Nur Aisyah Ramadhani, Rajo Hasim Lubis

Pengembangan E-Modul Fisika Berbasis 5E Learning Cycle pada Materi Pengukuran untuk Meningkatkan Pemahaman Konsep Siswa

Introduction

Pengembangan e-modul fisika berbasis 5e learning cycle pada materi pengukuran untuk meningkatkan pemahaman konsep siswa. Kembangkan pemahaman konsep fisika siswa kelas X dengan E-Modul Fisika berbasis 5E Learning Cycle pada materi pengukuran. Terbukti valid, praktis, dan efektif.

Abstract

Penelitian didasari oleh rendahnya pemahaman konsep fisika siswa yang masih di bawah Kriteria Ketercapaian Tujuan Pembelajaran (KKTP). Penelitian bertujuan untuk mengembangkan E-Modul berbasis 5E Learning Cycle yang valid, praktis, dan efektif sehingga mampu meningkatkan pemahaman konsep siswa. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan menggunakan model 4-D yang terdiri dari: Define, Design, Develop, Disseminate. Subjek penelitian yaitu ahli materi dan ahli desain untuk validasi E-Modul, serta respon guru dan respon siswa untuk kepraktisan. Respon siswa terbagi menjadi dua, yaitu kelompok kecil berjumlah 6 siswa kelas X-7 dan kelompok besar berjumlah 35 siswa kelas X-4, serta tes untuk melihat peningkatan pemahaman konsep siswa kelas X-4 sehingga diketahui keefektifan E-Modul. Hasil penelitian uji validasi yang dikembangkan dikategorikan “sangat valid”. E-Modul dikategorikan “sangat praktis” melalui hasil respon guru, uji kelas kecil, dan uji kelas besar. E-Modul dikategorikan “sangat efektif” melalui hasil tes pemahaman konsep dengan N-Gain sebesar 0,73. Dengan demikian disimpulkan bahwa E-Modul berbasis 5E Learning Cycle valid, praktis, dan efektif sehingga mampu meningkatkan pemahaman konsep siswa pada materi pengukuran. Penelitian ini menawarkan kontribusi melalui integrasi E-Modul dan pendekatan 5E Learning Cycle yang belum pernah diaplikasikan pada materi pengukuran secara spesifik.

Review

This study addresses a pertinent issue in physics education: the persistent challenge of low student conceptual understanding, particularly within the domain of measurement, often falling below expected learning benchmarks. The research proposes an innovative solution by developing an E-Modul grounded in the 5E Learning Cycle, aiming to create a valid, practical, and effective digital learning tool. Utilizing a systematic Research and Development (R&D) approach, specifically the 4-D model (Define, Design, Develop, Disseminate), the methodology appears well-structured to ensure comprehensive development and evaluation of the proposed educational resource. The research design meticulously outlined the validation and assessment processes. Expert evaluations for content and design established the module's validity, while feedback from teachers and both small and large student groups confirmed its practicality. Crucially, the effectiveness of the E-Modul in enhancing conceptual understanding was quantitatively measured through student tests, yielding a high N-Gain score of 0.73. These robust findings unequivocally categorize the developed E-Modul as "very valid," "very practical," and "very effective." The authors highlight a specific contribution through the unique integration of an E-Modul with the 5E Learning Cycle, tailored for the specific material of measurement, suggesting a novel application in this educational context. In conclusion, this research offers a compelling and well-supported argument for the efficacy of the developed E-Modul. The strong empirical evidence, derived from a systematic R&D framework and quantitative measures of effectiveness, provides substantial confidence in its potential to significantly improve student conceptual understanding in physics measurement. The explicit novelty claimed in applying this combined pedagogical and technological approach specifically to measurement material further underscores its potential impact. This study provides a valuable resource and a replicable model for educators seeking to leverage digital tools and established learning cycles to address critical learning gaps in physics and potentially other STEM fields.

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