Development of E-Module Guideline on Basic Physics Practicum for Science Process Skills in a Pandemic Period

Abstract

The present study was carried out to produce a product in the form of e-module guidelines of basic physics practicum developed using the SIGIL application to practice students' science process skills during the covid-19 pandemic. This research-based paper was conducted through ADDIE model, which consisted of analysis, design, development, implementation, and evaluation stages. In the analysis phase, a needs analysis of questionnaire was conducted to determine the need for e-modules for practitioners and practicum assistants. During the design stage, a preliminary design is made in the form of the structure or content of the e-module, practicum titles, and their layout. Furthermore, in the development stage, the e-module has been developed using the SIGIL application by inserting a practical tutorial video based on a scientific approach and has been assessed with an average score of 3.82 considered Very Good. The implementation was carried out by giving the developed e-module to 20 students who took the basic physics practicum course. After using e-modules for 4 practicum titles, students are given a posttest of science process skills. Based on the posttest results, students received an average score of science process skills of 83.94 considered Skilled category. In addition to data on the score of science process skills, at this stage data on student responses to e-modules were also obtained using responses from questionnaires. The results disclosed that the developed e-module addressed a positive perception with an average response score of 89 considered Very Good. In the last evaluation stage, it was therefore argued that the e-module of basic physics practicum using SIGIL application was concluded appropriate to use on practicing students' science process skills during the Covid-19 pandemic.Keywords: e-module guidelines, basic physics practicum, science process skills.

Development of Inquiry-Based Environmental Knowledge Modules and Islamic Values

“…Thus, the module is very concerned about the content of the material by adjusting to the development of science and topics or examples of activities that are in accordance with everyday circumstances. This is in accordance with the characteristics of a good and correct module is a module that is in accordance with the curriculum and in accordance with the characteristics of students (Defianti et al, 2022;Fathurrohman, 2020;Husna et al, 2020;Kimianti & Prasetyo, 2019;Larasati et al, 2020;Jannah et al, 2013). In addition, the subindicator of the suitability of the material with the indicator discusses the completeness, flexibility and depth of the material.…”

“…The role of the Qur'an in the concept of science-Islam integration is as inspiration, confirmation, and empirical dogma. The role of Islamic values with tadabbur verses of the Qur'an is positioned in the module to trigger scientific activities to take place (Defianti et al, 2022). Based on suggestions for improvement filled in by media experts with the hope that the Environmental Knowledge Module integrating Islamic values, namely changes in writing and spacing to make it easier to read, attractive and not too formal and teaching materials can be used with revisions.…”

“…Based on the answers to the supporting statements filled in by the science material substance experts, that (1) teaching materials can help students in understanding learning materials, (2) the advantages of the Environmental Knowledge Module that integrates Islamic values are that it makes students better understand the link between daily phenomena and is also explained partly in the Qur'an even though it is not clearly and optimally, (3) the shortcomings of the Environmental Knowledge Module are the lack of precise explanation of the integration of verses in environmental knowledge material and layout in the module, and (4) suggestions for the future to deepen the integration method so that the integration of verses becomes more precise. The accuracy in integrating Islamic values with scientific phenomena in everyday life helps students better understand natural phenomena by integrating the Islamic values contained therein (Defianti et al, 2022;Husna et al, 2020).…”

“…Apart from inquiry skills, prospective teachers must also have Islamic values. Islamic values are values based on something that comes from revelation from Allah which is integrated in learning (Defianti et al, 2022;Fajar & Habibbulloh, 2021;Fathurrohman, 2020;Husna et al, 2020;Kazwaini et al, 2021;Kimianti & Prasetyo, 2019;Larasati et al, 2020), So much of God's revelation is about the environment, and revealing the secrets of those signals through science literacy.…”

STEM-Smart Physics E-Module to Promote Conceptual Understanding and 4C Skills of Students

“…After carrying out experiment activities, students make experiment reports. Students' written communication skills can be observed when answering questions in writing and making activity reports [57]. Based on the results obtained, students' analytical communication skills are good.…”