UPSI Digital Repository (UDRep)
|
![]() |
|
|
Abstract : Perpustakaan Tuanku Bainun |
The purpose of this study is to develop an online interactive learning platform (EASTR) for the topic of astronomy and evaluate its usability among second-year high school physics students in Xihe District. E-ASTR was created using the ADDIE instructional design model, and this study employed a developmental research design. There are five stages in the ADDIE model: analysis, design, development, implementation, and evaluation. Two experts validated E-ASTR after it was developed. Forty-three physics students who did not participate in this study conducted a pilot test. Using cluster random sampling, 58 second-year high school physics students were chosen from among all the students in the Xihe District to make up the research sample. The usability of E-ASTR was assessed in this study using a 20-item usability questionnaire that was modified from the Technology Acceptance Model (TAM). The mean (M) and standard deviation (SD) of descriptive statistics were used to analyze the data. The newly developed E-ASTR had good validity with 100% agreement, according to the data from two experts. The mean scores for the constructs of perceived ease of use (M=4.28, SD=0.654), perceived usefulness (M=4.30, SD=0.774), attitude (M=4.38, SD=0.674), behavioral intention (M=4.36, SD=0.713), and self-efficacy (M=4.60, SD=0.676) were high. An average mean score of 4.38 was obtained from the results, which showed that E-ASTR had good usability. In conclusion, E-ASTR is valid and reliable, with a good level of usability. For implications, E-ASTR is suitable to be implemented in the classroom because it can help students understand complex astronomical concepts. |
References |
Acikgul Firat, E., & Firat, S. (2020). WEB 3.0 IN LEARNING ENVIRONMENTS: A SYSTEMATIC REVIEW. Turkish Online Journal of Distance Education, 22(1), 148–169. https://doi.org/10.17718/tojde.849898 Adiyanto, W. (2021). MEMAHAMI HAMBATAN DOSEN DAN MAHASISWA DALAM PERKULIAHAN ONLINE: FENOMENA ANTISIPASI PENYEBARAN VIRUS COVID-19. Interaksi: Jurnal Ilmu Komunikasi, 9(2), 98–108. https://doi.org/10.14710/interaksi.9.2.98-108 Ågerfalk, P. J., & Eriksson, O. (2006). Socio–instrumental Usability: IT is all about Social Action 1. Journal of Information Technology, 21(1), 24–39. https://doi.org/10.1057/palgrave.jit.2000055 Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T Alam, D. A. (2023). Connectivism Learning Theory and Connectivist Approach in Teaching and Learning: A Review of Literature. 12. Alphaidze, T. (2024). The Role of Multimedia in Language Teaching. Enadakultura. https://doi.org/10.52340/lac.2024.09.01 Anggraeni, F. K. A., & Nuraini, L. (2020). ANALISIS RESPON MAHASISWA PENDIDIKAN FISIKA TERHADAP COMPUTER BASED TESTING PADA MATA KULIAH MANAJEMEN LAB. JURNAL PEMBELAJARAN FISIKA, 9(3), 101. https://doi.org/10.19184/jpf.v9i3.17971 Azlan, C. A., Wong, J. H. D., Tan, L. K., A.D. Huri, M. S. N., Ung, N. M., Pallath, V., Tan, C. P. L., Yeong, C. H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic – A case study from Malaysia. Physica Medica, 80, 10–16. https://doi.org/10.1016/j.ejmp.2020.10.002 Banda, H. J., & Nzabahimana, J. (2023). The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students. Journal of Science Education and Technology, 32(1), 127–141. https://doi.org/10.1007/s10956-022-10010-3 Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191 Bao, L., & Koenig, K. (2019). Physics education research for 21st century learning. Disciplinary and