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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Journal of Advances in Physics Education
Huda, Anwaril
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Education Physics Other

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MODISS as a Differentiated Learning Support to Improve Student Learning Outcomes Huda, Anwaril; Puspita, Novvia
Journal of Advances in Physics Education Vol. 1 No. 2 (2025): Journal of Advances in Physics Education
Publisher : Master of Physics Education Study Programme

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jape.v1i2.367

Abstract

This study aims to develop MODISS (Interactive Digital Module for Integrated Social-Emotional Learning) as a supporting media for differentiated learning strategies to enhance student learning outcomes. MODISS is an offline interactive media featuring videos, animations, interactive buttons, and interactive assessments. The offline operation of MODISS is designed to accommodate schools located in areas with limited signal access and minimize data usage for students. This innovation employs the ADDIE model of research and development, which consists of five stages: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation. The analysis and development of MODISS were conducted at SMPN 3 Pesawaran and SMPN Satap 5 Pesawaran. MODISS was designed using MS Office PowerPoint, Canva, ISpring, and Website 2 APK Builder v.5.1.0.1, and subsequently validated by practitioners. Prior to development, MODISS underwent readability and usability testing, yielding excellent results. It also underwent field trials to assess its practicality, which demonstrated a very practical outcome. Based on the assessment analysis, significant improvements in student learning outcomes were observed after the use of MODISS.
Interactive Problem-Based e-Module with Deep Learning Approach to Stimulate Computational Thinking and Self-Regulated Learning Huda, Anwaril; Suyatna, Agus; Rohman, Fatkhur; Abdurrahman; Herlina, Kartini
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.28765

Abstract

Teaching materials that stimulate Computational Thinking (CT) and Self-Regulated Learning (SRL), particularly for high school electricity topics, are currently limited. This study aims to develop an interactive problem-based e-module with a deep learning approach that is valid and suitable for pilot use to support CT and SRL. A mixed-methods design was employed, and the e-module was developed using the ADDIE model (analysis, design, development, implementation, evaluation). Validation was conducted by five experts (three lecturers and two physics teachers), assessing content, design, and language. A needs analysis of 50 high school physics teachers revealed that 76% had not actively stimulated CT in their teaching, and 90% reported the absence of problem-based interactive e-modules for CT and SRL. Expert validation resulted in an average score of 87.6%, indicating the product's validity. Teacher and student responses yielded practicality scores of 94.47% and 95.26%, respectively, showing the e-module's high suitability for use. Evaluation of learning effectiveness, including CT and SRL gains, remains an area for future research. In conclusion, the findings indicate that the developed e-module effectively addresses the need for problem-based digital learning materials and is ready for preliminary implementation to support CT and SRL development.
Co-Authors Abdurahman Abdurrahman Agus Suyatna Fatkhur Rohman Herlina, Kartini Puspita, Novvia