Pengembangan Bahan Ajar Laju Reaksi Berbasis STEM-PBL pada Mata Kuliah Dasar Ilmu Kimia

Mutiara Agustina Nst.; Dwy Puspita Sari; Ani Sutiani; Mutia Ardila

doi:10.36312/panthera.v6i3.1448

Authors

Mutiara Agustina Nst. Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Dwy Puspita Sari Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Ani Sutiani Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia
Mutia Ardila Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan William Iskandar Ps. V, Deli Serdang, Sumatera Utara 20221, Indonesia

DOI:

https://doi.org/10.36312/panthera.v6i3.1448

Keywords:

Teaching Materials, Reaction Rates, Practicality, STEM-PBL, Validity

Abstract

This study aims to develop teaching materials on reaction rates based on the STEM-Problem Based Learning (STEM-PBL) approach and to assess their validity and practicality, ensuring they are suitable for use in a basic chemistry course. The study employed the Research and Development (R&D) method using the Plomp model, which encompasses the stages of preliminary investigation, design, product development, evaluation, and revision. The research involved three expert validators and 30 students from the Chemistry Education Study Program. Data collection instruments included validation sheets and practicality questionnaires. Validation results indicated that the teaching materials fell into the "highly valid" category, with average scores of 90 for content, 90.8 for language, and 88.3 for graphics. Practicality test results showed that the developed materials were "highly practical," achieving scores of 87 for ease of use, 88.5 for presentation appeal, and 90.5 for usefulness. The findings demonstrate that the STEM-PBL-based reaction rate teaching materials meet the criteria for high validity and practicality, making them suitable as learning resources for basic chemistry courses. This study was limited to assessing the product's validity and practicality.

Downloads

Download data is not yet available.

References

Dibyantini, R. E., Sutiani, A., Nasution, M. A., & Sari, D. P. (2025). Development STEM-PBL Based Teaching Module Integrated with Scientific Literacy in Electrochemistry Material. In the 11th Annual International Seminar on Trends in Science and Science Education (pp. 1–10). Medan, Indonesia: Faculty Mathematics and Science, Medan State University.

Gultom, E. H., & Amdayani, S. (2023). Pengembangan E-Modul Kimia Berbasis STEM pada Materi Laju Reaksi. Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran, 8(2), 425–434. https://doi.org/10.33394/jtp.v8i2.7081

Hidayati, R. E. (2025). Efektivitas Model PBL-STEM dalam Mendorong Deep Learning pada Materi Laju Reaksi. Wawasan : Jurnal Kediklatan Balai Diklat Keagamaan Jakarta, 6(2), 312–325. https://doi.org/10.53800/e1qwg378

Hmelo-Silver, C. E., Bridges, S. M., & McKeown, J. M. (2019). Facilitating Problem-Based Learning. In Moallem, M., Hung, W., & Dabbagh, N. (Eds.) The Wiley Handbook of Problem-Based Learning (pp. 297-319). Hoboken, NJ: Wiley.

Hou, H., Zhang, H., & Wang, Y. (2023). Flipped Micro-Modules for Teaching Sustainable Engineering Practices. Education Sciences, 13(8), 1-20. https://doi.org/10.3390/educsci13080784

Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and Trends in STEM Education: A Systematic Review. International Journal of STEM Education, 7(1), 1–17. https://doi.org/10.1186/s40594-020-00207-6

Mayasari, T., Kadarohman, A., Rusdiana, D., & Kaniawati, I. (2022). The Influence of STEM-Based Learning on Students’ Problem-Solving Skills. Journal of Science Education and Technology, 31(2), 224–236. https://doi.org/10.1007/s10956-021-09934-3

Nasution, H. A., & Hasibuan, N. (2025). Analisis Respon Guru Kimia dan Respon Siswa terhadap E-Modul Berbasis Project Based Learning (PjBL) Menggunakan Flipbook pada Materi Laju Reaksi. Jurnal Ilmiah Profesi Pendidikan, 10(3), 2519–2523. https://doi.org/10.29303/jipp.v10i3.3459

Plomp, T., & Nieveen, N. (2013). Educational Design Research. Enschede: SLO.

Purba, J., Panggabean, F. T. M., & Sutiani, A. (2024). Development of General Chemistry Teaching Materials Using the PjBL-STEM Model. JTK (Jurnal Tadris Kimiya), 9(2), 149–158. https://doi.org/10.15575/jtk.v9i2.39318

Saputri, M., Muliadi, A., & Safnowandi, S. (2022). Profil Minat Belajar Siswa dengan Model Pembelajaran Problem Based Learning (PBL) pada Kelas XI. Educatoria : Jurnal Ilmiah Ilmu Pendidikan, 2(3), 148-155. https://doi.org/10.36312/ejiip.v2i3.98

Sugiyono, S. (2024). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Bandung: CV. Alfabeta.

Sutiani, A., Situmorang, M., & Silaban, R. (2019). Development of Innovative Chemistry Learning Materials to Improve Students’ Higher-Order Thinking Skills. Journal of Chemical Education, 96(9), 1902–1908. https://doi.org/10.1021/acs.jchemed.9b00234

Thorndahl, K. L., & Stentoft, D. (2020). Thinking Critically about Critical Thinking and Problem-Based Learning in Higher Education: A Scoping Review. Interdisciplinary Journal of Problem-Based Learning, 14(1), 1-21. https://doi.org/10.14434/ijpbl.v14i1.28773

Yoon, H., Kim, M., & Park, J. (2023). Effects of STEM Project-Based Learning on University Students’ Creative Thinking and Scientific Reasoning. International Journal of Science Education, 45(6), 512–530. https://doi.org/10.1080/09500693.2023.217192517