Interdisciplinary Science Education Research, 1(1), 2. https://doi.org/10.1186/s43031-019-0007-8 Becker, S., Klein, P., Gößling, A., & Kuhn, J. (2020). Using mobile devices to enhance inquiry-based learning processes. Learning and Instruction, 69, 101350. https://doi.org/10.1016/j.learninstruc.2020.101350 Ben, O., Lamri, D., Regional center of education and training Rabat /Kenitra, Morocco, lamridriss11@gmail.com, Hassouni, T., Regional center of education and training Fes/Meknes, Morocco, taoufik.hassouni@uit.ac.ma, Al Ibrahmi, E. M., & Ibn Toufail University Faculty of science Kenitra, Morocco, alibrahmielmehdi@yahoo.fr. (2022). Science Teachers’ Views on the Use and Effectiveness of Interactive Simulations in Science Teaching and Learning. International Journal of Instruction, 15(1), 277–292. https://doi.org/10.29333/iji.2022.15116a Bentri, A., Estuhono, & Festiyed. (2019). Preliminary research of developing a research-based learning model integrated by scientific approach on physics learning in senior high school. Journal of Physics: Conference Series, 1185, 012041. https://doi.org/10.1088/1742-6596/1185/1/012041 Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827. https://doi.org/10.1016/j.cedpsych.2019.101827 Besnoy, A. L. (Ed.). (2019). Emerging Practices in Science and Technology Librarianship (1st ed.). Routledge. https://doi.org/10.4324/9781315874739 Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6 Bruneau, P., Wang, J., Cao, L., & Truong, H. (2023). The Potential of ChatGPT to Enhance Physics Education in Vietnamese High Schools [Preprint]. EdArXiv. https://doi.org/10.35542/osf.io/36qw9 Budoya, C. M., Kissake, M. M., & Mtebe, J. S. (2019). Instructional Design enabled Agile Method using ADDIE Model and Feature Driven Development Process. Caliskan, S., Guney, Z., Sakhieva, R. G., Vasbieva, D. G., & Zaitseva, N. A. (2019). Teachers’ Views on the Availability of Web 2.0 Tools in Education. International Journal of Emerging Technologies in Learning (iJET), 14(22), 70. https://doi.org/10.3991/ijet.v14i22.11752 Chen, C.-C., Chen, H.-R., & Wang, T.-Y. (2024). Creative Situated Augmented Reality Learning for Astronomy Curricula. Chimonidou, A., R. Ludwig, R., & Marinova, I. (2021). Supporting Pre-Service Primary School Teachers with Hands-on-Science. Journal of Higher Education Theory and Practice, 21(6). https://doi.org/10.33423/jhetp.v21i6.4383 Chotimah, C. & Festiyed. (2020). A meta-analysis of the effects of using PhET interactive simulations on student’s worksheets toward senior high school students learning result of physics. Journal of Physics: Conference Series, 1481(1), 012093. https://doi.org/10.1088/1742-6596/1481/1/012093 Choudhury, S., & Pattnaik, S. (2020). Emerging themes in e-learning: A review from the stakeholders’ perspective. Computers & Education, 144, 103657. https://doi.org/10.1016/j.compedu.2019.103657 Compeau, D. R., & Higgins, C. A. (1995). Computer Self-Efficacy: Development of a Measure and Initial Test. MIS Quarterly, 19(2), 189. https://doi.org/10.2307/249688 Daineko, Y., Ipalakova, M., Tsoy, D., Bolatov, Z., Baurzhan, Z., & Yelgondy, Y. (2020). Augmented and virtual reality for physics: Experience of Kazakhstan secondary educational institutions. Computer Applications in Engineering Education, 28(5), 1220–1231. https://doi.org/10.1002/cae.22297 Darma, R. S., Setyadi, A., Wilujeng, I., Jumadi, & Kuswanto, H. (2019). Multimedia Learning Module Development based on SIGIL Software in Physics Learning. Journal of Physics: Conference Series, 1233(1), 