THE DEVELOPMENT OF PBL (PROBLEM BASED LEARNING) E-MODULE ON THE BIODIVERSITY OF EAST KALIMANTAN TO ENHANCE CRITICAL THINKING SKILLS OF HIGH SCHOOL STUDENTS

This research aims to develop an Electronic Module (E-module) that focuses on the diversity of living things in East Kalimantan based on PBL in an effort to improve the critical-thinking skills of valid, practical, and effective high school students. ADDIE development model with stages of analysis, design, development, implementation, and evaluation. E-modules are validated by material experts, teaching materials/media, learning tools, and biology education practitioners before being given to the experimental class. Data collection techniques through questionnaires and critical thinking skills tests by conducting pretests and post tests. Data analysis through t test. The results obtained by the product have validity of: 100% for material experts; 100% for media experts; 97.91 % for learning device experts; 96.42% for education practitioners; 91.27% for individual tests; 88.00% for small group test; and 86.00% for field tests. For its effectiveness, which is with a value of 0.00<0.05, it is said to be effective and has a significant effect.


INTRODUCTION
Indonesia is an archipelagic country consisting of 17,000 islands surrounded by diverse habitats, biogeographical, geological, climatic, and ecological features.This diversity contributes to its high biodiversity and significant number of endemic species (Indrajaya et al., 2022).Furthermore, in East Kalimantan, a region of Indonesia rich in natural resources, including abundant flora and fauna (Aminatun et al., 2021).East Kalimantan is home to many 50-year-old secondary forests that are rich in biodiversity (Karmini et al., 2021).This wealth must be carefully nurtured and protected through structured planning, allowing Indonesia the opportunity to pave the way for greener and more sustainable infrastructure development.This can serve as a strong example for other tropical countries in preserving the nation's biodiversity (Spencer et al., 2023).
The study of biodiversity is crucial as it is interconnected.Understanding the rules of scientific nomenclature enables us to identify its diversity, fostering a sense of importance in preserving it (Setyorini, 2023).This concept of scientific naming will continue to be utilized in subsequent chapters of the odd semester, such as the classification of viruses, bacteria, and protists (Septian, 2018).
The abundance of local biodiversity, especially in East Kalimantan, Samarinda, integrated into biology education, prompts educators to develop it as a tool for presenting biology materials relevant to daily life.This approach makes it easier for students to apply the material in their lives (Wiksten, 2019).Therefore, it is not only the content that students understand but also the functions and benefits of flora and fauna in East Kalimantan, as well as the issues and their solutions, which impact students' critical thinking skills.
The importance of empowering critical thinking skills includes: encouraging individuals to seek new ideas, concepts, and discoveries for practical use in their lives (Mujanah et al., 2022;Wijayanti et al., 2016); assisting in formulating questions, gathering information, discussing, and making decisions (Nur et al., 2023); enhancing learning outcomes and improving students' life skills in the 21st century (Dipalaya & Corebima, 2016); being able to solve problems and make decisions in life (Tabitha et al., 2017); achieving good performance in school tasks (Zielińska et al., 2021); being able to observe, analyze, and evaluate information before determining its acceptance or rejection (Rosba et al., 2020).Based on these explanations, it is evident that critical thinking skills need to be taught to students and assessed by teachers in every learning activity.
In the learning process, students act as knowledge receivers, while the teacher's role is to create plans or strategies by selecting various appropriate and suitable learning models to be applied to students (Istiningsih et al., 2018).The selection of the appropriate learning model will have a positive effect on students, such as feelings of happiness and selfconfidence (Cicha et al., 2021).Learning models are important in the learning process, as teachers can choose models that stimulate students' enthusiasm to actively participate in their learning experiences.One method used by teachers is PBL (Problem Based Learning) model (Fakhriyah, 2014;Suryawati et al., 2020).Research conducted by Yusa et al. (2023) demonstrates that learning activities using PBL can improve student motivation and learning outcomes, indicated by an increase in post-test scores and student questionnaires after treatment.With the use of the appropriate learning model, positive impacts on students are observed, leading them to effectively absorb the content in each learning activity.
The PBL model is effective and satisfying to use in learning activities because it allows students not only to acquire knowledge but also other competencies such as stimulating scientific literacy, critical thinking skills, and creativity needed for their future (Trullàs et al., 2022).PBL emphasizes learning as a process involving problem-solving and critical thinking in real-world contexts, and it also provides students with the opportunity to learn more broadly, focusing on preparing them to be active and responsible citizens (Glazer, 2001).In the PBL model, there are steps according to Arends (2012) used in learning activities: a) students' orientation towards problem; b) organizing students to learn; c) guiding individual and group investigations; d) developing and presenting work products; e) analyzing and evaluating the problem-solving process.
The success of learning through the PBL model is also supported by the integration of the PBL model with emodules (electronic modules).Through e-modules integrated with PBL (Problem Based Learning), critical thinking skills of students will be stimulated (Kurniati et al., 2021).Through the features available in the module and supported by PBL (Problem-Based Learning) syntax, this will enhance students' critical thinking skills when the module is used in learning.In line with this, research conducted by Rahmawati et al. (2021) reveals that efforts to improve scientific literacy and cognitive learning outcomes are made using teaching materials in the form of PBL e-modules.The advantages of using electronic modules with the integration of the PBL model are because electronic modules provide digital content packaged with interactive videos, audio, images, and animations, which can increase students' interest in learning.They also help students and teachers enrich their teaching and learning experiences and assist teachers in managing their teaching materials and time because the material is created based on needs or curriculum (Trilestari & Nurul, 2020).Research conducted by Senja et al. (2024) reveals that Canva-assisted Problem Based Learning e-modules are highly suitable for increasing students' interest in learning.Thus, if their interest in learning has increased, their critical thinking skills will also improve, as students find learning enjoyable and will delve deeper into the subject matter.
Based on the preliminary research conducted at State Senior High School 3 Samarinda (SMAN 3 Samarinda) through interviews with teachers and students of the twelfthgrade science program, as well as conducting preliminary tests on students, the findings are as follows: (1) Teachers have integrated critical thinking skills into student learning activities but have not been well implemented due to the diverse backgrounds of students.( 2 Preliminary tests on students using questions adapted to critical thinking indicators with reference to Ennis (1989) can be found in Figure 1, and the grading criteria are listed in Table 1 .

