PENGEMBANGAN E-MODUL GELOMBANG CAHAYA BERBASIS DESIGN THINKING BERBANTUAN SIMULASI PhET UNTUK MEMFASILITASI KEMAMPUAN REPRESENTASI MATEMATIS FISIKA PESERTA DIDIK SMA

Kamilia Hasna, NIM.: 20104050017 (2025) PENGEMBANGAN E-MODUL GELOMBANG CAHAYA BERBASIS DESIGN THINKING BERBANTUAN SIMULASI PhET UNTUK MEMFASILITASI KEMAMPUAN REPRESENTASI MATEMATIS FISIKA PESERTA DIDIK SMA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Problems that occur in physics learning are caused by methods, models, and teaching materials that are not varied enough. Physics learning takes place with a lack of connection to everyday life, resulting in learning difficulties and low mathematical representation skills. Teaching materials are needed that can overcome these problems, namely e-modules based on design thinking assisted by PhET simulations. This study aims to determine the characteristics, feasibility, student responses in the use of e-modules, implementation and effectiveness of e-modules based on design thinking assisted by PhET simulations. This research is a Research and Development (R&D) research of Thiagarajan's 4D development model consisting of define, design, development, and disseminate. Which produces modules in electronic form equipped with various features such as images, audio, video, and motion animation. The research instruments used were questions about mathematical representation skills, e-module feasibility assessment sheets for material experts, media, physics teachers, learning implementation sheets, and student response questionnaire sheets using a Likert scale. The data analysis used was the validation of V Aiken's, the ideal standard deviation equation (Sbi), Interjudge-Aggrement, and N-Gain. The results of the study were the development of an e-module based on design thinking assisted by PhET simulation with very feasible criteria with the assessment of media experts, materials, and physics teachers. With an average score of 4.45; 4.33; 4.44, respectively. The response of students in the limited trial obtained the criteria of strongly agree (SS) with an average score of 4.50. The results of the implementation of the e-module in learning obtained very good criteria with a value of 89%, and there were differences in the results of student abilities based on the NGain value of the control class and the experimental class with scores of 0.298 each; and 0.479 low and medium criteria. Based on these results, it can be concluded that the developed e-module is feasible and effective to be used as an alternative in student learning.

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