Hidayati Hidayati, Putri Dwi Sundari, Wahyuni Satria Dewi, Defrizal Saputra, Nabilah Ikrimah Ayani, Elarismoy Beporta Anusba, Renol Afrizon, Fuziya Anggraini, Fanny Rahmatina Rahim
The objective of this study is to develop a digital module-based Predict-Observe-Explain (POE) in a valid, practical, and efficient form to enhances students’ conceptual understanding of physics. The Plomp model, including three stages—preliminary research, development or prototype phase, and assessment phase—was employed in the experimental research. A questionnaire and interview sheet were used to discover school problems in preliminary research. A digital module-based POE with computer-assisted feedback was designed in the next phase. Around five experts gave their evaluation of the prototype. The practicality test was conducted by one-to-one evaluation (three students) and small group (nine students). The validity and practicality sheets were used in both stages. The assessment phase was conducted as quasiexperiment with pre-post tests design that involving two experiments classes with a total sample of 60 students. The test was used to collect data in this stage. All the data were analyzed using the percentage technique, Aikens’ V formula, N-Gain, and Wilcoxon test. Preliminary research showed that many problems occur in physics learning; students find it difficult to understand physics, there is a limited digital module used in learning, the teacher dominates physics learning, and giving feedback to the students is not optimal. Digital module-based POE with computer-assisted feedback appears as a solution. Based on validity evaluation by experts, it showed that the prototype was valid (V = 0.94). Practicality evaluation by oneto-one and small groups obtained that the product was very practical. Then, the effectiveness test results based on the N-gain showed the improvement of students’ conceptual understanding in the moderate category (0.58 and 0.30 for experiment class and control class, respectively). Based on the Wilcoxon test, Sig. (2tailed) < 0.05, which indicates a significant effect. In summary, digital module-based POE with computer-assisted feedback effectively improves students’ conceptual understanding of physics. © 2024 by the authors.
Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang, Padang, Indonesia; Institute for Science Education and Communication (ISEC), University of Groningen, Netherlands; Department of Fine Arts, Faculty of Languages and Arts, Universitas Negeri Padang, Padang, Indonesia; Faculty of Science and Mathematics, Universiti Pendidikan Sultan Idris, Tanjong Malim, Malaysia; Faculty of Education, Monash University, Clayton, Australia; Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
