Email this article The Development of Impulse and Momentum E-Module with Authentic Learning Content in Cooperative Learning Model Syntax
), Muhammad Arifuddin(2), Siti Juhroh(3) (1) Universitas Lambung Mangkurat, Indonesia
(2) Universitas Lambung Mangkurat, Indonesia
(3) Universitas Lambung Mangkurat, Indonesia
Corresponding AuthorCopyright (c) 2025 Andi Ichsan Mahardika, Muhammad Arifuddin, Siti Juhroh
| Article Metrics→ |
| Indexing & Metadata Harvesting→ |  |
 |
 |
 |
Abstract
The Development of Impulse and Momentum E-Module with Authentic Learning in Cooperative Learning Model Syntax. E-modules should be able to accommodate a learning syntax that supports student activity. Therefore, the general objective of this research is to produce an impulse and momentum e-module product containing authentic learning in the cooperative learning model syntax, as well as describing its feasibility. The type of research is research and development used the ADDIE model within 17 students. Data obtained through instrument used is e-module validation sheet, student response questionnaire, and learning outcomes test. The results showed that: (1) validity of e-module scored by 3.25 categorized as valid, (2) practicality of E-Module scored by 2.94 categorized as practical, (3) effectiveness of e-module scored by 0.57 categorized as medium. It can be concluded that e-module impulse and momentum contained authentic learning through cooperative learning model is eligible to be used in learning process.
Keywords: e-module, impulse and momentum, authentic learning.
DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202214
References
Arikunto, S. (2014). Prosedur Penelitian: Suatu Pendekatan Praktik [Research Procedure: A Practical Approach]. Jakarta: Rineka Cipta.
Bosman, L., & Fernhaber, S. (2019). Applying authentic learning through cultivation of the entrepreneurial mindset in the engineering classroom. Education Sciences, 9 (7), 1-18.
Chen, C. H., & Tsai, C. C. (2021). In-service teachers' conceptions of mobile technology-integrated instruction: Tendency towards student-centered learning. Computers & Education, 170(1), 1-13.
Chin, K. Y., Lee, K. F., & Chen, Y. L. (2015). Impact on student motivation by using a QR-based U-learning material production system to create authentic learning experiences. IEEE Transactions on Learning Technologies, 8(4), 367-382.
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of learning module with setting contextual teaching and learning to increase the understanding of concepts. International Journal of Education and Learning, 1(1),19-26.
Hake, R. R. (1998). Interactiveengagement Versus Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses. American Journal Of Physics, 66(1), 64-74.
Kennedy, T. J., & Odell, M. R. (2014). Engaging students in STEM education. Science Education International, 25(3), 246-258.
Mahardika, A. I., Pertiwi, H., & Miriam, S. (2021). Pengembangan Emorish untuk Meningkatkan Keterampilan Pemecahan Masalah Peserta Didik [The Development of Emorish to Improve Students' Problem Solving Skills]. Jurnal Kependidikan: Penelitian Inovasi Pembelajaran, 5(2), 194-205.
Mhlanga, D., & Moloi, T. (2020). COVID-19 and the digital transformation of education: What are we learning on 4IR in South Africa?. Education sciences, 10(7), 180.
Noreen, Z., Ajmal, M., & Awan, A. (2019). Impact of Authentic Learning on the Satisfaction, Knowledge and Skills of Distance Learners in Context-Aware Ubiquitous Learning Environment. Global Regional Review, 4(2), 115-125.
Prasetya, A. (2021). Electronic Module Development with Project Based Learning in Web Programming Courses. International Journal of Computer and Information System (IJCIS), 2(3), 69-72.
Saraswati, S., & Linda, R. (2019). Development of Interactive E-Module Chemistry Magazine Based on Kvisoft Flipbook Maker for Thermochemistry Materials at Second Grade Senior High School. Journal of Science Learning, 3(1), 1-6.
Serevina, V., Astra, I., & Sari, I. J. (2018). Development of E-Module Based on Problem Based Learning (PBL) on Heat and Temperature to Improve Student's Science Process Skill. Turkish Online Journal of Educational Technology-TOJET, 17(3), 26-36.
Selvia, M., Arifuddin, M., & Mahardika, A. I. (2017). Pengembangan Bahan Ajar Fisika SMA Topik Fluida Berorientasi Masalah Lahan Basah melalui Pendekatan Contextual Teaching and Learning (CTL) [Development of High School Physics Teaching Materials on Wetland Problem Oriented Fluid Topics through Contextual Teaching and Learning (CTL) Approach]. Berkala Ilmiah Pendidikan Fisika, 5(2), 213 – 222.
Song, S. J., Tan, K. H., & Awang, M. M. (2021). Generic Digital Equity Model in Education: Mobile-Assisted Personalized Learning (MAPL) through e-Modules. Sustainability, 13(19), 1-21.
Sugiyono. (2016). Metode Penelitian Kuantitatif Kualitatif dan R & D[Qualitative Quantitative Research Methods and R & D]. Bandung: Alfabeta.
Susanti, N., Yennita, Y., & Azhar, A. (2020). Development of contextual based electronic global warming modules using flipbook applications as physics learning media in high schools. Journal of Educational Sciences, 4(3), 541-559.
Sutirman, S. (2019). The differences in the effect of using video and modules as media in learning electronic record management. TEM Journal, 8(3), 984-991.
Theelen, H., Van den Beemt, A., & Brok, P. D. (2020). Enhancing authentic learning experiences in teacher education through 360-degree videos and theoretical lectures: reducing preservice teachers’ anxiety. European journal of teacher education, 1-20.
Widiyoko, E. (2016). Evaluasi Program Pembelajaran[Evaluation of Learning Program]. Yogyakarta: Pustaka Pelajar.
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View My Stats