METHOD
This research is a development type involving quantitative methods such as testing the product outcomes in the field with students and assessing the results from the tests they have completed.Qualitatively, it will also describe, explain, and address the research problems more thoroughly by studying an individual, a group, or an event as much as possible.The research and development model used is ADDIE, consisting of 5 steps: analyze, design, development, implementation, and evaluation (Figure 2).The research design is presented in Table 2.The effectiveness of the emodule is measured through a pretestposttest, namely a critical thinking skills test.The results are analyzed using an independent sample t-test, preceded by tests for normality and homogeneity.The t-test is conducted to determine the differences in treatment and the effects of treatment on students' critical thinking skills through the PBL e-module, as well as to assess the extent of the e-module's effectiveness in improving critical thinking skills.The e-module product is considered effective if the significance value is p < 0.05.

RESULTS AND DISCUSSION Assessment Analysis
In this initial stage, observations and interviews were conducted with teachers and students of the twelfthgrade science program at SMAN 3 Samarinda regarding the use of the PBL e-module on the biodiversity of East Kalimantan in the subject matter.During this stage, the researcher gathered information about the teaching materials used in the school, the teaching models employed, and how teachers manage their classes.Information from students was gathered regarding the challenges they face in learning activities, especially concerning the biodiversity of living organisms, as well as their feelings about participating in learning activities.The information and data obtained were used to clarify the background issues in the school to develop the e-module product, aiming to address the existing problems.
The information obtained from teachers and students is crucial for the researcher in determining the appropriate teaching materials according to the needs of both teachers and students.This allows the researcher to conclude that there is an important need that must be fulfilled for the students' future, by conducting needs analysis referring to questionnaires tailored to critical thinking skills indicators (Alfaro Navarro et al., 2020;Sá & Serpa, 2020).
Research conducted by Sautière et al. (2019) revealed that the current generation is mostly accustomed to visual approaches in learning, which can enhance motivation and active engagement in learning, and is familiar with computers or electronic media (Herawati & Muhtadi, 2018), which undoubtedly affects students' critical thinking skills.E-modules are one form of electronically based learning resources systematically organized with language that is easily understood by students (Marto, 2021), enabling them to focus on learning (Rohmah & Sakti, 2022).

Design
In the second stage, the following tasks were carried out: designing the emodule, developing instructional materials, creating pre-post test questions for critical thinking, drafting assessment rubrics for pre-post test questions, as well as validation sheets and student response sheets in terms of validity, practicality, and effectiveness.

