Self Regulated Learning Oriented Physics Module: Design, and Validity

Abstract

The absence of a Mathematical Physics module that follows the characteristics of Mathematics Physics learning achievement for Physics Education students is the focus of attention in this development research. The purpose of this research is to develop a module of Mathematics Physics oriented to Self Regulated Learning. This module is intended explicitly for Physics Education students as a provision in studying advanced Physics courses. This type of research is research and development (R&D), which follows the steps of developing Thiagarajan, except for the Disseminate stage. This research procedure includes several stages, namely the Define, Design, and Development stages. Based on the results of product validation by two experts, it concluded that the Matrices and Linear Equation System oriented Matrices and Self Regulated Learning-oriented modules were categorized as very feasible to use. For paperless and adjustments in online learning, it is recommended that this FISMAT module be developed again in the form of Hypercontent to make it easier for students to access and use it on smartphones

Islamic Values-Oriented Mathematical Physics Module: Design, Validity, Practicality

“…Marisda (2021) also carried out the design and validity of the mathematical physics module with a 4D model and found that the module on systems of linear equations and matrices was categorized as very suitable for use, with a score of 80.5. The indicator with the highest score from expert validators is adaptive (90), and the lowest score is self-contained (70) [13].…”

“…The research subjects consisted of expert validators (material, media, and tafsir experts), mathematical physics lecturers, department heads, and the Physics Education Department students who program mathematical physics. This research procedure is guided by the Thiagarajan or 4D research and development stages, namely defining, designing, developing, and disseminating [13]. The details of the research stages can be explained in Table 1 below.…”

“…Based on the curriculum, the discussion of mathematical physics is divided into two, namely Mathematical Physics I and II. Mathematical Physics I discusses material related to basic mathematical theory for solving physics cases, such as infinite series, matrices and determinants, vector analysis, partial differentials, and multiple integrals [13]. A good understanding of mathematical physics will support the following semester's lectures in Mathematical Physics II.…”

“…The results of the validation assessment for the appropriateness of the content, language, presentation, graphics, and context are all in the outstanding category, so the module created is suitable for use. Marisda (2021) conducted a study on the design and validity of modules with the 4D model and found that the Mathematical Physics module was declared very feasible. This module helps students learn more independently and better understand complex mathematical equations.…”

Pengembangan Modul Pembelajaran Fisika Berbasis Keterampilan Proses Sains

“…Seperti Bahasa, pola, dan sifat kelengkapan lainnya yang terdapat dalam modul ini diatur sehingga ia seolah-olah merupakan "bahasa pengajar" atau bahasa pendidik yang sedang memberikan pengajaran kepada peserta didik. Maka oleh sebab itu modul sering disebut bahan instruksional mandiri (Yanti, et al, 2016), karena pendidik tidak secara langsung memberi pelajaran atau mengajarkan sesuatu kepada peserta didik dengan tatap muka, tetapi cukup dengan modul (Marisda, et al, 2021).…”