A comprehensive study on the effectiveness of Problem-Based Learning e-modules in improving creative thinking and reducing misconceptions in ecology education
Ecology is one of the most complex topics in the high school biology curriculum. Concepts such as energy flow, food webs, population dynamics, and ecosystem interactions require deep understanding beyond mere memorization. However, in practice, many students fall into persistent misconceptions—scientific misunderstandings that are difficult to correct—while their creative thinking abilities are not optimally developed 1 .
In the 21st century, creative thinking skills have become crucial competencies that determine students' readiness to face global environmental challenges 1 .
In this context, Problem-Based Learning (PBL) e-modules emerge as a promising breakthrough. Recent research shows that integrating PBL strategies in digital formats not only makes ecology learning more engaging but also effectively addresses the root causes of misconceptions while fostering students' creative thinking abilities.
Essential 21st century skill for solving complex ecological problems
Persistent scientific misunderstandings that hinder learning
Digital learning tools that address both challenges effectively
In the science domain, creative thinking goes beyond merely generating original ideas. This concept includes four measurable dimensions developed by Munandar 3 :
Misconceptions are not merely ignorance, but understanding of concepts that do not align with established scientific explanations. In ecology, misconceptions often arise in abstract topics such as biogeochemical cycles, population regulation, and predation relationships.
Many students believe that in food chains, energy is recycled rather than transformed—a concept that is completely scientifically incorrect.
Such misconceptions are very persistent because they often feel "logical" to lay thinking, thus requiring special learning approaches to correct them.
PBL-based e-modules are digital learning materials that organize content, activities, and evaluation around contextual problems as learning drivers. Unlike conventional modules that place theory first, PBL e-modules place real-world problems as the starting point of learning, encouraging students to construct their own knowledge through inquiry processes.
The mechanism of PBL e-modules in training creative thinking and reducing misconceptions works through three main processes: cognitive confrontation, immediate feedback, and multimodal engagement.
Research by Anggraini and Trimulyono 1 reveals the optimal structure of PBL e-modules consisting of:
Presentation of contextual ecological problem scenarios
Visual stimuli (video/animation) about ecological problems
Presentation of theoretical concepts needed to solve problems
Guidance for independent investigation and virtual experiments
Guidance for presentation and communication of findings
Formative exercises to strengthen understanding
An in-depth study was conducted at SMA Negeri 6 Surakarta on ecology material to test the effectiveness of PBL-based e-modules 3 . This study used a classroom action research design with two cycles, involving 30 students of class X MIPA 3.
This study used various data collection instruments:
Open-ended essays with assessment rubrics for four creativity dimensions
Two-tier test with Certainty of Response Index (CRI) to distinguish ignorance from misconceptions
Structured notes on student engagement and learning processes
In-depth exploration of changes in conceptual understanding
Implementation of PBL-based e-modules showed a significant impact on improving all dimensions of creative thinking. The following data summarizes the progress achieved after two implementation cycles:
| Creative Thinking Dimension | Improvement (%) |
|---|---|
| Fluency | 24.68% |
| Flexibility | 34.17% |
| Originality | 50.00% |
| Elaboration | 21.67% |
Key Finding: The highest improvement occurred in the originality dimension, showing that PBL e-modules are particularly effective in encouraging students to think outside conventional frameworks and propose unique solutions to ecological problems.
On the other hand, PBL e-modules also proved effective in reducing misconceptions in key ecology concepts. The most significant reduction occurred in population concepts and the application of ecology in the Salingtemas (Science, Environment, Technology, and Society) context:
| Ecology Concept | Misconception Reduction | Final Misconception Level |
|---|---|---|
| Population | 43.42% | Medium |
| Community | 32.78% | Low |
| Food Webs | 20.60% | Medium |
| Salingtemas Concept | 47.92% | Low |
Another study by Anggraini and Trimulyono 1 confirmed these findings with more measurable results. Their PBL-based e-modules achieved:
Based on expert assessment
Based on learning implementation
For critical thinking ability
| Parameter | Experimental Class (PBL E-Module) | Control Class (Conventional Learning) |
|---|---|---|
| Average Pretest Score | 45.2 | 44.8 |
| Average Posttest Score | 82.6 | 65.3 |
| Improvement | 37.4 points | 20.5 points |
| Percentage of Misconception Reduction | 21.1% | 8.7% |
For educators interested in developing PBL-based e-modules, here are the essential components that need to be prepared:
| Component | Function | Example in Ecology Material |
|---|---|---|
| Authentic Problem Scenarios | Trigger curiosity and student engagement | Case of algae population explosion in lakes due to eutrophication |
| Multimodal Learning Resources | Provide access to theoretical concepts | Video animation of energy flow, infographics of ecological pyramids |
| Investigation Guides | Guide systematic scientific investigation | Online population density data analysis protocols |
| Digital Collaboration Tools | Facilitate group work | Discussion forums, group wikis for creating joint reports |
| Authentic Assessment | Measure deep understanding | Project designing solutions for degraded ecosystem restoration |
| Adaptive Feedback | Provide personal guidance | Interactive quizzes with instant discussion for each answer |
Start with small, manageable problems that students can relate to from their local environment before progressing to more complex ecological challenges.
Ensure the e-module platform is accessible on various devices and has intuitive navigation to prevent technical barriers from hindering learning.
Empirical evidence from various studies 1 3 consistently shows that PBL-based e-modules are not just an educational technology trend, but a learning paradigm transformation that is more suitable for the challenges of the 21st century.
This approach is not only effective in improving creative thinking abilities—key future competencies—but also systematically addresses the root problems of misconceptions that have long been challenges in science education.
The true essence of science education is not knowledge transfer, but the development of thinking capacity and problem-solving skills needed to build a sustainable future.