Design of e-modules to stimulate HOTS on static fluid materials with the STEM approach

Afriyanti, M.; Suyatna, Agus; Viyanti,

doi:10.1088/1742-6596/1788/1/012032

Cited by 21 publications

(23 citation statements)

References 7 publications

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“…The completeness of the contents of the e-module is in the form of a synthesis of issues and materials whose presentation can be viewed using electronic goods (Gavrilenko, 2018;Pratono et al, 2018;Elvarita et al, 2020). A good e-module can be arranged based on students' abilities and has a systematic order of presentation (Jaenudin et al, 2017;Laili et al, 2019;Afriyanti et al, 2021). According to several previous studies from experts (Istuningsih et al, 2018;Sitorus et al, 2019;Hadiyanti et al, 2021) it was found that the use of e-modules can help students effectively absorb the material taught by educators.…”

Section: Introductionmentioning

confidence: 99%

Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Astalini

Kurniawan

Chen

2021

j.of education technology

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Mathematical physics is often considered a very difficult subject to study, one of the reasons that makes this happen is the lack of learning media that supports students. In addition, most of the existing media are in foreign languages, so in this case we need an Indonesian language learning media, namely the mathematical physics e-module on dual integral material. This study aims to see the level of students' perceptions of the mathematics physics e-module on the dual integral material that has been made. The approach of this study uses a mixed method with an explanatory model. The sampling technique in this research was purposive sampling with 68 research subjects active physics education students who contracted Mathematics Physics courses. The instrument used in this study was a student perception questionnaire with 15 questions and an interview sheet with 10 questions.. The data analysis used in this research is descriptive statistics. The results of physics education students' perceptions of the mathematics physics e-module of multiple internal material were categorized as good with a percentage of 66.17% and in the very good category with a percentage of 33.83%. From the results it can be seen that the mathematical physics e-module on dual integral material can support the learning process and increase student motivation.

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Section: Introductionmentioning

confidence: 99%

Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Astalini

Kurniawan

Chen

2021

j.of education technology

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“…The findings of previous studies also stated that HOTS can significantly improve students' abilities (Sidiq et al, 2021;Widana, 2020). Other research findings also state that HOTS can help students in learning (Afriyanti et al, 2021;Harta et al, 2020;Sagala & Andriani, 2019). Based on the transcript, students read the text then use reasoning to be able to interpret the fixed procedure correctly.…”

Section: Discussionmentioning

confidence: 92%

Literacy Questions Based on Hots Using Context Covid-19

Puspitasari

Alwi

Suhardi

et al. 2021

JERE

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The emergence of problems in HOTS-based literacy is due to the teacher's lack of understanding in developing questions. Teachers must prepare students who can integrate 21st-century skills into their learning process. The average PISA 2018 score experienced a decline in three competency areas with the most significant reduction in reading. It will have an impact on the low ability of students. This research aims to develop questions based on Higher Order Thinking Skills (HOTS). This type of research is development. The method used in this research is research and development. The data collection used is literature study techniques, questionnaires, focus group discussions, and one-to-one tests. The data obtained from the study are in the form of curriculum reviews and literature related to PISA, reasoning, HOTS questions, and digital learning media in the format of websites/youtube. The data obtained from interviews, questionnaires, and group discussions focused on qualitative and quantitative descriptive. The result of the research is that the prototype produced 1 HOTS-based literacy question that follows the PISA standard. High-ability students answered question number 6, got 9. Students with moderate ability responded to questions number 6 and 10, got a score of 8. Low-ability students who responded to questions number 4 and 10 got a score of 8. The average score obtained by three students (from the high group, medium, and low) was 83.3. They were included in the very good category based on the criteria given in the method section. It can be said that HOTS-based literacy can improve students' abilities.

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“…The importance of textbooks and other learning and teaching materials (LTM) like video presentations in boosting student learning and performance is well acknowledged around the world because it is important in the teaching-learning process (Gunantar, 2017). Afriyanti et al (2021) stated in their study that learning material is an exploration of the teaching and learning resources. It discusses how video-based learning materials or modules helps students to develop the Higher Order Thinking Skills (HOTS) and it is more interactive in Physical Education (Festiawan & Khurrohman, 2021).…”

Section: Introductionmentioning

confidence: 99%

Students’ evaluation in the developed video-based learning materials for physical education in Higher Education Institutions (HEIs)

Aquino

2022

Edu Sportivo: Indonesian j. of Physical Education

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Higher Education Institutions (HEIs) are urged to integrate technology and improve their digital skills in response to the changing overall trend and issues in the educational system. The service physical education course in college refers to four (4) topics required in the first four (4) semesters, which includes Physical Education- Rhythmic Activities. In line with this, the researcher was inspired to develop a video-based learning material for first-year students. The research study aimed to evaluate the developed learning materials by parts and characteristics. The researcher utilized the method of descriptive-evaluative research design and a self-made survey type-questionnaire was employed through an online web provider with a total of 130 students’ respondents with the used of purposive sampling. The validation and reliability of the questionnaire were also utilized and showed the 0.8284 Cronbach alpha which was good. The learning material was described by the respondents in terms of learning objective, content, and application. On the other hand, the evaluation of the learning materials in terms of usability, consistency, versatility, and aesthetic value was observed by the respondents. The findings illustrated that the overall assessment of the students’ respondents in all indicators on the Video-Based Learning Materials are highly acceptable based on their experiences while they are using the materials. This can be utilized by the 1st year students of Higher Education Institutions, revisions still consider in the development of the learning material, and validation may be done on the level of difficulty of the applications and simulations.

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Design of e-modules to stimulate HOTS on static fluid materials with the STEM approach

Cited by 21 publications

References 7 publications

Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Students' Perceptions of Mathematical Physics E-Module on Multiple Integral Material

Literacy Questions Based on Hots Using Context Covid-19

Students’ evaluation in the developed video-based learning materials for physical education in Higher Education Institutions (HEIs)

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