012042. https://doi.org/10.1088/1742-6596/1233/1/012042 Darmaji, D., Kurniawan, D. A., Astalini, A., Lumbantoruan, A., & Samosir, S. C. (2019). Mobile Learning in Higher Education for The Industrial Revolution 4.0: Perception and Response of Physics Practicum. International Journal of Interactive Mobile Technologies (iJIM), 13(09), 4. https://doi.org/10.3991/ijim.v13i09.10948 Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319. https://doi.org/10.2307/249008 Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User Acceptance of Computer Technology: A Comparison of Two Theoretical Models. Management Science, 35(8), 982–1003. https://doi.org/10.1287/mnsc.35.8.982 Delgado, F. (2021). Teaching Physics for Computer Science Students in Higher Education During the COVID-19 Pandemic: A Fully Internet-Supported Course. Future Internet, 13(2), 35. https://doi.org/10.3390/fi13020035 Dewantara, D., Wati, M., Misbah, M., Mahtari, S., & Haryandi, S. (2020). The Effectiveness of Game Based Learning on The Logic Gate Topics. Journal of Physics: Conference Series, 1491(1), 012045. https://doi.org/10.1088/1742-6596/1491/1/012045 Downes, S. (2020). Recent Work in Connectivism. European Journal of Open, Distance and E-Learning, 22(2), 113–132. https://doi.org/10.2478/eurodl-2019-0014 Downing, S. M. (2006). Face validity of assessments: Faith-based interpretations or evidence-based science? Medical Education, 40(1), 7–8. https://doi.org/10.1111/j.1365-2929.2005.02361.x Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104–113. https://doi.org/10.1016/j.compedu.2019.04.004 Efe, H., Gül, R., & Umdu Topsakal, Ü. (2022). Use of Web 2.0 Tools in Science Education: Examining Middle School Students’ Perceptions of Self-regulation. Mimbar Sekolah Dasar, 9(3), 552–570. https://doi.org/10.53400/mimbar-sd.v9i3.44962 Egorov, E. E., Prokhorova, M. P., Lebedeva, T. E., Mineeva, O. A., & Tsvetkova, S. Y. (2021). Moodle LMS: Positive and Negative Aspects of Using Distance Education in Higher Education Institutions. Propósitos y Representaciones, 9(SPE2). https://doi.org/10.20511/pyr2021.v9nSPE2.1104 Falloon, G. (2019). Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis. Computers & Education, 135, 138–159. https://doi.org/10.1016/j.compedu.2019.03.001 Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635. https://doi.org/10.1016/j.compedu.2019.103635 Forndran, F., & Zacharias, C. R. (2019). Gamified experimental physics classes: A promising active learning methodology for higher education. European Journal of Physics, 40(4), 045702. https://doi.org/10.1088/1361-6404/ab215e García-Morales, V. J., Martín-Rojas, R., & Garde-Sánchez, R. (2020). How to Encourage Social Entrepreneurship Action? Using Web 2.0 Technologies in Higher Education Institutions. Journal of Business Ethics, 161(2), 329–350. https://doi.org/10.1007/s10551-019-04216-6 Georgiou, Y., Tsivitanidou, O., & Ioannou, A. (2021). Learning experience design with immersive virtual reality in physics education. Educational Technology Research and Development, 69(6), 3051–3080. https://doi.org/10.1007/s11423-021-10055-y Giacomassi Luciano, A. P., Altoé Fusinato, P., Carvalhais Gomes, L., Luciano, A., & Takai, H. (2019). The educational robotics and Arduino platform: Constructionist learning strategies to the teaching of physics. Journal of Physics: Conference Series, 1286, 012044. https://doi.org/10.1088/1742-6596/1286/1/012044 Giannakoulopoulos, A., Pergantis, M., & Lamprogeorgos, A. (2024). USER EXPERIENCE DESIGN FOR ACADEMIC CONTENT EDITORS IN A MULTISITE ENVIRONMENT. 