Email this article Integrating Potential Local Coffee into Project Based Science Module to Enhance Students’ Critical Thinking Skills
Critical thinking is one of the essential competencies required in 21st century science education. However, the critical thinking skills of junior high school students in Indonesia remain relatively low due to the limited availability of contextual learning resources that actively engage students in authentic problem. This study aimed to develop and evaluate the effectiveness of a project-based science learning module that integrates local coffee resources through the production of coffee aromatherapy candles to enhance seventh-grade students’ critical thinking skills. The study employed the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) development model and involved 30 seventh grade students from Class VII C at SMP Negeri 1 Panti, Jember. The developed module was validated by two science teachers and one science education lecturer. The results indicated that the module achieved a validity score of 90.93% (valid category) and a practicality score of 79% (practical category). Its effectiveness was demonstrated by a moderate N-gain score of 0.68, with students’ average scores improving from 39.67 on the pretest to 80.80 on the posttest. Furthermore, students showed highly positive responses toward the module, with an average response score of 86.7%. These findings indicate that the project-based science learning module integrating local coffee resources is valid, practical, and effective in fostering junior high school students’ critical thinking skills while providing meaningful contextual science learning experiences.
Keywords: project-based learning module, critical thinking skills, coffee aromatherapy candle.
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