JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
81 - 91
http://jurnal.
id/index.
php/PMP DEVELOPMENT OF AN SCIENCE LEARNING MODULE BASED ON THE ERP (ENGAGE.
RESEARCH.
AND
PRESENT) LEARNING MODEL TO ENHANCE STUDENTSAo
METACOGNITIVE SKILLS
Najwa Salsabila Rondias1.
Riva Ismawati2*.
Ahmad Muhlisin3 Department of Science Education.
Faculty of Teacher Training and Education.
Universitas Tidar.
Jl.
Kapten Suparman No.
Potrobangsan.
North Magelang District.
Magelang City.
Central Java.
Indonesia 56116 Email Corresponding: rivaismawati@untidar.
1,2,3
DOI: http://dx.
org/10.
26418/jpmipa.
Abstract This study aims to develop a valid, effective, and practical science learning module based on the ERP (Engage.
Research, and Presen.
model to improve students' metacognitive skills.
The background of the study was the low metacognitive skills of students at SMP Negeri 5 Magelang, the lack of supporting teaching materials, and learning that does not support independent learning.
The study used a Research and Development (R&D) method with the ADDIE development model.
The subjects were 31 eighth-grade students.
The instruments used included an expert validation sheet, a metacognitive skills test, the Metacognitive Awareness Inventory (MAI) questionnaire, and a student response questionnaire.
The results of the study showed that: .
the learning module was declared valid based on expert validation results with an AikenAos V score of 0.
the module was effective in improving students' metacognitive skills, as indicated by the increase in pretest and posttest scores and an N-Gain score of 0.
72, categorized as high.
the module was considered practical based on student response questionnaires, with a practicality score of 84.
categorized as very practical.
The findings indicate that the science learning module based on the ERP model is valid and feasible to be used as teaching material, and it is effective and practical in improving studentsAo metacognitive skills.
The limitations of this study lie in the research design, which did not employ a control Therefore, the findings of this study require further Keywords: Science learning module.
ERP learning model.
Metacognitive skills Received Revised Accepted : 2025-07-25
: 2025-12-24
: 2026-01-24
This work is licensed under a Creative Commons Attribution 4.
0 International License Jurnal Pendidikan Matematika dan IPA Vol.
No.
INTRODUCTION
Education plays a crucial role in enhancing the intellectual capacity of a Along with the passage of time, education is required to produce a generation that is qualified and possesses 21st-century competencies.
Learners in 21st-century learning are expected to have higher-order thinking skills, such as critical thinking, metacognitive skills, in order to derive meaningful understanding from their learning processes .
In learning, it is essential to develop key 21st-century skills, known as the 4C Skills, one of which is .
Metacognitive skills refer to an individualAos ability to be aware of, control, and evaluate their own thinking and learning processes.
This ability involves thinking about oneAos own thought processes, which helps students solve problems independently and master learning through reflection .
Metacognitive skills play a crucial role in science education.
This aligns with ErminAos perspective, which states that students who can monitor and evaluate their learning processes tend to be more confident and able to identify concepts .
Research has found that students with high metacognitive skills tend to solve problems correctly using proper strategies and logical reasoning.
Conversely, students with low metacognitive skills often face difficulties in understanding problems, selecting appropriate strategies, and finding correct solutions .
Metacognitive skills are essential for students to possess.
evidence indicates that studentsAo metacognitive skills are still relatively This assertion is supported by studies conducted by .
, which found that metacognitive skills among junior high school students remain in the low category.
Observations at SMP Negeri 5 Magelang further confirm that studentsAo metacognitive levels are still generally limited.
The primary causes of this condition include the lack of learning materials that actively support metacognitive development and the predominance of teachercentered learning methods.
These findings collectively indicate that studentsAo metacognitive characteristics are still underdeveloped .
The inadequacy of learning resources often results in students being unaccustomed metacognitive problem-solving .
According to .
, limited availability of learning resources can affect studentsAo ability to learn independently and develop metacognitive skills.
the current science lessons, learning materials are primarily derived from Kemendikbud Merdeka Curriculum science textbooks, which supporting students to practice critical thinking and to manage strategies needed to solve problems.
As a result, students have limited opportunities to develop metacognitive skills and to fully grasp the concepts being studied .