3247–3255. https://doi.org/10.21125/inted.2024.0869 Good, M., Maries, A., & Singh, C. (2019). Impact of traditional or evidence-based active-engagement instruction on introductory female and male students’ attitudes and approaches to physics problem solving. Physical Review Physics Education Research, 15(2), 020129. https://doi.org/10.1103/PhysRevPhysEducRes.15.020129 Gozzard, D. R., & Zadnik, M. G. (2021). Contribution of self-directed, naked-eye observations to students’ conceptual understanding and attitudes towards astronomy. Physical Review Physics Education Research, 17(1), 010134. https://doi.org/10.1103/PhysRevPhysEducRes.17.010134 Hacer, E., Hatice, T., & Ünsal, U. T. (2022). Developing Secondary School Students’ 21st Century Skills Through Online Science Education with Web 2.0 Tools. Insan ve Sosyal Bilimler Dergisi, 5(2), 206–229. https://doi.org/10.53048/johass.1181010 Halili, D. S. H., & Tech, Mae. (2019). TECHNOLOGICAL ADVANCEMENTS IN EDUCATION 4.0. 7(1). Hardesty, D. M., & Bearden, W. O. (2004). The use of expert judges in scale development. Journal of Business Research, 57(2), 98–107. https://doi.org/10.1016/S0148-2963(01)00295-8 Haynes, S. N., Richard, D. C. S., & Kubany, E. S. (1995). Content validity in psychological assessment: A functional approach to concepts and methods. Psychological Assessment, 7(3), 238–247. https://doi.org/10.1037/1040-3590.7.3.238 Henukh, A., Nikat, R. F., Simbolon, M., Nuryadin, C., & Baso, Y. S. (2019). Multimedia development based on web connected Massive Open Online Courses (cMOOCs) on the basic physics material. IOP Conference Series: Earth and Environmental Science, 343(1), 012160. https://doi.org/10.1088/1755-1315/343/1/012160 Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis. Journal of Educational Computing Research, 57(2), 283–319. https://doi.org/10.1177/0735633117748416 Huang, H., Li, Y., Ma, L., Mao, B., Zhang, L., Yang, J., Wang, H., Sun, Y., Zhao, X., & Lv, M. (2024). New Approach to SCADA System Screen Configuration Based on the Model of Oil and Gas Pipeline Network. EAI Endorsed Transactions on Energy Web, 11. https://doi.org/10.4108/ew.5247 Hung, C.-Y., Sun, J. C.-Y., & Liu, J.-Y. (2019). Effects of flipped classrooms integrated with MOOCs and game-based learning on the learning motivation and outcomes of students from different backgrounds. Interactive Learning Environments, 27(8), 1028–1046. https://doi.org/10.1080/10494820.2018.1481103 Inayah, N., & Masruroh, M. (2021). PhET Simulation Effectiveness as Laboratory Practices Learning Media to Improve Students’ Concept Understanding. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 9(2), 152. https://doi.org/10.33394/j-ps.v9i2.2923 Jena, A. K., Bhattacharjee, S., Devi, J., & Barman, M. (2020). EFFECTS OF WEB 2.0 TECHNOLOGY ASSISTED SLIDESHARE, YOUTUB AND WHATSAPP ON INDIVIDUAL AND COLLABORATIVE LEARNING PERFORMANCE AND RETENTION IN TISSUES SYSTEM. 8(1). Jianhong, L., & Xinyue, W. (2020). Design of Mobile Learning Platform based on Android. 2020 15th International Conference on Computer Science & Education (ICCSE), 257–261. https://doi.org/10.1109/ICCSE49874.2020.9201659 Jin, E., & Oh, J. (2020). The Effects of Interactivity on the Attitudes and Intentions about Second-hand Smoke: Comparison of Two Mechanisms. International Journal of Human–Computer Interaction, 36(4), 307–315. https://doi.org/10.1080/10447318.2019.1636509 José De Carvalho Sousa, F., & Rangel De Moura Sousa, M. (2022). THE PEDAGOGICAL PRACTICE OF THE PROGRESSIVIST RENEWED LIBERAL TREND IN THE TEACHING