Rajo Hasim Lubis, Siska Yulianti Br Manurung, Togi Tampubolon , Ida Wahyuni , Deo Demonta Panggabean, Johana Theresia Sinaga

A Differentiated Instruction-Oriented Physics e-Module: Development and Its Impact on Conceptual Understanding

Introduction

A differentiated instruction-oriented physics e-module: development and its impact on conceptual understanding. Developed a differentiated instruction physics e-module for high school. It boosts conceptual understanding in Work & Energy, is validated, practical, and shows significant learning gains.

Abstract

Based on observations conducted at a senior high school in Medan, the previously utilized e-module proved to be underexploited, primarily due to its limited format, comprising static text, images, and video links, which failed to accommodate the varied learning preferences of students. This misalignment contributed to low impact on learning outcomes, particularly in Work and Energy. The present study sought to design a differentiated-instruction-based e-module that is pedagogically valid, practically feasible, and demonstrably effective in fostering conceptual understanding. Employing a Research and Development (R&D) framework grounded in the 4-D model (Define, Design, Develop, Disseminate), data were gathered through expert validation instruments, response questionnaires, and achievement tests. Subject matter experts rated the module highly valid, while media specialists deemed it moderately valid. Teacher feedback and field trials affirmed its practical applicability. N-gain analysis of pretest–posttest results indicated substantial learning gains. The findings underscore the module’s efficacy and pedagogical value in delivering structured, engaging, and accessible instruction.

Review

The paper "A Differentiated Instruction-Oriented Physics e-Module: Development and Its Impact on Conceptual Understanding" addresses a pertinent issue in contemporary education: the underutilization and limited effectiveness of existing e-learning materials. The authors clearly articulate a problem observed in a senior high school in Medan, where a conventional e-module failed to accommodate diverse learning preferences, leading to poor learning outcomes in physics, specifically regarding Work and Energy concepts. The study's commendable objective was to develop and evaluate a novel e-module incorporating differentiated instruction principles, aiming for pedagogical validity, practical feasibility, and demonstrable effectiveness in enhancing conceptual understanding. The research employed a robust Research and Development (R&D) framework, utilizing the well-regarded 4-D model (Define, Design, Develop, Disseminate), which provides a systematic approach to educational material development. Data collection was multifaceted, involving expert validation by subject matter and media specialists, teacher and student response questionnaires, and pretest-posttest achievement tests. The findings indicate strong support for the module: subject matter experts rated it highly valid, practical applicability was affirmed through teacher feedback and field trials, and most significantly, N-gain analysis revealed substantial learning gains in student conceptual understanding. These results collectively underscore the developed e-module's efficacy and its potential to deliver structured, engaging, and accessible instruction. While the abstract presents a compelling case for the developed e-module, several areas warrant further elaboration to fully appreciate its contributions and implications. Firstly, a more detailed description of *how* the e-module implements differentiated instruction would significantly strengthen the argument for its novelty and effectiveness. Understanding the specific features that cater to varied learning preferences is crucial. Secondly, the abstract mentions media specialists rated the module "moderately valid" as opposed to "highly valid" by subject matter experts; further insight into the reasons behind this discrepancy could provide valuable feedback for future iterations. Finally, while the "substantial learning gains" are encouraging, additional context on the sample size for the field trials would help gauge the generalizability of these positive outcomes. Overall, this study represents a valuable contribution to the field of e-learning and physics education, laying a strong foundation for future research to explore its long-term impact and scalability across diverse educational settings.

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