Metacognitive skills are closely related to an individualAos learning A learning module serves as a self-directed learning resource, systematically organized to guide students in achieving learning objectives .
The use of a module as Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
a teaching tool, which includes content, methods, limitations, and evaluation procedures designed in an engaging manner, can enhance student interest and facilitate easier access to learning materials.
Such a module can create a new learning environment and more engaging learning activities, thereby supporting the development of studentsAo metacognitive abilities.
Efforts to enhance studentsAo metacognitive skills can be carried out by using modules based on learning models that support student activity and independence.
The ERP model represents an innovative research-based learning approach designed to prepare students to face various educational challenges through structured research skills .
The ERP learning model consists of three main stages: Engage.
Research, and Present.
This model trains students to solve problems through research activities embedded in the learning process, while independence and active participation during classroom learning .
The use of ERP-based learning modules is expected to encourage students to consciously plan, monitor, and evaluate their learning processes, thereby enhancing their metacognitive For this reason, a study titled AuDevelopment of Science Learning Modules Based on the ERP (Engage.
Research, and Presen.
Learning Model Improve StudentsAo Metacognitive SkillsAy is proposed.
The module will implement content on elements, compounds, and mixtures, which is part of the Grade Vi Science curriculum in junior high school.
The objectives of this study are as follows: .
to examine the validity of the ERP-based science learning module in improving studentsAo metacognitive skills.
to analyze the effectiveness of the ERP-based science learning module in enhancing studentsAo metacognitive skills.
to evaluate the practicality of the ERPbased science learning module in supporting the development of studentsAo metacognitive skills.
METHOD
This study uses a Research and Development (R&D) following the ADDIE model, which includes five stages: Analyze.
Design.
Develop.
Implement, and Evaluate.
The product produced in this research and development is a science learning module based on the ERP model for the topics of elements, compounds, and mixtures, aimed at enhancing the metacognitive skills of middle school The subjects of this study were students at SMP Negeri 5 Magelang, with 31 students from class Vi G selected as the research sample using purposive sampling.
The validity of the module was assessed through questionnaires filled out by expert validators, consisting of two lecturers and three science teachers.
Data on studentsAo metacognitive skills were collected using essay tests and the Metacognitive Awareness Inventory (MAI) adapted from Schraw & Dennison.
The research design employed a one-group pretest-posttest approach, where students completed the tests and MAI questionnaire before and after the implementation of the ERP-based science module.
Data on the practicality of the module were collected using student response questionnaires to measure the ease of Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
use and applicability of the module in Data on the validity of the module were analyzed through expert In addition, suggestions and feedback from the validators were used as a basis for evaluating and revising the module.
The validity score was calculated using AikenAos V A module is considered valid if it obtains an AikenAos V value greater than or equal to 0.
8 (Ou 0.
The effectiveness of the module in enhancing metacognitive skills was analyzed using hypothesis testing, which included a paired sample t-test and N-Gain analysis.
This corresponds to the implementation phase, during which the developed module was trialed in the class serving as the research Prior to analysis, the data obtained from the pretest and posttest were first subjected to a normality The paired sample t-test was conducted to determine whether there was a significant difference in studentsAo test scores before and after the use of the module.
The hypotheses in the paired sample t-test for this research and development study were as follows:
ya0 : There is no significant difference in studentsAo metacognitive skills before and after using the ERP-based science module.
yayca : There is a significant difference in studentsAo metacognitive skills before and after using the ERP-based science Meanwhile, the N-Gain test is conducted to measure the magnitude of improvement in studentsAo between pretest and posttest.
The data obtained from the pretest and posttest will be analyzed using the N-Gain The N-Gain score categories are presented in Table 1.
Table 1.
N-Gain score categories N-Gain Score 70 O g O 1.
30 O g O 0.
00 O g O 0.
The practicality of the module was analyzed based on student response questionnaires regarding the Interpretation/Category High Medium Low use of the module in learning, calculated using the following ycNycuycycayco ycIycaycuycyce ycCycaycycaycnycuyceycc Practicality Percentage= ycAycaycuycnycoycyco ycEycuycycycnycaycoyce ycIycaycuycyce y 100% RESULTS AND DISCUSSION Module Validity The validity of the science module was determined based on the results of validation conducted by expert validators.
