An Interactive e-Book for Physics to Improve Students' Conceptual Mastery

Abstract

Rotational dynamics is one of topic in physics for high school students that require visualization of its concepts. This research developed an interactive e-book for physics learning with its features consisting of multimedia content such as audio, video, animation, and simple problem-solving activities. This e-book has been validated and recommended by a team of experts. This trial aims to determine the effectiveness of e-book by students in mastering concepts, using a. quasi-experiment. The sample was chosen using purposive sampling technique at senior high school with 42 students. Data were collected using multiple choice questions. The increase of student concept mastery is determined based on the N-gain score of pretest and posttest data. The results show that the average student response to e-book is 81% in the very good criterion. The N-gain scores for the equilibrium concepts of A and B classes are 0.79 and 0.70 in the high criteria, while, the concept of rotational dynamics are 0.66 and 0.66 respectively and in the medium criterion. The increase of conceptual mastery occurs in every cognitive domain (remembering, understanding, applying, analyzing, evaluating, and creating). In conclusion, the e-book has been effective in enhancing the mastery of student concepts.

Designing, Developing, and Evaluating an Interactive E-Book Based on the Predict-Observe-Explain (POE) Method

“…This study covered the development process of an interactive e-book based on the POE method by choosing "heat and temperature" from among physics topics. In the literature, a limited number of interactive e-books have been developed on physics, and they are related to energy sources (Hasan et al, 2018), static liquids (Adam & Suprapto, 2019), rotational dynamics (Adawiyah et al, 2019;Harjono et al, 2020), momentum (Septikasari et al, 2021), and earthquakes (Perwita & Fauzi, 2021). However, the literature review found no interactive e-books developed for the "heat and temperature" topic.…”

“…As research sample, previous studies in the interactive e-books field covered university students (Almekhlafi, 2021;Kao et al, 2019), preschool students (Li et al, 2020;Mouri et al, 2018;Sung & Wu, 2017), or primary school students (Huang & Liang, 2015;Hwang & Lai, 2017;Sung et al, 2019a, b;Umarji et al, 2020). There were a limited number of studies on physics subjects with high school students (Adam & Suprapto, 2019;Adawiyah et al, 2019;Harjono et al, 2020;Hasan et al, 2018;Perwita & Fauzi, 2021;Septikasari et al, 2021). In this sense, the interactive e-book developed in the study contributed to the literature on physics education at the high school level.…”

“…The phases of POE facilitate students' understanding of concepts (Alamsyah et al, 2021;Astiti et al, 2020;Baydere, 2021). Concepts are defined as abstractions of various events, objects, and facts with specific qualities (Harjono et al, 2020). Defining concepts differently from what is considered scientifically correct are called misconception (Haryono & Aini, 2021).…”

Trend of mobile, web, E-learning research in 2002-2021: Contribution to physics learning

“…Student learning outcomes in physics lessons on average are still unsatisfactory (Mbonyieyivuze et al, 2021). Motivation to learn physics must be increased through interactive learning (Harjono et al, 2020;Puspita et al, 2020). One of them is by utilizing modern technology such as mobile learning which can create a more pleasant learning atmosphere (Zakaria et al, 2019).…”

Fen Bilimleri Öğretmenlerinin Etkileşimli E-Kitap Kullanımına Yönelik Görüşlerinin İncelenmesi

“…Buradan yola çıkarak etkileşimli e-kitap ve e-içerik gibi dijital eğitim teknolojilerinde kullanılmasının desteklenmesi önemlidir (Barate, Ludovico ve Mangione, 2014). Ancak ülkemizde teknoloji entegrasyonu için etkileşimli fen materyali (etkileşimli e- Alan yazına bakıldığında etkileşimli e-kitaplar alanında yapılan çalışmaların çoğunlukla etkileşimli e-kitabın öğrencilerin başarısına etkisine (Almekhlafi, 2021;Asrowi, Hadaya, ve Hanif, 2019;Hakkari ve diğ., 2017) ve öğrencilerin kavramsal öğrenmelerine etkisini (Harjono, Gunawan, Adawiyah ve Herayanti, 2020;O'Mahony, 2014)…”