Effectiveness of global warming disaster mitigation e-module in increasing students' creative thinking
DOI:
https://doi.org/10.61511/andmej.v3i1.2025.1715Keywords:
e-module, guided inquiry, global warming, disaster mitigation, creative thinkingAbstract
Background: Global warming is an environmental problem that has a broad impact on human life and ecosystems. Disaster mitigation due to global warming is a crucial step that needs to be implemented in various aspects, including education. The Merdeka Curriculum emphasizes project-based learning and innovation, so that the development of e-modules based on disaster mitigation with a guided inquiry approach is a relevant solution for improving students' creative thinking skills. Methods: This research uses the Research and Development (R&D) method with the Van den Akker model in developing e-modules, as well as a quasi-experimental approach with a pretest-posttest control group design to test its effectiveness. The research subjects were class X students at MAN 3 Mandailing Natal who were selected using a purposive sampling technique. The research instrument is a creative thinking test which is validated by experts and tested for reliability. Data analysis was carried out using the N-Gain test and the Mann-Whitney test. Findings: The research results showed that the experimental class that used guided inquiry-based e-modules experienced a higher increase in creative thinking skills than the control class. The average N-Gain score for the experimental class was 0.66 (high category) while the control class was only 0.33 (low category). The Mann-Whitney test showed a significant difference between the two groups (Asymp. Sig. < 0.05), indicating the effectiveness of the e-module in improving creative thinking skills. Conclusion: This research confirms that e-modules based on disaster mitigation with a guided inquiry approach are effective in improving students' creative thinking skills. Novelty/Originality of this article: The novelty of this research lies in the integration of e-modules in disaster mitigation learning in the Merdeka Curriculum, which has not been studied much before. The authenticity of this research is supported by an experimental approach and measurement based on structured creative thinking indicators.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman. https://thesecondprinciple.com/essential-teaching-skills/blooms-taxonomy-revised/
Asrizal, A., Marjuni, M., Habibah, R., & Asiah, S. (2023). Meta-analysis of the effect of e module on students' critical and creative thinking skill in science learning. Jurnal Penelitian Pendidikan IPA, 9(6), 141-147. https://doi.org/10.29303/jppipa.v9i6.2696
Fitri, R. D., Johan, H., Connie, C., & Rahmawati, R. (2021). Analisis kebutuhan pengembangan paket pembelajaran pada materi fluida terintegrasi mitigasi banjir menggunakan model problem based learning untuk meningkatkan penguasaan konsep siswa. DIKSAINS: Jurnal Ilmiah Pendidikan Sains, 2(1), 15-22. https://doi.org/10.33369/diksains.2.1.15-22
Fitriyah, H., Lestari, N. A., & Budiarto, E. (2023). Validitas modul ajar berbasis inquiry learning terintegrasi pendidikan lingkungan terkait perubahan iklim untuk meningkatkan kemampuan berpikir kreatif. Jurnal Ilmu Pendidikan Dan Pembelajaran, 2(1), 17–28. https://doi.org/10.58706/jipp.v2n1.p17-28
Habibah, R., & Fauzi, A. (2023). Preliminary Study: Analysis of the need for physics E-Modules as guided inquiry-based teaching materials at MAN 1 Mandailing Natal. Jurnal Penelitian Pendidikan IPA, 9(12), 10886–10891. https://doi.org/10.29303/jppipa.v9i12.5912
Haspen, C. D. T., Syafriani, S., & Ramli, R. (2021). Validitas e-modul fisika SMA berbasis inkuiri terbimbing terintegrasi etnosains untuk meningkatkan kemampuan berpikir kreatif peserta didik. Jurnal Eksakta Pendidikan (Jep), 5(1), 95-101. https://doi.org/10.24036/jep/vol5-iss1/548
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266. https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Huang, N., Chang, Y., & Chou, C. (2020). Effects of creative thinking, psychomotor skills, and creative self-efficacy on engineering design creativity. Thinking Skills and Creativity, 37, Article 100695. https://doi.org/10.1016/j.tsc.2020.100695
Humaida, N & Murniningsih (2024). Dasar-dasar pengetahuan lingkungan berbasis perubahan iklim global. UrbanGreen Central Media.
