E-Module Implementation by Using Feature-Lesson-Based of Moodle in Physics Learning Multimedia Practices for Students of Prospective Physics Teacher

B. R. Kurniawan(1), I. Rahmawati(2), S. Fawaiz(3),

DOI: https://doi.org/10.15294/jpfi.v19i1.37176


(1) Universitas Negeri Malang, Indonesia
(2) Universitas Islam Negeri Antasari Banjarmasin, Indonesia
(3) SMP Negeri 4 Malang, Indonesia

Abstract

The rapid development of Information and Communication Technology (ICT) allows tertiary institutions to hold lectures offline, blended, and online. Nonetheless, findings in the field show that online lectures cannot guarantee whether students follow lecture material properly or not. Therefore, this study aimed to implement an e-module of the feature-lesson-based developed by Moodle for physics learning multimedia practice course. This e-module was developed using the ADDIE model which includes analysis, design, development, implementation, and evaluation stages. The developed e-module in this study used the feature-lesson to ensure students follow the material properly and coherently. Students can access the next material if they have mastered the material that has been presented. The data in this study were collected through the responses of prospective physics teacher students who had used the e-module for one semester. Student responses included the use of the feature-lesson to support coherent mastery of the material, the application of the feature-lesson in presenting the learning process through e-modules, the use of quizzes on the feature-lesson to ensure achievement of learning outcomes, and the interest of prospective teacher students in developing online learning using the feature-lesson on Moodle. The results of student responses showed that the e-module implementation of the feature-lesson-based of Moodle in physics learning multimedia practice were in very good criteria. Students liked the feature-lesson because they should follow the order in which the material was given so that it helped them understand the material properly and coherently. In addition, students can understand the material better because when they choosed the wrong answer in a quiz, students would be directed to review material that they have not understood. Students can continue to the next material if they have been able to complete the quiz correctly

Keywords

e-module, feature-lesson, Moodle, online learning

Full Text:

PDF

References

Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2023). Fear from COVID-19 and technology adoption: The impact of Google Meet during Coronavirus pandemic. Interactive Learning Environments, 1(3), 1–16.

Brady, A. K., & Pradhan, D. (2020). Learning without borders: Asynchronous and Distance Learning in the Age of COVID-19 and Beyond. ATS Scholar, 1(3), 233–242.

Chen, F. H. (2021). Sustainable education through e-learning: The case study of ilearn2. 0. Sustainability, 13(18), 10186.

Effendi, D., & Wahidy, A. (2019). Pemanfaatan teknologi dalam proses pembelajaran menuju pembelajaran abad 21. Prosiding Seminar Nasional Program Pascasarjana Universitas PGRI Palembang.

Febriani, C. (2017). Pengaruh media video terhadap motivasi belajar dan hasil belajar kognitif pembelajaran ipa kelas V sekolah dasar. Jurnal Prima Edukasia, 5(1), 11–21.

Firman, F., Sari, A. P., & Firdaus, F. (2021). Aktivitas Mahasiswa dalam Pembelajaran Daring Berbasis Konferensi Video: Refleksi Pembelajaran Menggunakan Zoom dan Google Meet. Indonesian Journal of Educational Science (IJES), 3(2), 130–137.

Guillen-Gamez, F. D., Garcia-Magarino, I., & Prieto-Preboste, S. (2014). Facial authentication within Moodle lessons. Contemporary Engineering Sciences, 7, 391–395. https://doi.org/10.12988/ces.2014.4216

Haeruman, L. D., Wijayanti, D. A., & Meidianingsih, Q. (2021). Efektivitas Blended Learning Berbasis LMS dalam Pembelajaran Matematika. Jurnal Riset Pembelajaran Matematika Sekolah, 5(1), 80–84.

Herayanti, L., Fuaddunnazmi, M., & Habibi, H. (2017). Pengembangan perangkat pembelajaran fisika berbasis moodle. Jurnal Pendidikan Fisika Dan Teknologi, 3(2), 197–206.

Iftakhar, S. (2016). Google Classroom: What works and how. Journal of Education and Social Sciences, 3(1), 12–18.

Jayul, A., & Irwanto, E. (2020). Model pembelajaran daring sebagai alternatif proses kegiatan belajar pendidikan jasmani di tengah pandemi covid-19. Jurnal Pendidikan Kesehatan Rekreasi, 6(2), 190-199.

Juraman, S. R. (2014). Pemanfaatan smartphone android oleh mahasiswa ilmu komunikasi dalam mengakses informasi edukatif. Acta Diurna Komunikasi, 3(1).

Kumar, V., & Nanda, P. (2018). Social media in higher education. International Journal of Information and Communication Technology Education. Https://Doi. Org/10.4018/Ijicte, 2019010107.

Maharcika, A. A. M., Suarni, N. K., & Gunamantha, I. M. (2021). Pengembangan Modul Elektronik (E-Modul) Berbasis Flipbook Maker untuk Subtema Pekerjaan di Sekitarku Kelas IV SD/MI. PENDASI: Jurnal Pendidikan Dasar Indonesia, 5(2), 165–174.