In this study, the validators consisted of two lecturers from Universitas Tidar and three science teachers from SMP Negeri 5 Magelang.
Expert validation was conducted to obtain assessments of the developed science module in order to improve its quality before implementation with The aspects evaluated Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
presentation, language, and module A summary of the validation results is presented in Table 2.
Table 2.
Expert validation results of the module Aspect Content Feasibility Presentation Feasibility Language Feasibility Design Feasibility Average Based on Table 2, the average VAiken score is above 0.
8, which can be interpreted as Auvalid.
Ay Therefore, the ERP-based module is considered suitable for implementation in learning, with improvements made in accordance with the suggestions and feedback provided by the expert The content feasibility aspect obtained an average score categorized as valid.
This result indicates that the material in the module aligns with the basic competencies and learning outcomes .
The module aimed at demonstrates good content validity systematically and is consistent with the learning objectives .
The presentation feasibility aspect obtained an average score categorized as valid.
states that a well-presented module can enhance studentsAo interest in reading and facilitate their understanding of the material contained in the module.
The language feasibility aspect obtained an average score categorized as valid.
According to .
, the use of proper and communicative language can support instructional materials to be easily understood by students, ensuring that the content of the module is effectively conveyed to its readers.
V Aiken Score
0,83
0,85
0,86
0,86
0,85
Category Valid Valid Valid Valid Valid The design feasibility aspect obtained an average score categorized as valid.
According to .
, modules should incorporate principles of visual hierarchy to stimulate student understanding the material presented.
Modules with appropriate design and color selection can effectively motivate students and enhance the appeal of learning.
Module Effectiveness The effectiveness of the ERPbased science module was tested using a one-group pretest-posttest design.
The test instruments and the Metacognitive Awareness Inventory (MAI) questionnaires administered as pretest and posttest to measure studentsAo metacognitive skills had previously been validated and tested for reliability.
The effectiveness of the module was assessed using prerequisite tests, namely the normality test, followed by hypothesis testing consisting of a paired sample T-test and N-gain The conducted normality test indicated that both the pretest and posttest data, obtained from the test instruments and MAI questionnaires, were normally distributed.
A summary of the normality test, paired sample Ttest, and N-gain results is presented in Table 3.
Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
Table 3.
Summary of normality test, paired sample t-test, and n-gain analysis Test
Result
Test
Pretest
Posttest
0,230
0,122
MAI Questionnaire Pretest
Posttest
0,093
0,094
Paired sample T-test Tes MAI Questionnaire 0,00 0,00 N-Gain Tes MAI Questionnaire 0,72 0,65 Normality N-Gain Based on the results of the paired sample T-Test, a significance score .
00 < 0.
05 was obtained, indicating that yayca is accepted and ya0 is This means that there is a significant difference in studentsAo metacognitive skill scores before and after using the ERP-based science learning module.
The analysis to determine the effectiveness of the learning module was conducted using the N-gain scores from pretest and posttest data.
Based on the N-gain calculation, the test instrument yielded a score of 0.
indicating a high category, while the MAI obtained a score of 0.
65, indicating a medium category.
This demonstrates that the use of the ERP-based science learning module can enhance studentsAo metacognitive skills.
The N-gain scores for each metacognitive skill indicator from the test instrument data are presented in Figure 1.
Planning Monitoring Evaluation Figure 1.
N-Gain scores for each metacognitive skill indicator StudentsAo metacognitive skills improved across three indicators:
planning, monitoring, and evaluation.
Based on Figure 1, the N-gain score for the planning indicator is 0.
categorized as moderate improvement.
Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
This increase demonstrates that students possess the ability to plan effectively when completing assigned Students with strong planning skills are capable of developing learning plans to achieve learning objectives .
The engage phase in the ERP model corresponds to the planning indicator, as this stage aims to capture studentsAo attention on the topic, stimulate curiosity, and encourage initial planning of learning strategies.
The learning module incorporates the engage phase, requiring students to independently analyze presented phenomena so they can identify problems and determine strategies to solve the given tasks.
The ability to design learning strategies is a core component of the planning dimension.
This aligns with .