OF THERMAL PHYSICS. Journal of Interdisciplinary Debates, 3(02), 117–141. https://doi.org/10.51249/jid.v3i02.807 Kalender, Z. Y., Marshman, E., Schunn, C. D., Nokes-Malach, T. J., & Singh, C. (2020). Damage caused by women’s lower self-efficacy on physics learning. Physical Review Physics Education Research, 16(1), 010118. https://doi.org/10.1103/PhysRevPhysEducRes.16.010118 Kanim, S., & Cid, X. C. (2020). Demographics of physics education research. Physical Review Physics Education Research, 16(2), 020106. https://doi.org/10.1103/PhysRevPhysEducRes.16.020106 Kilic, S. (2016). Cronbach’s alpha reliability coefficient. Journal of Mood Disorders, 6(1), 47. https://doi.org/10.5455/jmood.20160307122823 Kim, K., Oblak, E., Manella, K., & Sulzer, J. (2024). Simulated operant reflex conditioning environment reveals effects of feedback parameters. PLOS ONE, 19(3), e0300338. https://doi.org/10.1371/journal.pone.0300338 Klein, P., Ivanjek, L., Dahlkemper, M. N., Jelicic, K., Geyer, M.-A., Küchemann, S., & Susac, A. (2021). Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories. Physical Review Physics Education Research, 17(1), 010117. https://doi.org/10.1103/PhysRevPhysEducRes.17.010117 Kolb, A. Y., & Kolb, D. A. (2009). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In S. Armstrong & C. Fukami, The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). SAGE Publications Ltd. https://doi.org/10.4135/9780857021038.n3 Kolb, D. A. (1976). Management and the Learning Process. California Management Review, 18(3), 21–31. https://doi.org/10.2307/41164649 Korhonen, A.-M., Ruhalahti, S., & Veermans, M. (2019). The online learning process and scaffolding in student teachers’ personal learning environments. Education and Information Technologies, 24(1), 755–779. https://doi.org/10.1007/s10639-018-9793-4 Kotian, H., Liz Varghese, A., & Motappa, R. (2022). An R Function for Cronbach’s Alpha Analysis: A Case-Based Approach. National Journal of Community Medicine, 13(08), 571–575. https://doi.org/10.55489/njcm.130820221149 Krasnova, L. A., & Shurygin, V. Y. (2020). Blended learning of physics in the context of the professional development of teachers. International Journal of Technology Enhanced Learning, 12(1), 38. https://doi.org/10.1504/IJTEL.2020.103814 Ladd, N., Nottis, K., & Udomprasert, P. (2019). A Hybrid Hands-On And Computer Simulation Laboratory Activity For The Teaching Of Astronomical Parallax. Journal of Astronomy & Earth Sciences Education (JAESE), 6(2), 31–44. https://doi.org/10.19030/jaese.v6i2.10338 Lampard, R., Sapsford, R., & Jupp, V. (1997). Data Collection and Analysis. The British Journal of Sociology, 48(3), 538. https://doi.org/10.2307/591159 Lee, M. C. Y., Chow, J. Y., Komar, J., Tan, C. W. K., & Button, C. (2014). Nonlinear Pedagogy: An Effective Approach to Cater for Individual Differences in Learning a Sports Skill. PLoS ONE, 9(8), e104744. https://doi.org/10.1371/journal.pone.0104744 Mahtari, S., Wati, M., Hartini, S., Misbah, M., & Dewantara, D. (2020). The effectiveness of the student worksheet with PhET simulation used scaffolding question prompt. Journal of Physics: Conference Series, 1422(1), 012010. https://doi.org/10.1088/1742-6596/1422/1/012010 Mallari, R. L. (2020). The Effectiveness of Integrating PhET Interactive Simulation-based Activities in Improving the Student’s Academic Performance in Science. International Journal for Research in Applied Science and Engineering Technology, 8(9), 1150–1153. https://doi.org/10.22214/ijraset.2020.31708 May, J. M., Barth-Cohen, L. A., Gerton, J. M., & De Grandi, C. (2020). Students’ dynamic engagement with experimental data in a physics laboratory setting. 