Online-Based Applied Physics Learning: Effectiveness of Interactive Digital Teaching Materials

摘要

The aim of the study was to describe the effectiveness of online-based applied physics learning using interactive digital teaching materials. This type of research is quasi-experiment using time-series design. Effectiveness seen of four dimensions of knowledge and student response, Learning is a manipulation variable and knowledge is a dependent variable. The research subjects were 40 students of the Physics Department at Universitas Negeri Surabaya. Five topics Physics are discussed periodically. Assessment of 4 dimensions of student knowledge and response using a Likert scale of 1-5. Data analysis using descriptive statistics, effective learning if the average value of mastery of each dimension of knowledge ≥ 3.1 (scale 0-5) on each topic of discussion with a fixed or rising trend. Based on student responses effective if the percentage obtained 61%. The results are: 1) the average score of the dimensions of student knowledge ≥ 3.1 namely factual knowledge (4.28-4.45), conceptual knowledge (4.23-4.41), procedural knowledge (4.02-4.31), and metacognitive knowledge (3.73-4.01); 2) Effectiveness based on student responses ≥ 61%, each aspect gets a score with a range (85.6-94.4). The result shows that online-based learning of Applied Physics using interactive digital teaching materials can produce four dimensions of knowledge and get a positive response.