The Practicality of the Physics Module Based on the PjBL Model with a Portfolio Assessment to Improve Students’ Critical Thinking Skills

21st Century Learning demands that students can think critically, communicate, and have scientific literacy. Efforts made by the Indonesian government to meet these demands are to perfect the 2013 curriculum, which focuses on 4C skills and HOTS students. There are several obstacles in the learning process at school, namely the lack of students’ critical thinking skills in solving problems. The lack of students’ critical thinking skills is because few learning materials are available to help students develop their critical thinking abilities. Learning models haven’t focused on teaching students how to think critically. This project’s goal is to create a physics module using the PjBL model with portfolio assessment to enhance practical critical thinking abilities. The type of research is descriptive research using the Plomp model. The development method in this study is limited to the one-to-one evaluation stage, which is in the development stage, functions to see the practicality of the modules made. The practicality test was carried out after the self-evaluation and expert review stages were previously carried out. Three students in class XI MIPA and two physics professors from class XI at SMA N 8 Mandau participated in the one-on-one practicality test. The data collection instrument was the practicality test sheet. Based on data, the product practicality by the teacher is 94.08% (efficient) and by students 88.9% (efficient). Therefore, it can be concluded that Physics modules are practical, attractive, and efficient learning and benefit teachers and students. This module can be utilized as a learning tool to aid students in honing their critical thinking skills while learning physics, as required by the 2013 curriculum.


Introduction
In the 21st century, there is fast development in education, namely the use of technology and science in various facets of life.Especially in the learning process at school, students must dominate multiple skills to compete with the advancement in education and the times.21st-century skills are competencies that must be given to students to compete against the issue of globalism [1].
The curriculum was improved by the Indonesian government to raise the standard of education and the means to face the needs of the twenty-first century.The curriculum currently used in schools is the 2013 curriculum.Characteristics from the 2013 curriculum are employing learning resources while juggling the growth of spiritual and social attitudes and curiosity, creativity, and cooperation to increase knowledge and use the experience to improve skills [2] [3].Thus, the knowledge, skills, and attitude competencies can be developed through the 2013 curriculum [4].Students may possess communication, collaboration, critical thinking, and creativity (4C) skills, and HOTS (Higher Order Thinking Skill) is one of the goals of the 2013 curriculum.Mastery of 4C skills is essential because 4C skills are soft skills that are more useful in their implementation in everyday life.To achieve 4C skills in students, the learning process must be student-centered so that students have innovation, creativity, and teamwork.Students must therefore possess a high level of critical thinking skills (higher-order thinking).
Several factors influence the learning process, one of which is teaching materials.To make studying enjoyable and increase students' enthusiasm for learning, using appropriate teaching materials following students' times and conditions is necessary, one of which is using modules.Modules are printed teaching materials systematically set out and in detail with easy-to-understand language according to the level of student knowledge.They can be used as independent study materials with minimal guidance from the teacher [5].Modules are teaching materials that can train students in increasing activity, and students can understand the material being studied [6].Students in independent learning can use the module because the use of the module does not depend on other parties [7].
An appropriate learning model is needed for students to understand the material's meaning.Student creativity can be trained using a project-basedalearning (PjBL) model [8].PjBL is abstrategy of learning that puts students in actual scenarios to accomplish goals to develop their higher-order thinking abilities [9].Students can actively learn by applying a PjBL model, which affects student learning results in creativity [10].By encouraging students to solve problems and engage in worthwhile activities, PjBL models can help students gain independence, expand their knowledge, and learn from practical experiences [11].
At the learning assessment stage, teachers need an assessment instrument, namely an authentic assessment, to be able to evaluate student learning.One of the assessments that can be applied to assess project-based learning, especially Physics learning, is a portfolio assessment that can show aspects of students' knowledge, attitude, and skills in the learning process.PjBL teaching materials with portfolio assessments can also improve students' scientific skills through project creation [8].
It is not the expected optimal conditions based on the field conditions.Through the results of preliminary research by conducting observations at school and interviews with teachers, the researcher saw that the learning resources used by students were printed books, and students were less interested in studying these printed books.The teacher also provides self-designed modules, but these modules do not contain learning activities that direct students to be active in learning.Some teaching materials used in education have an average value of the project-based learning component with a value of 2.15 in the low category [12].
Second, teachers still use direct instruction learning models and rarely use project-based learning models because they adapt to the material.It is still challenging for teachers to instruct pupils to complete projects based on fundamental abilities when using the PjBL model.During the implementation process, problems such as intensive material, short time, inadequate use of laboratories, and inadequate teaching materials were found.From these several things, students' critical thinking skills are still low because students still cannot identify a learning concept.One of the ways to improve students' critical thinking skills is by conducting experiments or doing projects, but some books are not equipped with experiments.Third, in the absence of authentic assessment instruments for students, teachers only use assessments provided by schools.Hence, teachers still find conducting assessments in the learning process challenging.
Observation data conducted at SMA N 8 Mandau found that the results of students' daily tests in physics were the lowest, with an average of 61.2 in kinetic gas theory material, thus indicating that the student's score was still below the specified KKM.In this material, students' critical thinking skills are also low.Therefore, learning media is needed that can improve students' critical thinking skills.
From these several things, students need learning resources that students can use both at school and at home without having to involve the teacher.Students also need more complete learning media to clarify the material conveyed by the teacher during the continuous learning process to make the material easier to understand.The solution to this problem is to create a Physics module based on the PjBL with a portfolio assessment.Doing Physics modules has several advantages.First, there is a weakness in learning using modules; namely, making lesson plans challenging because each student can complete the module at different times depending on their speed and ability.So that researchers provide a solution by doing a physics project-based learning module, which includes structured learning activities, and every action carried out by students is regulated by scheduling.Second, modules will make it easier for students to understand the concepts of physics lessons and can direct students to learn actively.Third, it can improve students' critical thinking skills and activeness in learning and make them know independently.Fourth, it can support learning Physics in schools for the better.Fifth, assist teachers in conducting authentic assessments.Researchers are interested in running this research based on the solutions described for these problems.This research aims to create a Physics module based on the PjBL Model with a portfolio assessment to improve practical critical thinking skills.

