ANALISIS EFEKTIVITAS MODUL AJAR INTERKTIF DENGAN MENGGUNAKAN MODEL PJBL TERHADAP SISWA DI SEKOLAH DASAR

Abstract

Learning in elementary schools is often teacher-centered, resulting in students being less actively involved and not fully developing higher-order thinking skills. One solution that can be implemented is through the development of interactive teaching modules based on Project Based Learning (PjBL). This study aims to analyze the effectiveness of interactive teaching modules based on Project Based Learning (PjBL) in improving student activity and learning outcomes in science subjects in elementary schools. The method used is a Systematic Literature Review (SLR) to identify, evaluate, and synthesize various studies related to the development and implementation of PjBL-based modules in various science materials within the scope of Biology in elementary schools. Analysis of module effectiveness was carried out on the module structure and improvement of student abilities. The results of the study indicate that interactive modules using the PjBL model are effective in developing cognitive, affective, and psychomotor aspects, especially when integrated into interactive modules. Interactive modules using the PjBL model have been proven to support the improvement of critical thinking skills, creativity, and student collaboration through data analysis processes, personalized learning, and the provision of automatic feedback. Thus, interactive learning modules that integrate the PjBL model have the potential to create a more meaningful, adaptive learning process that meets the demands of 21st-century education.