2020 Physics Education Research Conference Proceedings, 315–320. https://doi.org/10.1119/perc.2020.pr.May Muliyati, D., Permana, H., & Amaliyah, A. N. (2021). Designing an Android-based educational game for high school physics. 020022. https://doi.org/10.1063/5.0037467 Munisah, E. (2019). Model Desain Multimedia Pembelajaran. Edukasi Lingua Sastra, 17(2), 139–150. https://doi.org/10.47637/elsa.v17i2.46 Mutambara, D., & Bayaga, A. (2021). Determinants of mobile learning acceptance for STEM education in rural areas. Computers & Education, 160, 104010. https://doi.org/10.1016/j.compedu.2020.104010 Nagarathinam, D. (2020). The Development of Satellites and Launch Vehicles are the Boost for MOOC and other E Learning through ICT. INTERNATIONAL JOURNAL OF RECENT TRENDS IN ENGINEERING & RESEARCH, 06(02), 1–9. https://doi.org/10.23883/IJRTER.2020.6006.KD5OB Najib, M. N. M., Md-Ali, R., & Yaacob, A. (2022). Effects of Phet Interactive Simulation Activities on Secondary School Students’ Physics Achievement. South Asian Journal of Social Science and Humanities, 3(2), 73–78. https://doi.org/10.48165/sajssh.2022.3204 Nekos, A. N., & Medvedeva, Y. V. (2018). ............ ....... MOODLE ... ........ ..... . ........ ..... ........ ......... ......... ....... Information Technologies and Learning Tools, 63(1), 56. https://doi.org/10.33407/itlt.v63i1.1931 Nevo, B. (1985). FACE VALIDITY REVISITED. Journal of Educational Measurement, 22(4), 287–293. https://doi.org/10.1111/j.1745-3984.1985.tb01065.x Nitriani, N., Darsikin, D., & Saehana, S. (2022). Kolb’s learning style analysis in solving HOTS questions for prospective physics teacher students. Momentum: Physics Education Journal, 59–72. https://doi.org/10.21067/mpej.v6i1.5593 O’Brien, D. J. (2021). A guide for incorporating e-teaching of physics in a post-COVID world. American Journal of Physics, 89(4), 403–412. https://doi.org/10.1119/10.0002437 Oktapiyanti, N. K. S. D., Sastri, I. I. M., & Sari, A. P. A. M. P. (2022). Influence Of Hr Competence, Utilization Of Information Technology And Understanding Of Accounting Standards On The Quality Of LPD Financial Statements In UBUD District. Journal of Governance, Taxation and Auditing, 1(1), 11–15. https://doi.org/10.38142/jogta.v1i1.291 Oktay, O., Avci, Z., & Sen, A. I. (2022). Using digital media through sequential worksheets: An astronomy activity. Science Activities, 59(3), 107–124. https://doi.org/10.1080/00368121.2022.2057902 O’Reilly, T. (2020). What Is Web 2.0: Design Patterns and Business Models for the Next Generation of Software. In M. Mandiberg (Ed.), The Social Media Reader (pp. 32–52). New York University Press. https://doi.org/10.18574/nyu/9780814763025.003.0008 Park, S. Y. (2009). An Analysis of the Technology Acceptance Model in Understanding University Students’ Behavioral Intention to Use e-Learning. Journal of Educational Technology & Society, 12(3), 150–162. Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation, 68, 101592. https://doi.org/10.1016/j.lmot.2019.101592 Perkins, K. (2020). Transforming STEM Learning at Scale: PhET Interactive Simulations. Childhood Education, 96(4), 42–49. https://doi.org/10.1080/00094056.2020.1796451 Putri, R. Z., Jumadi, & Ariswan. (2020). Moodle as e-learning media in physics class. Journal of Physics: Conference Series, 1567(3), 032075. https://doi.org/10.1088/1742-6596/1567/3/032075 Ranjan, A. K., & Kumar, P. (2024). Ensuring the privacy and security of IoT-medical data: A hybrid deep learning-based encryption and blockchain-enabled transmission. Multimedia Tools and Applications. https://doi.org/10.1007/s11042-023-18043-5 Riantoni, C., Astalini, A., & Darmaji, D. (2019). Studi penggunaan PhET Interactive Simulations dalam pembelajaran fisika. Jurnal Riset dan Kajian Pendidikan Fisika, 6(2), 71. https://doi.org/10.12928/jrkpf.v6i2.14202 Richey, R. C. (1994). Developmental Research: The Definition and Scope. Robertson, O., & Scott Evans, M. (2020). Just how reliable is your internal reliability? An overview of Cronbach’s alpha (a). PsyPag Quarterly, 1(115), 23–27. https://doi.org/10.53841/bpspag.2020.1.115.23 Rofendi, M. R. & Amran Manalu. (2020). Learning Support System With Computer Assisted Instruction Method. Jurnal Info Sains : Informatika Dan Sains, 10(1), 1–6. https://doi.org/10.54209/infosains.v10i1.25 Salame, I. I., & Makki, J. (2021). Examining the Use of PhET Simulations on Students’ Attitudes and Learning in General Chemistry II. Interdisciplinary Journal of Environmental and Science Education, 17(4), e2247. https://doi.org/10.21601/ijese/10966 Sarrab, M., Al-Shihi, H., Al-Manthari, B., & Bourdoucen, H. (2018). Toward Educational Requirements Model for Mobile Learning Development and Adoption in Higher Education. TechTrends, 62(6), 635–646. https://doi.org/10.1007/s11528-018-0331-4 Saudelli, M. G., Kleiv, R., Davies, J., Jungmark, M., & Mueller, R. (2021). PhET Simulations in Undergraduate Physics: Constructivist Learning Theory in Practice. Brock Education Journal, 31(1). https://doi.org/10.26522/brocked.v31i1.899 Shanholtzer, B. N., Thoron, A., Bunch, J. C., & Colclasure, B. C. (2019). Using Interest Approaches in Instructional Design and Delivery. EDIS, 2019(3). https://doi.org/10.32473/edis-wc334-2019 Shekoyan, V., Dehipawala, S., Kokkinos, D., Taibu, R., Tremberger, G., & Cheung, T. (2020). Assessment of experiential learning in online introductory physics labs during COVID-19. 2020 Fall ASEE Mid-Atlantic Section Meeting Proceedings, 36041. https://doi.org/10.18260/1-2--36041 Shodmanov Toshtemir Ruziyevich. (2023). IMPROVING THE METHODOLOGY FOR THE DEVELOPMENT OF PROFESSIONAL TRAINING OF STUDENTS BASED ON TEACHING ATOMIC PHYSICS USING DIGITAL TECHNOLOGIES. https://doi.org/10.5281/ZENODO.7985034 Sidek Mohd Noah & Jamaludin Ahmad. (2005). Pembinaan Modul Bagaimana Membina Modul Latihan dan Modul Akademik. Serdang: Penerbit Universiti Putra Malaysia. Simeon, M. I., Samsudin, M. A., & Yakob, N. (2022). Effect of design thinking approach on students’ achievement in some selected physics concepts in the context of STEM learning. International Journal of Technology and Design Education, 32(1), 185–212. https://doi.org/10.1007/s10798-020-09601-1 Sireci, S. G. (1998). The construct of content validity. Social Indicators Research, 45(1/3), 83–117. https://doi.org/10.1023/A:1006985528729 Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based learning. Journal of Business Research, 94, 360–366. https://doi.org/10.1016/j.jbusres.2018.01.057 Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 402. https://doi.org/10.3390/info13090402 Stadermann, K. (2022). Connecting Secondary School Quantum Physics and Nature of Science: Possibilities and challenges in curriculum design, teaching, and learning [University of Groningen]. https://doi.org/10.33612/diss.195942915 Sung, Ma, Choi, & Hong. (2019). Real-Time Augmented Reality Physics Simulator for Education. Applied Sciences, 9(19), 4019. https://doi.org/10.3390/app9194019 