests, and lesson implementation observation sheets. Data were analyzed using both quantitative descriptive and inferential statistical methods. The module's feasibility was determined through expert validation using Aiken's V, indicating that the module met the criteria for use in instruction. Its practicality was assessed via teacher and student response questionnaires following implementation; results showed the module fell into the "highly practical" category according to teachers and the "practical" category according to students. Effectiveness was determined by analyzing student learning outcomes using pretest and posttest data. T-test results revealed a significant difference between pretest and posttest scores, while the N-Gain score of 0.53 fell within the medium category. These findings demonstrate that the physics teaching module based on the SSI approach and integrated with the PBL model is effective in improving student learning outcomes on the topic of renewable energy. Consequently, the developed module is deemed highly feasible, highly practical (according to teachers) and practical (according to students), and effective for use as an instructional tool.