Ibda, F. (2015). Perkembangan kognitif: teori jean piaget. Intelektualita, 3(1). https://doi.org/10.22373/ji.v3i1.197
IPCC (Intergovernmental Panel on Climate Change). (2021). Climate change 2021: The physical science basis. Cambridge University Press. https://www.ipcc.ch/report/ar6/wg1/
Johnson, B., & Christensen, L. (2020). Educational research: Quantitative, qualitative, and mixed approaches (7th ed.). SAGE Publications.
Kemendikbud. (2022). Panduan implementasi Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. https://kurikulum.kemdikbud.go.id/
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity research journal, 18(1), 3-14. https://doi.org/10.1207/s15326934crj1801_2
Laili, I., Ganefri., & Usmeldi. (2019). Efektivitas pengembangan e-modul project based learning pada mata pelajaran instalasi motor listrik. Jurnal Ilmiah Pendidikan dan Pembelajaran, 3(3), 306–315. https://doi.org/10.23887/jipp.v3i3.21840 .
Mauliana, M. I., Shifiyah, N., Rahmawati, Y., & Nisa, K. (2022). Practicum e-module development to improve distance learning efficiency in basic physics courses in the pandemic period. Acitya: Journal of Teaching and Education, 4(1), 189–206. https://doi.org/10.30650/ajte.v4i1.3212
Mayer, R. E. (2021). Multimedia Learning (3rd ed.). Cambridge University Press.
Miskiyyah, Z. (2021). Pengembangan bahan ajar elektronik berorientasi creative problem solving (CPS) pada materi usaha dan energi. Doctoral dissertation, Universitas Pendidikan Indonesia. https://repository.upi.edu/59550/
Nugroho, M. A. (2022). Konsep pendidikan lingkungan hidup: Upaya penenaman kesadaran lingkungan. Ibtidaiyyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah, 1(2), 93-108. https://doi.org/10.18860/ijpgmi.v1i2.1691
Paivio, A. (1990). Mental Representations: A Dual Coding Approach. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195066661.003.0004
Permata, M. D., & Safitri, A. (2021, March). Developing an e-Module physics-based kvisoft flipbook maker to enhance the concept of understanding for the senior high school student. In 6th International Seminar on Science Education (ISSE 2020) (pp. 495-501). Atlantis Press. https://doi.org/10.2991/assehr.k.210326.071
Priantini, D. A. M. M. O., & Widiastuti, N. L. G. K. (2021). How effective is learning style material with e-modules during the COVID-19 pandemic?. Jurnal Ilmiah Sekolah Dasar, 5(2), 307-314. https://doi.org/10.23887/jisd.v5i2.37687
Rahim, F. R., Fauzi, A., & Syafriani. (2023). Fostering creative problem solving skills through integrated learning of volcanic eruption disasters. ASEAN Natural Disaster Mitigation and Education Journal, 1(1). https://doi.org/10.61511/andmej.v1i1.2023.176
Rahman, M. A., & Astria, K. (2024). Studi literatur kebijakan ekonomi hijau dalam mendorong inovasi berkelanjutan. Ekonomi Bisnis, 30(2), 63-72. https://ejournal.unis.ac.id/index.php/JEB/article/view/6341
Rasidi. (2024). Strategi pendidikan mitigasi bencana berbasis masyarakat: memperkuat kapasitas lokal untuk menghadapi perubahan iklim di Indonesia. Borobudur Educational Review, 4(1), 1-14. https://doi.org/10.31603/bedr.11624
Sukmafani, A., Munzil, M., & Fitriyah, I. J. (2021). Development of teaching material with the creative problem solving model using mobile learning application. Journal of Disruptive Learning Innovation (JODLI), 2(2), 124-135. http://dx.doi.org/10.17977/um072v2i22021p124-135
Sugiyanto, Muryani, C., & Ni’matussyahara, D. (2024). Strengthening student empathy in GeoCapabilities: Digital learning innovations and pedagogical strategies for disaster mitigation. Contemporary Educational Technology, 16(3), ep521. https://doi.org/10.30935/cedtech/14913
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). ASCD.
Ulum, M. C. (2014). Manajemen bencana: Suatu pengantar pendekatan proaktif. Universitas Brawijaya Press.
Van den Akker, J. (1999). Principles and methods of development research. In Design Approaches and Tools in Education and Training (pp. 1-14). Springer. https://doi.org/10.1007/978-94-011-4255-7_1
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. https://doi.org/10.2307/j.ctvjf9vz4
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2025 Rahmi Habibah, Ahmad Fauzi
This work is licensed under a Creative Commons Attribution 4.0 International License.
