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Abstract

Learning carried out in lectures really requires a variety of learning resources in order to improve student abilities for the better. so far, lectures usually only use learning resources that do not vary much and tend to use only one source, so that student learning outcomes are not maximized. This research was conducted with the aim of improving student learning outcomes for the better, especially in communication skills, cognitive and attitudes at Bina Bangsa University. The application of modules in learning is carried out with an all experimental design (quasi-experiment) then the results are analyzed descriptively with the anakova statistical test using the SPSS application. The results showed that communication skills, cognitive abilities, and student attitudes had increased. Based on statistical tests obtained with a significance of 0.000 less than alpha 0.05 (α <0.005) so it can be concluded that there are differences in the achievement of communication skills, cognitive, and student attitudes between the control class and the treatment. It's just that based on the value of the gain score, the use of problem-based teaching modules on communication skills (0.17) and student attitudes (0.24) is in the range of ≤0.3 which means its effectiveness is low, while in the cognitive aspect (0.54) is in the range of 0.3 ≤ g ≤ 7 which is a medium effectiveness value.

Keywords

ecology module, communication, cognitive, attitude

Article Details

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite
Ginanjar, G., & Rahayu, M. (2024). Pengaruh Penggunaan Modul Ekologi Terhadap Keterampilan Komunikasi, Kognitif, dan Sikap Mahasiswa Melalui Pembelajaran Berbasis Masalah. PSEJ (Pancasakti Science Education Journal), 9(1), 20-30. https://doi.org/10.24905/psej.v9i1.198

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