Methods
The type of research is descriptive research, which aims to develop and produce products in the form of materials, media, tools, or learning strategies used to test a theory [13].This research refers to the step of development by development proposed by Plomp (2010).The research method used is limited to the one-to-one evaluation stage.The steps of this development model consist of three stages, namely: 1) the preliminary research phase, specifically, by performing a requirements analysis and reading the literature; 2) the development stage is the design stage which aims to improve and refine what was stated in the preliminary research, which consists of a prototype design and formative evaluation and revision of the prototype, and 3) the assessment phase is an activity to evaluate actual practicality, carry out continuous relevance and meet predetermined specifications.
A formative evaluation was carried out at this study stage, which included self-evaluation, expert review, one-on-one evaluation, small groups, and field tests.Figure 1 depicts the formative assessment design process.(Tessmer: 1998) [14] The data described in the article are actual outcomes from one-to-one interactions.A practicality sheet is a tool used by teachers and students to collect data, consisting of four aspects of assessment: ease of use, attractiveness, efficiency, and benefits for teachers and students.Practicality sheets were given to two physics teachers in class XI and three students from class XI at SMAN 8 Mandau.The goal of this is to get feedback or a judgment on how useful the created product is.

Figure 1. Formative Evaluation
The data from the practicality sheet checklist collected using a Likert scale were used to create the practicality test assessment questionnaire, as shown in Table 1.

Expert review
On-to-one evaluation Field test

Revise
The following data calculations were employed in the Likert scale data analysis: The practicality assessment is determined based on the score interpretation criteria, as shown in Table 2.

Results and Discussion
A. Product Specification The preliminary research stage's analysis findings, namely through needs analysis and literature assessment, were used to design the prototype so that information was obtained.A physics module based on the PjBL model with a portfolio assessment must be developed to improve critical thinking skills.The physics module's design was made by researchers, as shown below.
1) The initial part of the module contains the cover, introduction, table of contents, concept map, instructions for using the module, core competencies, and essential competencies. Learning objectives describe the achievement of three aspects of competence: the knowledge, skills, and attitudes students obtain in learning activities. The primary material contains material that students will study. The key material that the students will study is explained in the material's description. The summary contains a summary of the material description. Work activities include the project-based learning models' syntax, which students use to create projects connecting to the subject matter.

) Practical Test According to Teacher
The practicality test was carried out during the prototype phase.The teacher reported that two physics teachers for class XI at SMA N 8 Mandau assisted with the practical test for the physics module.The practicality test sheet by the teacher consists of four aspects, which are 1) ease of use, 2) attractiveness, 3) efficiency, and 4) benefits for teachers.The four aspects consist of several assessment indicators.The assessment of each indicator is in the form of a score from 1 to 4. Practicality analysis is carried out using a Likert scale which is analyzed using the percentage formula.
The results of the one-to-one practical test analysis plot according to the teacher can be seen in Figure 5 below.

