The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses

Halim, Abdul; Soewarno, Soewarno; Elmi, Elmi; Zainuddin, Zainuddin; Huda, Ismul; Irwandi, Irwandi

doi:10.21009/1.06207

Cited by 13 publications

(12 citation statements)

References 37 publications

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“…Several previous research results also show that thinking styles, learning types and learning outcomes have significant effect to the material that teacher presents. Besides, it affects the understanding of quantum concepts (in physics) [18], influences students problem solving skills [19], forms student high-order thinking skills (HOTS) [20], had opportunities for misconceptions in physics learning [21], facilitates the implementation of learning with the Problem Based method Learning [22] and easy to use learning media and interactive or online-based evaluation [22,23,24,25,26].…”

Section: B Analysis Of Thinking Styles and Learning Outcomesmentioning

confidence: 99%

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

Putri¹,

Yusrizal²,

Evendi³

et al. 2021

Advances in Social Science, Education and Humanities Research

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Based on the results of the analysis of previous studies, it shows that learning styles affect student learning outcomes, as well as thinking styles. However, there is no data which dominantly affects learning outcomes, learning styles or thinking styles. Through this study will be studied the influence of learning styles on learning outcomes and thinking styles on learning outcomes. Besides, it also examines the styles of learning styles and thinking styles that most dominantly affect learning outcomes. This research uses a quantitative approach, survey methods and descriptive techniques. The target population is all high school students in the city of Banda Aceh, while the sample is 90 grade 2 students at State Senior High School 5 Banda Aceh. Data analysis used descriptive and inferential statistical tests with the Two-Way ANOVA technique. The results of the analysis show that there is a significant difference between the impact of learning styles and thinking styles on student learning outcomes taught by the Discovery Learning model. In addition, it was also found that visual, auditory and kinaesthetic learning styles predominantly affect learning outcomes compared to visual styles. As for the thinking style, it is found that the style of concrete sequential thinking style is more dominant in influencing learning outcomes compared to other styles of thinking style.

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Section: B Analysis Of Thinking Styles and Learning Outcomesmentioning

confidence: 99%

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

Putri¹,

Yusrizal²,

Evendi³

et al. 2021

Advances in Social Science, Education and Humanities Research

View full text Add to dashboard Cite

show abstract

“…An electronic module or E-Module is an electronic version of a printed module that can be read on a computer and designed with the required software (Diantari et al 2018;Halim et al 2020). The use of e-modules will help students more easily understand learning materials because the development of the learning process is not only reading in a textbook style (Astra et al 2020;Rahmadhani et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Process Skills-Based E-Module: Impact On Analytical Thinking Skills

Maison

Kurniawan

Wirayuda

et al. 2022

jpppf

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This study aims to determine the E-Module practicum application based on science process skills for high school students on temperature and heat material, describe students’ analytical thinking skills, and identify the effect of science process skills on students’ analytical thinking. Temperature and heat material skills in physics subjects at school. This study uses a mixed-method with an explanatory design. Data collection was carried out in April-May 2021 at senior high school 10 Muaro Jambi. The population of this study was all students of class X public Senior High School (SMAN) 10 Muaro Jambi. The research sample used was 30 science class students consisting of X science 1, X science 2, and X science 3 SMAN 10 Muaro Jambi. The sampling technique used is random sampling. The instruments used in this study were scientific process skills observation sheets and analytical thinking skills assessment questions. The regression analysis was used to determine how the variables were used. This study obtained the results after students used a practical guide based on science process skills. Students had good science process skills. The science process skill variable affected the students’ analytical thinking ability by 52.2%, and other variables influenced the remaining 47.8%. The impact of the research that researchers expect is that teachers can innovate the learning process using e-modules based on science process skills to improve other abilities possessed by students.

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“…In addition, this reasoning makes it possible to consider the interactions between several variables. Finally, the formulation of a rule in the form of an equation makes it possible to explain the properties of a phenomenon in the form of a system of relations of great generality (Trudel, Metioui, & Arbez 2020;Zhou, Xu, & Martinovic 2017;Halim et al 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Understanding the Newton’s Motion Concept Through Qualitative and Quantitative Teaching

Said

2022

jpppf

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This research aims to analyze the influence of qualitative teaching and quantitative pursuit on understanding the concept of motion Newton Student of Science Education Study Program of FMIPA UNM. The main objectives of this study were to obtain information: 1) the characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following qualitative teaching, 2) characteristics of pretest and post-test results of understanding of Newton’s motion concepts of students following quantitative teaching, 3) student activities, and 4) a significant difference understanding of Newton’s motion concepts of students who follow qualitative teaching and who follow quantitative teaching. The research method used is mixed. The embedded experimental model, the population of 100 student’s odd semester of 2019/2020 divided into group A of 50 students and group B of as many as 50 students. The techniques used for data collection were interviews and tests, and the data were analyzed qualitatively and quantitatively. The results of the study were found in group A: 1) initial understanding of Newton’s concept based on Aristotelian’s theory of 30 students (60 percent), Impetus 15 students (30 percent), and Newton’s five students (10 percent). The post-test result of understanding Newton’s concept of motion is based on the theory of Aristotle for one student (2 percent), impetus’s theory for four students (8 percent), and Newton’s theory for 45 students (90 percent). In group B: 2) early understanding of Newton’s motion concept based on Aristotelian theory for 35 students (70 percent), Impetus theory for ten students (20 percent), and Newton’s theory for five students (10 percent). The post-test result of understanding Newton’s concept of motion based on the theory of Aristotle for five students (10 percent), Impetus theory for 35 students (70 percent), and Newton’s theory for ten students (20 percent); 3) student activity in following learning included in the high category, and 4) There is a significant difference understanding of Newton motion concept of students who follow qualitative teaching and who follow quantitative teaching. The study found that strict mathematical formulations do not foster the ability to comprehend the physical concept qualitatively. Students are generally only interested in solving physics problems that are manipulating numbers and equations. They are not passionate about the qualitative aspects of mathematical formulations.

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The Impact of the E-Learning Module on Remediation of Misconceptions in Modern Physics Courses

Cited by 13 publications

References 37 publications

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

The Impact of Learning and Thinking Styles on the Learning Outcomes of High School Students

Process Skills-Based E-Module: Impact On Analytical Thinking Skills

Understanding the Newton’s Motion Concept Through Qualitative and Quantitative Teaching

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