Tan, D. Y., & Cheah, C. W. (2021). Developing a gamified AI-enabled online learning application to improve students’ perception of university physics. Computers and Education: Artificial Intelligence, 2, 100032. https://doi.org/10.1016/j.caeai.2021.100032 Teo, T., Sang, G., Mei, B., & Hoi, C. K. W. (2019). Investigating pre-service teachers’ acceptance of Web 2.0 technologies in their future teaching: A Chinese perspective. Interactive Learning Environments, 27(4), 530–546. https://doi.org/10.1080/10494820.2018.1489290 Tikam, M. (2021). ICT Integration in Education: Indian Scenario. In H. Rahman (Ed.), Advances in Human and Social Aspects of Technology (pp. 1–11). IGI Global. https://doi.org/10.4018/978-1-7998-5849-2.ch001 Ünal, E. (2019). Web 2.0 Technologies Supporting Problem Based Learning: A Systematic Literature Review. Journal of Problem Based Learning in Higher Education, Vol. 7 No. 1 (2019). https://doi.org/10.5278/OJS.JPBLHE.V7I1.2845 Utecht, J., & Keller, D. (2019). Becoming Relevant Again: Applying Connectivism Learning Theory to Today’s Classrooms. Van De Heyde, V., & Siebrits, A. (2019). The ecosystem of e-learning model for higher education. South African Journal of Science, 115(5/6). https://doi.org/10.17159/sajs.2019/5808 Venkatesh, Morris, Davis, & Davis. (2003). User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly, 27(3), 425. https://doi.org/10.2307/30036540 Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204. https://doi.org/10.1287/mnsc.46.2.186.11926 Vlasenko, K. V., Volkov, S. V., Kovalenko, D. A., Sitak, I. V., Chumak, O. O., & Kostikov, A. A. (2020). Web-based online course training higher school mathematics teachers. [.. ..]. https://doi.org/10.31812/123456789/3894 Wang, M., & Zheng, X. (2021). Using Game-Based Learning to Support Learning Science: A Study with Middle School Students. The Asia-Pacific Education Researcher, 30(2), 167–176. https://doi.org/10.1007/s40299-020-00523-z Wang, Y. (2022). Effects of augmented reality game-based learning on students’ engagement. International Journal of Science Education, Part B, 12(3), 254–270. https://doi.org/10.1080/21548455.2022.2072015 Widayanti, Abdurrahman, & Suyatna, A. (2019). Future Physics Learning Materials Based on STEM Education: Analysis of Teachers and Students Perceptions. Journal of Physics: Conference Series, 1155, 012021. https://doi.org/10.1088/1742-6596/1155/1/012021 Yang, A., Ng, S. C. C., Leong, Q., Tan, M. H., Agarwal, P., Ong, Z., Ang, H. W., & Chan, A. H. (2019). Practical Astronomy Education at the National University of Singapore (NUS). The Physics Educator, 01(01), 1950004. https://doi.org/10.1142/S2661339519500045 Yang, J., Yu, H., & Chen, N. (2019). Using blended synchronous classroom approach to promote learning performance in rural area. Computers & Education, 141, 103619. https://doi.org/10.1016/j.compedu.2019.103619 Yazici, S. Ç., & Gündogdu, B. (2023). An investigation of postgraduate theses involving the use of flipped classroom model in science fields. Yu, Z., Gao, M., & Wang, L. (2021). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3), 522–546. https://doi.org/10.1177/0735633120969214 Zhu, W., Wang, F., Mayer, R. E., & Liu, T. (2024). Effects of explaining a science lesson to others or to oneself: A cognitive neuroscience approach. Learning and Instruction, 91, 101897. https://doi.org/10.1016/j.learninstruc.2024.101897
|
This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials. You may use the digitized material for private study, scholarship, or research. |