Figure 5.
The results practicality of the module, in the teacher's opinion Figure 5 explains the results practicality assessment of the module for teachers obtained for each assessment aspect.The aspect of convenience obtained a practical value of 91.7% with efficient criteria, the attractiveness aspect obtained a practicality value of 93.8% with efficient criteria, the efficiency aspect obtained a practicality value of 95% with efficient criteria, and the aspects of benefits for teachers received practicality value of 95.8% with efficient criteria.From these four aspects, information can be obtained that the physics module is efficient to use according to the teacher, with an average value of 94.075% in the efficient category.
PjBL physics modules equipped with portfolio assessments can provide convenience for teachers in delivering material to students, assist teachers in conducting authentic assessments and provide efficiency in learning time.Project-based learning-based teaching materials complement a portfolio assessment focusing on the assessment process, from preparation and implementation to the final student learning outcomes [8].The portfolio assessment in the module can make it easier for teachers to make authentic assessments of students.The module contains learning activities that are more flexible because they can be adapted to the different abilities of students [17].By using this module, teachers can easily direct students in doing projects because the module contains instructions and steps that are easy for students to follow without needing direction from the teacher.The teacher also conducts a thorough assessment of students.

2) Practical Test According to Students
The physics module based on PjBL is equipped with a portfolio assessment and a practical test according to students.Three students from class XI MIPA at SMA N 8 Mandau, each with a distinct level of ability, took the practicality test for the physics module, which is low, medium, and high.Figure 6 below shows the findings of the one-to-one practical test analysis plot as reported by the students.Based on Figure 6, the practical assessment results for students are obtained for each aspect of the assessment.The convenience aspect obtained a practical value of 88.9% with efficient criteria, the attractiveness aspect obtained a practicality value of 91.7% with efficient criteria, the efficiency aspect obtained a practicality value of 83.3% with efficient criteria, and the benefits aspect for students obtained a practical value of 91.7% with efficient criteria.From these four aspects, it can be obtained that the physics module is efficient to use, according to students with an average score of 88.9%.This shows that the physics module based on a PjBL with portfolio assessment is efficient for students to use in learning.
Based on the practicality test findings, students can use this module as a learning resource to study at school or independently.The purpose of compiling the module is that students can learn independently, measure their understanding of the material, practice honesty, and perform the facilitatory function of the teacher [18].Using this module can make learning more enjoyable by helping students actively discuss and express opinions through the work activities contained in the module and by working on projects in learning.A module can make learning more attractive by helping students actively discuss and express opinions through the work activities contained in the module and by doing projects in learning.By learning through project-making, students can have high-level abilities and good creativity because they are directed in understanding to be active from the planning stage to the evaluation stage [19].The module also improves the student's critical thinking skills because the module contains questions that contain critical thinking indicators.By using teaching materials containing portfolio assessments, students can find their strengths and weaknesses in learning to overcome the shortcomings they found [8].
This research is not easy to get perfect results because of limitations in the study.When conducting the research, there were various limitations.Namely, the modules were still limited to one material for class XI semester 1, the kinetic theory of gases.The research stages only reached the stage of product practicality for teachers and students in one school.This is due to the limited research time.The researcher hopes that further researchers can develop modules based on all the material from each chapter so that it is possible to do projects on class XI material both in semester one and semester two to produce a complete physics module.And so that in the future, this physics module will carry out practicality tests in several schools and test its effectiveness so that the scope and quality of the module will be better.

Conclusion
This research has produced a physics module based on PjBL equipped with a portfolio assessment that meets practical criteria.The physics module is designed to contain material on the kinetic theory of gases.The practicality aspect evaluation of the teacher obtained a score of 94.075% and met the convenience category.The modules simplified the teaching process and made it simpler for teachers to evaluate students and provide efficiency in learning time.The assessment of the practicality aspect of students obtained a score of 88.9% and met the convenience category.The modules offered students advantages in the learning process, ease of use, comfort in learning activities, and attractiveness.This module can be used as a learning tool to develop students' physics-related critical thinking abilities as required by the 2013 curriculum.

Figure 2 .
Figure 2. Physics Module Cover Design

Figure 3 .
Figure 3. Work Activities on the Module  Self-test, containing critical thinking questions and HOTS related to learning materials. The answer key contains the key from the self-test that students can use to evaluate independently. Feedback contains instructions regarding learning activities that have been carried out and further actions to be carried out by students.1) The final part of the module consists of a portfolio assessment rubric containing aspects of knowledge, attitudes, and skills and project-based learning assessment indicators that students and teachers can fill in to evaluate learning.

Figure 4 .
Figure 4. Portfolio Assessment in Module B. Practicality Test Results (One-to-One) 1) Practical Test According to TeacherThe practicality test was carried out during the prototype phase.The teacher reported that two physics teachers for class XI at SMA N 8 Mandau assisted with the practical test for the physics module.The practicality test sheet by the teacher consists of four aspects, which are 1) ease of use, 2) attractiveness, 3) efficiency, and 4) benefits for teachers.The four aspects consist of several assessment indicators.The assessment of each indicator is in the form of a score from 1 to 4. Practicality analysis is carried out using a Likert scale which is analyzed using the percentage formula.The results of the one-to-one practical test analysis plot according to the teacher can be seen in Figure5below.

Figure 6 .
Figure 6.Practical Results of Modules According to Students

Table 2 .
Product Practicality Category