CD Disertasi

Pengembangan E-Modul Fisika Interaktif Menggunakan Articulate Storyline Untuk Meningkatkan Literasi Sains Dan Efikasi Diri

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Literacy is an important part of an educational process. Literacy is divided into six types, one of which is scientific literacy. Scientific literacy skills as measured through several international programs, such as PISA and TIMSS, show that Indonesian students' scientific literacy abilities are still at the lowest level, even having decreased from the previous period. Scientific literacy ability has a fairly close relationship with students' self-efficacy. To increase scientific literacy and self-efficacy of students, one way is to improve the quality of learning, namely by utilizing technological developments in designing good learning media. Interactive E-Modules are one of the learning media that are considered quite capable of improving scientific literacy and self-efficacy. There are various kinds of applications that can be used to create e-modules, one of which is to use the articulate storyline application. Products resulting from an articulate storyline can be used by students via a browser without installing the application again, both online and offline.
This study aims to produce an interactive physics e-module that can be used to improve students' scientific literacy and self-efficacy. The developed e-module contains Mechanical Wave material, which is used for class XI MIPA. The resulting interactive physics e-module is expected to have good validity and practicality values. Measurement of scientific literacy skills and self-efficacy is carried out after carrying out learning activities using interactive physics e-modules to determine students' abilities. This interactive physics e-module is also expected to be able to differentiate students' scientific literacy skills and self-efficacy between classes that use interactive physics e-modules and ordinary textbooks.
This interactive physics e-module development method uses the ADDIE model. The resulting e-modules were then validated by experts, and trials were carried out to determine the practicality of the interactive physics e-modules. The next step is to carry out learning activities using interactive physics e-modules to obtain research data on scientific literacy and self-efficacy. The data obtained in this study were taken from validation sheets, practicality tests, and efficacy from questionnaires given to experts, teachers and students. Meanwhile, scientific literacy data comes from evaluations using scientific literacy-oriented questions. The analysis technique used is descriptive analysis and independent sample t-test with the help of SPSS.
Based on the validity test that has been carried out by experts, it is found that for media validation it has a score of 3.23 with valid criteria, material validation has a score of 3.24 with valid criteria, and pedagogic validation has a score of 3.22 with valid criteria. Based on the practicality test conducted on the interactive physics e-module conducted by the teacher, a score of 3.50 was obtained with very practical criteria and for the practicality test conducted by students, an average score of 3.67 was obtained with very practical criteria. After carrying out
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learning activities using interactive physics e-modules in the experimental class and ordinary textbooks in the control class, evaluation and filling out questionnaires were carried out to measure students' scientific literacy and self-efficacy. For the control class, student learning outcomes in working on scientific literacy-oriented questions got an average score of 70.3 with high criteria and in the experimental class got an average score of 76.25 with high criteria. Statistical testing for scientific literacy shows sig. < 0.05. For self-efficacy, the control class got an average score of 82.39 and the experimental class got a score of 88.91. Statistical testing for self-efficacy shows sig. < 0.05. Based on the results of statistical tests, it can be concluded that the use of interactive physics e-modules can show a significant difference in students' scientific literacy skills and self-efficacy between the control class and the experimental class.
The interactive physics e-module developed using an articulate storyline can be used independently by students by utilizing a web browser and Android. Interactive physics e-module is very practical to use in learning activities. Scientific literacy skills and students' self-efficacy in the experimental class had higher results than the control class.
Keywords: Scientific Literacy, Self-Efficacy, Interactive Physics E-Module

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Ketersediaan

Informasi Detail

Judul Seri

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No. Panggil

1910246974

Penerbit

Pekanbaru : Universitas Riau – Pascasarjana – Tesis Pendidikan Fisika., 2023

Deskripsi Fisik

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Bahasa

Indonesia

ISBN/ISSN

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Klasifikasi

1910246974

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

PENDIDIKAN FISIKA

Info Detail Spesifik

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Pernyataan Tanggungjawab

FATAH

Versi lain/terkait

Lampiran Berkas

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