Development
The purpose of the development stage is to realize the e-module that has been designed based on the flow outlined in the design stage.The tasks to be carried out in this stage include: a) production, which involves creating the e-module content adjusted by the author, b) conducting validation with teaching materials/media experts and learning device experts, as well as education practitioners.c) conducting e-module trials.The results of the percentage calculation from the

Evaluation
This stage is conducted both before and after implementation, not just at the end of the research and development model, but throughout the entire process from the beginning to the end, always conducting evaluation and revision.Therefore, this is also the advantage of this research module because at each stage, evaluation and revision are always conducted.In this evaluation stage, we can determine the effectiveness of using the e-module as well as its influence on improving students' critical thinking skills.The pretest and posttest scores of students serve as the basis for testing the effectiveness of this e-module on their critical thinking skills using Based on the results obtained, there was an increase in critical thinking skills in the experimental class by 21.84% and in the control class by 22.01%, with a significance value of 0.000, which is less than 0.05 (<0.05).The success of learning is inseparable from the selection of appropriate methods and learning models for students, with a focus on students and teachers as facilitators making students more active and independent in seeking learning sources, thus increasing their interest in learning biology, which is often seen as difficult to learn (Pertiwi et al., 2022;Raida, 2018).E-modules have a positive impact on improving students' critical thinking skills because in learning activities, students: the more they learn content on their phones/laptops by reading it, observing phenomena, questioning, making hypotheses, and seeking answers from various sources will strengthen their critical thinking skills (Sinaga et al., 2022).
Research by Sagita et al. (2021), revealed that PBL e-modules are highly effective in improving students' critical thinking skills.Research by Karlina et al. (2021), revealed that the use of internet-based electronic modules with the PBL model is highly effective in learning for students.Furthermore, interactive e-module use in conceptually elaborating the material enhances students' understanding of the subject's concepts (Nufus et al., 2020).This stimulates students' critical thinking skills, with active learning through PBL, students are encouraged to focus on a problem, discover everything themselves, and implement their ideas (Anggraeni et al., 2023).Thus, it can be concluded that there is a significant difference between classes given e-modules and those not given e-modules, so the use of PBL e-modules on the biodiversity of East Kalimantan has a significant effect, namely, effectively improving the critical thinking skills of high school students in Samarinda.

CONCLUSION AND RECOMMENDATION
The conclusion drawn from this study is as follows: (1) The e-module is acknowledged for its validity by material experts, teaching material/media experts, learning device experts, and biology education practitioners, categorized as highly valid; ( 2) The e-module is recognized for its practicality based on student responses, categorized as highly practical; (3) The use of the e-module is effective in enhancing critical thinking skills, thus it can be implemented in student learning activities.It is hoped that this product can serve as a reference for both teachers and students in their learning activities.
Suggestions for future research include incorporating AI (augmented reality) features into the e-module to make it more interactive.Additionally, exploring other dependent variables to assess student self-improvement could be beneficial.

REFERENCE
) Teachers feel the need to enhance critical thinking skills in line with the demands of the independent curriculum.(3) The diversity of materials provided to students includes genetic diversity, species, and ecosystems.(4) The delivery of material on East Kalimantan's biodiversity has been presented but not extensively discussed.(5) The use of the PBL model has not been implemented by teachers in the classroom, as indicated by the use of the STAD model.(6) Electronic modules have not been used for teaching materials, but teachers are interested in implementing e-modules on the biodiversity of East Kalimantan to guide students to focus more on the subject matter.Meanwhile, interviews with students revealed: (1) Classroom learning activities do not yet use electronic module teaching materials, only textbooks or PowerPoint presentations from teachers; (2) Students find it difficult to learn biodiversity material due to its extensive coverage and lack of indepth discussion on the biodiversity of East Kalimantan.Meanwhile, the local potential in East Kalimantan is wellknown to the students since they reside in the province.Additionally, East Kalimantan is rich in endemic flora and fauna.(3) According to students, learning activities are not very enjoyable.(4) The methods frequently used by teachers in teaching are discussions, lectures, and practical work.(5) Students feel that the teaching materials provided by teachers do not facilitate learning activities as they still need to search for additional material from the internet.(6) Students feel that there is a need to develop e-module teaching materials on the biodiversity of East Kalimantan.

Figure 1 .
Figure 1.Diagram of preliminary critical thinking test results

Table 1 .
Classification of critical thinking skills scores

Table 2 . Research design Group Pretest Treatment Posttest
Pengembangan E-

Table 3 .
Criteria for product validity assessment

Table 4 .
Criteria for product practicality assessment

Table 5 .
Aspects and assessment results by material experts

percentage of validation results (%) 100 Very valid *For the
validation results by material experts, it should be 100% with the category of very valid.

Table 6 .
Aspects and assessment results by teaching materials/media experts

Table 7 .
Aspects and assessment results by learning device experts

Table 8 .
Aspects and assessment results by education practitioners

Table 9 .
Results of practicality testing in twelfth grade Pengembangan E-

Table 10 ,
the testing results can be seen in Table11, and the hypothesis testing results are presented in Table12.

Table 10 .
Descriptive of critical thinking skills scores

Table 11 .
Prerequisite testing results

Table 12 .
Hypothesis testing results of critical thinking skills