Pengembangan E-modul Berbasis Cognitive Load Theory dalam Pembelajaran IPA untuk Meningkatkan Keterampilan Berpikir Kritis Siswa SMP

Abstract

Critical thinking skills are essential competencies in science education; however, these skills remain relatively low among junior high school students, partly due to instructional materials that fail to manage cognitive load optimally, leading to significant difficulties in grasping abstract and complex scientific concepts. This study aims to develop a specialized e-module based on Cognitive Load Theory and to systematically assess its validity, practicality, and effectiveness in enhancing students' critical thinking skills. Employing the ADDIE developmental research model comprising Analysis, Design, Development, Implementation, and Evaluation stages the study involved seventh-grade students at Sekolah Indonesia Kuala Lumpur as the primary research subjects, focusing on the fundamental topic of Motion and Force. Data were rigorously collected through expert validation, observation of learning implementation, post-test assessments of critical thinking, and student response questionnaires. The results show that the developed e-module is categorized as highly valid and highly practical for classroom use. Furthermore, its effectiveness is clearly evidenced by high-category average post-test scores and highly positive student responses regarding the digital learning experience. Consequently, it can be concluded that the Cognitive Load Theory-based e-module is a feasible, practical, and effective pedagogical tool for improving the critical thinking skills of junior high school students in science learning.