Development of Scientific-Based Electronic Science Modules to Improve Student Learning Outcomes in Knowledge Aspects During the Covid-19 Pandemic

DOI

10.2991/assehr.k.220103.053How to use a DOI?

Keywords

Development; E-Module; Scientific; Knowledge Aspect

Abstract

This study aimed to determine the feasibility and effectiveness of scientific-based science modules on vibration and wave materials to improve learning outcomes of knowledge aspects. This type of research is Research and Development which uses a 4D model which includes define, design, development, and distribute. Data collection techniques using questionnaires and tests. Data analysis used descriptive analysis to determine the feasibility of the module and the Mann-WhitneyU test to find out the difference in the average posttest value in the experimental class and the control class. The module effectiveness test involved 60 class VIII students. The results of the study indicate that the developed module is included in the very good category in terms of the feasibility of the quality of the content/material based on the assessment of experts, practitioners, and colleagues. The learning outcomes of the experimental class are better than the control class. This is based on descriptive analysis, the posttest score of the experimental class is higher than the control class and the results of the Mann-WhitneyU test indicate that there is a significant difference between the experimental class and the control class.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Alifia Kurnia
AU  - Sukarmin Sukarmin
AU  - Widha Sunarno
PY  - 2022
DA  - 2022/01/06
TI  - Development of Scientific-Based Electronic Science Modules to Improve Student Learning Outcomes in Knowledge Aspects During the Covid-19 Pandemic
BT  - Proceedings of the 2nd International Conference on Education and Technology (ICETECH 2021)
PB  - Atlantis Press
SP  - 372
EP  - 379
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220103.053
DO  - 10.2991/assehr.k.220103.053
ID  - Kurnia2022
ER  -