The Use of Problem-Based Learning Physics E-Module on Global Warming Material: High School Students Perception

Abstract

Global warming as one of the physics materials, is a topic that tends to be abstract so it causes difficulties for students. In addition, limited time for learning activities in class is an obstacle to achieving optimal understanding. Lack of learning time in class can limit students' exploration space. The use of e-modules based on Problem-Based Learning is an innovative solution to visualize the phenomenon of global warming through images, videos, animations, and simulations. Limited learning time in class can be overcome through the flexibility of using e-modules. The purpose of this study is to describe the perception of high school students towards the use of ProblemBased Learning physics-based e-modules on global warming material. Emodules are designed to stimulate student learning by utilizing a problembased learning model, where real-life problems are integrated into learning. This research was conducted with a qualitative approach. The subjects of this study were students of St. Gabriel Maumere Catholic High School. The research instruments used are perception questionnaire sheets, documentation, and interviews. The results showed that the percentage of student perception on the e-module display indicator was 85.25%, the presentation of material in the e-module was 82.68% and the overall benefits of the e-module were very good. Based on the results of data analysis through questionnaires and interviews, students gave a very good perception of the e-module on global warming material.