Analysis of E-Module Teaching Material Needs for Redox Reaction Topics Based on Project-Based Learning (PjBL) Integrated with Local Wisdom Culture
DOI:
https://doi.org/10.33394/hjkk.v14i1.19587Keywords:
E-Module, Ethnopedagogy, PjBL, Redox Reaction, Teaching MaterialAbstract
This study addresses the limited availability of contextual and engaging chemistry teaching materials, particularly for redox reaction topics, which are often perceived as abstract and difficult by students. The core issue identified is the lack of electronic teaching materials that support Project-Based Learning (PjBL) and integrate ethnopedagogical elements or local wisdom within the Merdeka Curriculum framework. To respond to this problem, the study employed a descriptive qualitative research design to analyze the need for developing an e-module on redox reactions. Data were collected through teacher interviews, student questionnaires, and an analysis of existing chemistry textbooks at SMA Negeri 2 Percut Sei Tuan. The findings reveal that a majority of students experience difficulties in understanding redox reactions, are less motivated by conventional textbook-based learning, and express strong interest in electronic, interactive learning media. Although the analyzed textbooks meet national feasibility standards (BSNP), they do not facilitate project-based, contextual learning nor integrate local cultural values. Teacher interviews further indicate that while PjBL has been introduced, its implementation is not optimal due to the absence of appropriate supporting teaching materials. Based on these scientific findings, it can be concluded that there is a clear and urgent need to develop an ethnopedagogy-integrated e-module for redox reaction topics. Such an e-module is expected to support active, contextual, and meaningful learning, enhance students’ conceptual understanding, and serve as a foundation for future chemistry teaching material development.
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