NEEDS ASSESSMENT FOR DEVELOPING LUMI BASED PBL TO IMPROVE JUNIOR HIGH STUDENTS’ INTEREST AND CRITICAL THINKING

Abstract

This study aims to examine the need for interactive learning media using Lumi Education in junior high schools. The research employed a descriptive quantitative approach using questionnaires distributed to three science teachers and 49 seventh-grade students. The participants consisted of science teachers and Grade VII students. The findings indicate that teachers have never implemented the Problem-Based Learning (PBL) model in science instruction, with a score of 33.3% categorized as low. In addition, teachers have never used interactive learning media based on Lumi Education, reflected by a score of 100% in the very high category (indicating complete non-use). Student enthusiasm toward science learning was also low, with a score of 33.3%, and students’ critical thinking skills were similarly classified as low at 33.3%. From the students’ perspective, teachers’ use of Lumi Education interactive media obtained a score of 65.3%, which falls into the sufficient category. Student responses to teachers’ statements during science learning reached 59.2%, also categorized as sufficient. Overall, the results show that interactive Lumi Education media are not available at SMPN 34 Pekanbaru. Therefore, the development of interactive Lumi Education media for science subjects is necessary to support students’ understanding, increase learning interest, and enhance critical thinking skills