Engaging Undergraduates in Soil Sustainability Decision-Making Through an InTeGrate Module

Fortner, Sarah K.; Scherer, Hannah H.

doi:10.5408/15-106.1

Cited by 14 publications

(4 citation statements)

References 13 publications

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“…One of which is its interactive nature that makes it easier to navigate Grabinski et al, 2020;Li et al, 2016). The electronic module is interactive, meaning that it is a module made systematically and of course interesting by both the description of matter, the learning method, and the way to evaluate for desired competence (Chongo et al, 2021;Farihah et al, 2023;Fortner et al, 2016). Thus these interactive modules can be used in learning (Azid & Md-Ali, 2020;Li et al, 2016;Patel et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II

Astalini

Kurniawan

Putri

et al. 2023

Momentum: Physics Education Journal

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The purpose of this research is to find out students’ opinion about e-module ordinary differential equations that will be developed. This type of research is a mixed method with the purposive sampling technique. The samples were 50 students of Universitas Jambi majoring physics education a regular class A and regular class B 2020 who took the mathematical physics II course. The data were collected through interviews and questionnaires, then analyzed using descriptive statistics for the questionnaires and Miles and Huberman’s analysis for the interview results. The findings show that the majority of the students believe the creation of this e-module is a very good idea. This is proven by the results of descriptive statistics, where the average value is 18,0 and is in the required category. The quantitative findings are strengthened by the qualitative ones from interview, which show that the majority of respondents support the creation of this e-module. The results indicate that the students require additional learning resources to fully comprehend the lessons in the Mathematical Physics II e-module. Students can learn independently in mathematical physics course by using e-modules. The future studies on mathematical physics e-modules can use this study as a guide.

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Section: Introductionmentioning

confidence: 99%

Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II

Astalini

Kurniawan

Putri

et al. 2023

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…Thus, it is necessary to have teaching materials in the form of modules in the learning process (Sirate & Ramadhana, 2017). The learning module is an independent teaching material designed by the author to assist students in understanding concepts in order to achieve learning objectives (Chongo et al, 2021;Fortner et al, 2016;Sirate & Ramadhana, 2017). In practice, a sports biomechanics module is needed so that students can understand the material taught in this course systematically.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of sports biomechanics module based on literacy skills to improve student concept understanding

Umar

Alnedral

Padli

et al. 2022

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This study aims to determine the results of developing a sports biomechanics module based on literacy skills to improve conceptual understanding and determine how student responses affect student concept understanding. This module was developed using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). Before testing, the module must be validated. The results of the material expert validation obtained a score of 4, which was in the excellent category. The media expert validation obtained a score of 4, which was in the excellent category. Moreover, the results of language validation also obtained a score of 4, which means excellent. The results of trials conducted on 90 students showed a positive response where 60% of students stated that this product was good to use. The results of the product effectiveness test were carried out by looking at the effect of the response with the understanding of students' concepts using regression testing. The results of the simple linear regression test showed results of 54.1% on the coefficient of determination which indicated that there was an effect of student responses on understanding the concept. So that the use of this biomechanics module is effective for use in the learning process.

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“…So, they were called as modules. The module was designed by the authors in line with learning objectives as an alternative form of teaching to help students in understanding learning concepts (Fortner et al, 2016;Ping & Osman, 2019;Chongo et al, 2021). The module motivates students to study independently in order to improve understanding of learning (Rastowo, 2011;John et al, 2016;Hairida, 2016;Syahroni et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

A study for student perception of mathematical physics e-module based on gender

Astalini,

Darmaji,

Kurniawan

et al. 2022

tused

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The purpose of this study was to find out how the differences in perceptions and learning outcomes of physics education students of the Faculty of Teacher Training and Education Jambi University on the e-module Mathematics Physics I which were reviewed based on gender differences. The type of used research design is quantitative with survey research. The instrument used in this study was a questionnaire of perceptions and learning outcomes of the Likert type scale with 4 answer choices as a data collection tool. The data is analyzed by using descriptive statistics in terms of mean, median, mode and percentage. The data is also analyzed through statistic inferential by performing assumption tests (normality test and homogeneity test) and hypothesis testing (one-way ANOVA test followed by Tukey's further test) and simple linear regression hypothesis testing. Sampling was performed by purposive sampling technique, namely as many as 289 physics education students of the Faculty of Teacher Training and Education Jambi University. The result of this study is that there is a difference between student perceptions and learning outcomes based on gender on the E-Module Mathematics Physics I. Students with male gender are higher than female students because male students have high interest and interest in Mathematics Physics I. The results of this study are expected to contribute to educators in order to identify related perceptions and learning outcomes that students have of the learning media to further improve the quality of learning for the better.

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Engaging Undergraduates in Soil Sustainability Decision-Making Through an InTeGrate Module

Cited by 14 publications

References 13 publications

Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II

Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II

Effectiveness of sports biomechanics module based on literacy skills to improve student concept understanding

A study for student perception of mathematical physics e-module based on gender

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