CD Skripsi

pengembangan modul fisika berbasis multi representasi untuk meningkatkan pemahaman konsep dan sikap ilmiah peserta didik pada materi suhu dan kalor

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Survey results of needs analysis indicate that there are various problems and difficulties in learning physics. Topics such as temperature and heat are considered difficult for students to understand. Conceptual understanding has not been fully optimized in the learning process. Only 23% of 50 students at MAS Islamiyah Gunung Raya frequently and effectively express physics concepts in their own words. Moreover, students' scientific attitudes remain suboptimal in physics learning. Only 36% of 50 students at MAS Islamiyah Gunung Raya exhibit high or very high scientific attitudes. Previous studies suggest that physics modules and multi-representation models can enhance students' conceptual understanding and scientific attitudes. Therefore, a physics module based on multi-representation for temperature and heat is needed in the physics learning process.
This study aims to describe the development of a physics module, obtain a feasible and practical module for physics learning, and describe students' conceptual understanding and scientific attitudes after applying the module in the learning process. The benefits of this research include: improving students' conceptual understanding and scientific attitudes, providing a physics module as an alternative for teachers and schools to enhance physics education, and serving as a reference for other researchers in improving the quality of science education, particularly in physics.
This study employs a combination of development and experimental research. The development follows the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The module is validated by three validators using validity assessment sheets and tested for practicality by three teachers and 20 students using practicality assessment sheets. The experimental design used is a quasi-experiment with a nonequivalent control group design. The study population includes all 11th-grade science students at MAS Islamiyah Gunung Raya, with two sample groups: the experimental class and the control class. The experimental class received treatment by using physics module based on the multi-representation on temperature and heat, while the control class was taught using standard printed textbooks. After the material was taught, students were given a conceptual understanding test and a scientific attitude questionnaire. The research data, obtained from post-test results, were analyzed quantitatively and presented in graphs to assess students' conceptual understanding and scientific attitudes. Differences between the experimental and control classes were analyzed using an independent t-test.
The research findings indicate that the physics module based on multi-representation on temperature and heat is deemed feasible by validators, with an average validation score of 0,93 for content aspects, 0,89 for pedagogical aspects, and 0,89 for media aspects. Teachers as practitioners stated that the physics module is highly practical for physics learning, with an average score of 3.76 (very practical). Students also found the module highly practical, with an average score of 3.70 (very practical). Descriptive analysis shows that the experimental class
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achieved higher average scores in conceptual understanding and scientific attitudes than the control class. Inferential analysis using an independent t-test indicates a significance value (Sig. 2-tailed) < 0.05, confirming a significant difference in conceptual understanding and scientific attitudes between the control class (which used conventional learning resources) and the experimental class (which used the multi-representation-based physics module on temperature and heat).
Based on the research findings, it can be concluded that physics module based on the multi-representation on temperature and heat was developed following the ADDIE instructional design model. The validity and practicality tests confirm that the physics module is feasible and practical. Field test results also demonstrate that the physics module is effective in enhancing students' conceptual understanding and scientific attitudes. The physics module based on multi- representation on temperature and heat is expected to serve as a reference for teaching and learning activities in schools, contributing to improved physics education quality and serving as a reference for future research.
Keywords: Development, Physics Module, Multi-Representation, Conceptual Understanding, Scientific Attitudes.

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

2310246896

Penerbit

Pekanbaru : Universitas Riau – PASCA – Magister Pendidikan Fisika., 2025

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

2310246896

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

Magister Pendidikan Fisika

Info Detail Spesifik

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Pernyataan Tanggungjawab

Rahmat

Versi lain/terkait

Lampiran Berkas

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