Development of E-module on Particle Motion Dynamics Topics using Heyzine Flipbook for 11th Grade Students

Andliana Mandar; Dewi Amiroh; Masrifah Masrifah

doi:10.58797/cser.040201

Authors

Andliana Mandar Department of Physics Education, Faculty of Teacher Training and Education, Universitas Khairun, Jalan Bandara Sultan Babullah, Akehuda, Ternate 97719, Maluku Utara, Indonesia
Dewi Amiroh Department of Physics Education, Faculty of Teacher Training and Education, Universitas Khairun, Jalan Bandara Sultan Babullah, Akehuda, Ternate 97719, Maluku Utara, Indonesia
Masrifah Masrifah Department of Physics Education, Faculty of Teacher Training and Education, Universitas Khairun, Jalan Bandara Sultan Babullah, Akehuda, Ternate 97719, Maluku Utara, Indonesia

DOI:

https://doi.org/10.58797/cser.040201

Keywords:

e-module, heyzine flipbook, particle motion dynamics

Abstract

The purpose of this study is to determine the development of an e-module on the material of particle motion dynamics for 11th grade students and to assess the feasibility of the e-module on the material of particle motion dynamics for 11th grade students. This research is developmental research using the Research and Development R&D procedure according to Borg and Gall. The instruments used in developing the e-module are validation instruments and e-module comprehensibility instruments. The validation results of the e-module from the content feasibility aspect obtained an average score of 3.54 (very valid), the media feasibility aspect 3.57 (very valid), and the language feasibility aspect 3.68 (very valid), with a reliability level above 80%. The resulting e-module is easy for students to understand. This is evident from the e-module's comprehensibility test, which had an average score of 87.6%, placing it in the high category. The research results show that the e-module on particle motion dynamics for 11th-grade students that was developed is categorized as very feasible to use. The average feasibility percentage for the e-module is 91%, placing it in the very feasible category.

References

Al Mamun, M. A., & Lawrie, G. (2023). Student-content interactions: Exploring behavioural engagement with self-regulated inquiry-based online learning modules. Smart Learning Environments, 10, Article 1. https://doi.org/10.1186/s40561-022-00221-x

Alstein, P., Krijtenburg-Lewerissa, K., & van Joolingen, W. R. (2023). Designing and evaluating Relativity Lab: A simulation environment for special relativity education at the secondary level. Journal of Science Education and Technology, 32(5), 759–772. https://doi.org/10.1007/s10956-023-10059-8

Borich, G. D. (1994). Observation skills for effective teaching (2nd ed.). Merrill.

Canva. (n.d.). Canva: Visual Suite for everyone. https://www.canva.com/

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K–12 classrooms: A meta-analysis. Educational Research Review, 9, 88–113. https://doi.org/10.1016/j.edurev.2013.01.001

Docktor, J. L., & Mestre, J. P. (2014). Synthesis of discipline-based education research in physics. Physical Review Special Topics–Physics Education Research, 10(2), 020119. https://doi.org/10.1103/PhysRevSTPER.10.020119

Fiorella, L., & Mayer, R. E. (2018). What works and doesn't work with instructional video. Computers in Human Behavior, 89, 465–470. https://doi.org/10.1016/j.chb.2018.07.015

Fishbane, P. M., Gasiorowicz, S., & Thornton, S. T. (2005). Physics for scientists and engineers with modern physics (3rd ed.). Pearson Prentice Hall.

Gall, M. D., Gall, J. P., & Borg, W. R. (2003). Educational research: An introduction (7th ed.). Allyn & Bacon.

Heyzine. (n.d.). Flipbook maker. https://heyzine.com/

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897

Maulisa, A., Herliana, F., Mahzum, E., Elisa, E., Farhan, A., & Nurulwati, N. (2024). Development of problem based learning teaching modules based on blended learning in the implementation of the independent curriculum. Current STEAM and Education Research, 2(2), 69–80. https://doi.org/10.58797/cser.020201

Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139. https://doi.org/10.1016/S0959-4752(02)00016-6

Nafiyanto, N. R., & Pebriana, I. N. (2023). Pengembangan e-modul dinamika partikel model guided discovery learning berbasis STEM untuk meningkatkan pemahaman konsep dan kemampuan kolaborasi peserta didik. Jurnal Pendidikan Matematika dan Sains, 11(2), 28–37. https://doi.org/10.21831/jpms.v11i2.65943

Ramadannisa, R. F., Amelia, N. C., Rulifiangga, F., Widayani, W., & Triyanta, T. (2025). Development of a STEM-based circular motion module integrated with the engineering design process. Current STEAM and Education Research, 3(2), 53–62. https://doi.org/10.58797/cser.030201

Rutten, N., van Joolingen, W. R., & van der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers & Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017

Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., Wade, C. A., & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271–291. https://doi.org/10.1016/j.compedu.2013.11.002

Siantuba, J., Nkhata, L., & de Jong, T. (2023). The impact of an online inquiry-based learning environment addressing misconceptions on students' performance. Smart Learning Environments, 10, Article 22. https://doi.org/10.1186/s40561-023-00236-y

Soamole, S., Amiroh, D., & Salim, A. (2024). Pengembangan e-formative assessment pada materi suhu dan kalor untuk meningkatkan hasil belajar fisika dengan balikan video TikTok. SAINTIFIK@: Jurnal Pendidikan MIPA, 8(2), 2–5. https://doi.org/10.33387/saintifik.v8i2.7349

Sudjana. (2005). Metoda statistika (6th ed.). Tarsito.

Sung, Y.-T., Chang, K.-E., & Liu, T.-C. (2016). The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008

Weber, J., & Wilhelm, T. (2024). Contributing factors to the improvement of conceptual understanding in a computer-based intervention in Newtonian dynamics. Physical Review Physics Education Research, 20(2), 020130. https://doi.org/10.1103/PhysRevPhysEducRes.20.020130

Zhao Ma, X., Ertmer, P. A., Pelgrumen, C. P. M., Watsonta, J. R., & Sengha Tanu, M. C. (2024). The impact of technology integration on student learning outcomes. Journal of Teaching and Learning, 1(1), 73–90. https://doi.org/10.71305/jtl.v1i1.108