METASINTESIS: PENGGUNAAN E-MODULE MATERI BIOLOGI DALAM PENINGKATAN KETERAMPILAN BERPIKIR KREATIF

Nanah Amanah; Zaenal  Abidin

doi:10.51878/edutech.v6i1.8697

Authors

Nanah Amanah Pendidikan Biologi, Sekolah Pascasarjana, Universitas Kuningan
Zaenal Abidin Pendidikan Biologi, Sekolah Pascasarjana, Universitas Kuningan

DOI:

https://doi.org/10.51878/edutech.v6i1.8697

Keywords:

e-module, biologi, berpikir kreatif

Abstract

The increased integration of digital learning resources has made e-modules a promising teaching material in biology education to support 21st-century skills, particularly creative thinking. Although many empirical studies report good results, the existing evidence is still fragmented and lacks an integrative understanding of how e-modules function in various contexts. This study uses a qualitative meta-synthesis approach to integrate findings from eight articles that have been reviewed and published between 2022 and 2025. This synthesis follows four stages, namely identification, screening, eligibility, and inclusion. The selected studies examined the use of biology e-modules at various levels of education and their function in learning. The data were analyzed qualitatively and interpretively to identify the use of biology e-modules at different educational levels and their function in learning. The findings show that most studies were conducted at the high school level (62.5%), followed by college (25%) and junior high school (12.5%). Electronic modules were mostly used as a combination of learning materials and media (62.5%). Studies that integrated project-based learning, STEM approaches, and metacognitive scaffolding consistently supported students' creative thinking through idea exploration, flexibility, and elaboration, although challenges related to technology access and teacher readiness were also identified. This meta-synthesis shows that biology e-modules have great potential to enhance students' creative thinking skills when designed as interactive and pedagogically integrated learning resources. By revealing mechanisms and contextual factors beyond quantitative results, this study provides implications for instructional design and further research on digital learning in biology education.

ABSTRAK
Peningkatan integrasi sumber belajar digital telah membuat e-modul sebagai bahan ajar yang menjanjikan dalam pendidikan biologi untuk mendukung keterampilan abad ke-21, khususnya berpikir kreatif. Meskipun banyak studi empiris melaporkan hasil yang baik, bukti yang ada masih terfragmentasi dan kurang memiliki pemahaman integratif tentang bagaimana e-modul berfungsi di berbagai konteks. Studi ini menggunakan pendekatan metasintesis kualitatif untuk mengintegrasikan temuan dari delapan artikel yang telah direview dan diterbitkan antara tahun 2022 dan 2025. Sintesis ini mengikuti empat tahap yaitu identifikasi, penyaringan, kelayakan, dan inklusi. Studi yang dipilih meneliti penggunaan e-modul biologi di berbagai jenjang pendidikan dan fungsi dalam pembelajaran. Data dianalisis secara kualitatif dan interpretatif untuk mengidentifikasi penggunaan e-module materi biologi pada jenjang pendidikan dan fungsi dalam pembelajaran. Temuan menunjukkan bahwa sebagian besar studi dilakukan pada tingkat sekolah menengah atas (62,5%), diikuti oleh perguruan tinggi (25%) dan sekolah menengah pertama (12,5%). Modul elektronik sebagian besar digunakan sebagai kombinasi antara bahan dan media pembelajaran (62,5%). Studi yang mengintegrasikan pembelajaran berbasis proyek, pendekatan STEM, dan scaffolding metakognitif secara konsisten mendukung pemikiran kreatif siswa melalui eksplorasi ide, fleksibilitas, dan elaborasi, meskipun tantangan terkait akses teknologi dan kesiapan guru juga diidentifikasi. Metasintesis ini menunjukkan bahwa e-modul biologi memiliki potensi besar untuk meningkatkan keterampilan berpikir kreatif siswa ketika dirancang sebagai sumber belajar interaktif dan terintegrasi secara pedagogis. Dengan mengungkap mekanisme dan faktor kontekstual di luar hasil kuantitatif, studi ini memberikan implikasi untuk desain instruksional dan penelitian selanjutnta tentang pembelajaran digital dalam pendidikan biologi.

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