Mishra, P. (2019). Considering contextual knowledge: The TPACK diagram gets an upgrade. In Journal of Digital Learning in Teacher Education 35(2), pp. 76–78. Taylor & Francis.

Mishra, P., & Warr, M. (2021). Contextualizing TPACK within systems and cultures of practice. Computers in Human Behavior, 117, 106673. https://doi.org/10.1016/j.chb.2020.106673

Mlotshwa, N., Tunjera, N., & Chigona, A. (2020). Integration of MOODLE into the classroom for better conceptual understanding of functions in Mathematics. South African Journal of Education, 40(3), 1-14.

Nugraha, A. (2015). Penggunaan e-module pembelajaran pada konsep sifat koligatif larutan untuk mengembangkan kemampuan literasi kimia siswa: Penelitian kelas terhadap siswa kelas XI F 2 SMK Farmasi As-shifa Ciparay [PhD Thesis]. UIN Sunan Gunung Djati Bandung.

Nur’aini, D. A., Lestari, P. D., & Kurniawan, B. R. (2020). Pengembangan Asesmen Formatif Berbasis Komputer untuk Mengetahui Penguasaan Konsep Siswa pada Materi Hukum Bernoulli. Jurnal Riset Pendidikan Fisika, 5(2), 106–112.

Nurhayati, D., Az-Zahra, H. M., & Herlambang, A. D. (2019). Evaluasi user experience pada Edmodo dan google classroom using the technique for user experience evaluation in e-learning (TUXEL)(Studi Pada SMKN 5 Malang). Jurnal Pengembangan Teknologi Informasi Dan Ilmu Komputer, 3(4), 3771-3780.

Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121.

Pallavi, D. R., Ramachandran, M., & Chinnasamy, S. (2022). An empirical study on the effectiveness of e-learning over conventional classroom learning–a case study with respect to online degree programs in higher education. Recent Trends in Management and Commerce, 3(1), 25–33.

Petrovici, A., & Ciobanu, E. P. (2016). The Lesson, Moodle Teaching-Learning Resource With Interactive Content. ELearning & Software for Education, 3, 110-119.

Putri, D. P. E., & Muhtadi, A. (2018). Pengembangan multimedia pembelajaran interaktif kimia berbasis android menggunakan prinsip mayer pada materi laju reaksi. Jurnal Inovasi Teknologi Pendidikan, 5(1), 38–47.

Rosyada, M. I., Atmojo, I. R. W., & Saputri, D. Y. (2021). Dampak implementasi pembelajaran dalam jaringan (daring) mengenai kualitas pembelajaran ipa di sekolah dasar pada masa pandemi covid-19. Didaktika Dwija Indria, 9(4), 1-5.

Sadikin, A., & Hamidah, A. (2020). Pembelajaran Daring di Tengah Wabah Covid-19:(Online Learning in the Middle of the Covid-19 Pandemic). Biodik, 6(2), 214–224.

Sicat, A. S., & Ed, M. A. (2015). Enhancing college students’ proficiency in business writing via Schoology. International Journal of Education and Research, 3(1), 159–178.

Simarmata, E. A., Santyadiputra, G. S., ST, M. C., & Divayana, D. G. H. (2017). Pengembangan E-Modul berbasis model pembelajaran Project Based Learning pada mata pelajaran pemrograman desktop kelas XI rekayasa perangkat lunak di SMK Negeri 2 Tabanan. KARMAPATI (Kumpulan Artikel Mahasiswa Pendidikan Teknik Informatika), 6(1), 93–102.

Singhal, M. K. (2020). Facilitating Virtual Medicinal Chemistry Active Learning Assignments Using Advanced Zoom Features during COVID-19 Campus Closure. Journal of Chemical Education, 97(9), 2711–2714.

Smeets, D. J., & Bus, A. G. (2015). The interactive animated e-book is a word-learning device for kindergartners. Applied Psycholinguistics, 36(4), 899.

So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. The Internet and Higher Education, 31, 32–42.

Sobri, M., Nursaptini, N., & Novitasari, S. (2020). Mewujudkan kemandirian belajar melalui pembelajaran berbasis daring diperguruan tinggi pada era industri 4.0. Jurnal Pendidikan Glasser, 4(1), 64–71.

Tazkiyah, A., Sulur, S., & Fawaiz, S. (2020). Pengembangan Modul Elektronik Dengan Feedback Berbasis Android Materi Suhu Dan Kalor Untuk Siswa SMA/MA. Jurnal Pendidikan Fisika dan Teknologi, 6(1), 31. https://doi.org/10.29303/jpft.v6i1.1731

Widodo, J. P., Musyarofah, L., & Slamet, J. (2022). Developing a Moodle-based learning management system (LMS) for slow learners. Jurnal Inspirasi Pendidikan, 12(1), 1–10.

Wisniewski, C. S., & Hortman, M. B. (2019). Comparison of pharmacy students randomized to receive drug information reference education via recording or interactive Moodle lesson. International Journal of Educational Technology in Higher Education, 16(1), 8. https://doi.org/10.1186/s41239-019-0138-1

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License