, which states that students can acquire and understand relevant information and objectives from the presented problems.
accurate information and clear objectives, students can determine appropriate strategies to solve the problems effectively.
The achieved an average N-gain score of 81, indicating a high level of This demonstrates that students are able to engage in self-questioning to recall necessary information and determine the steps needed to solve problems, thereby effectively monitoring their own learning processes.
StudentsAo ability to recognize difficulties and adjust their learning strategies also improved .
The research phase in the ERP model corresponds to the monitoring indicator, as students are required at this stage to formulate hypotheses that aid in problem This process trains students to become aware of their level of understanding, enabling them to determine appropriate steps or strategies to solve the problems .
Additionally, the research phase investigations, where experiments are performed in accordance with the content of the module to acquire the knowledge necessary to address the previously posed problems.
The N-gain score for the evaluation indicator is 0.
65, indicating a moderate level of improvement.
This increase shows that students are beginning to habitually ask themselves how well they have completed the assigned tasks.
The present phase in the ERP model is associated with the evaluation indicator.
In this phase, students are required to create concept maps and present the results of their investigations, enabling them to assess their learning outcomes and the effectiveness of the strategies applied.
This stage demands that students communicate their learning outcomes and reflect on the efficiency of the learning process.
Through the present phase, students can evaluate both the process and the results of their learning, determine whether the learning objectives have been achieved, and identify improvement strategies for subsequent learning According to .
, students examine the alignment between the information they know and the methods or steps used to complete the This indicator plays a critical role in learning to enhance overall learning quality .
Module Practicality This test was conducted to determine the practicality of the Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
The measurement of the practicality of the learning module was obtained from a questionnaire completed by students as users of the science module in the learning process.
The user response questionnaire Table 4.
Practicality test results Aspect Content Presentation Language Average consisted of 14 statements covering aspects of content, presentation, and The results of the analysis of the module practicality percentage by students are presented in Table 4.
Percentage 82,4% 85,8% 85,8% 84,7% The practicality of the ERP-based science learning module to enhance studentsAo metacognitive skills yielded a percentage score of 84.
7%, indicating that the module falls into the Auvery practicalAy category for use in learning The content aspect received a percentage score of 82.
4% and was categorized as very practical.
This result is attributed to the presence of clear instructions for using the module, well-explained material that facilitates student understanding, support for independent learning, and assistance in achieving learning objectives.
indicates that a learning module based metacognitive-oriented instructional model, developed with a logical and structured content framework, can effectively enhance studentsAo understanding and problemsolving skills.
The presentation aspect received a percentage score of 85.
categorizing it as very practical.
This outcome is due to the learning activities described in the module being perceived as engaging by the students, the sequential and systematic Category Very Practical Very Practical Very Practical Very Practical presentation of the material facilitating comprehension, the clear and attractive illustrations aiding understanding, and the use of visually appealing and legible fonts.
An engaging module presentation can motivate students to read, facilitate information acquisition, and help maintain the readerAos attention without causing boredom .
The language aspect received the same percentage as the presentation aspect, 85.
8%, classifying it as very This result occurred because students found it easy to understand the language used in the module, the use of comprehension of the moduleAos content, and the terminology or words employed were easy to understand.
Communicative language can assist students in grasping the material effectively .
The limitation of this study lies in its use of a one-group pretestAeposttest design, which means that the studentsAo metacognitive skills cannot be directly compared with learning without the ERP-based module.
Future research could be conducted using a quasiexperimental design with a control group so that the effects of the ERP- Najwa Salsabila Rondias.
Riva Ismawati.
Ahmad Muhlisin Development of an Science Learning Module Based on The ERP (Engage.
Research, and Presen.
Learning Model To Enhance StudentsAo Metacognitive Skills Jurnal Pendidikan Matematika dan IPA Vol.
No.
based module can be compared more CONCLUSION This study produced an ERPbased science learning module that is valid, effective, and practical for enhancing middle school studentsAo metacognitive skills.
The developed module was proven to significantly improve studentsAo metacognitive skills, achieving a high level of improvement, and received positive responses from the students.
This research provides an innovative ERPbased instructional resource that systematically trains students in planning, monitoring, and evaluating their learning, thereby supporting more independent and meaningful science learning.
REFERENCES