<![CDATA[Geometric optics remains conceptually demanding because students must coordinate ray diagrams, image location, observer position, and everyday optical phenomena within a coherent explanatory framework. This study examined the effectiveness of a Moodle-assisted recitation program designed around contrasting cases to improve senior high school students' conceptual mastery of geometric optics. An embedded experimental design was implemented with 28 Grade XI-MIA students at SMA Annur, Malang Regency. The intervention consisted of four video packages and seven sets of reasoned conceptual exercises delivered through Moodle outside regular class hours. Data were collected using a 19-item reasoned multiple-choice test administered as pretest and posttest, a response questionnaire, observation notes, and students' written reasons. Quantitative analysis included descriptive statistics, the Wilcoxon signed-rank test, normalized gain, effect size, and correlation analysis, while qualitative evidence was used to interpret shifts in reasoning. The mean score increased from 10.61 to 16.64 out of 19, the Wilcoxon test indicated a significant pretest-posttest difference (p < 0.001), the normalized gain reached 0.703, and the effect size was very high (d = 3.28). Most high-gain items were related to reflection, plane mirrors, concave mirrors, and refraction. Students also reported that the program was easy to use and that feedback helped them correct conceptual errors. These findings indicate that Moodle-assisted contrasting cases recitation can substantially strengthen conceptual mastery when digital learning, feedback, and structured comparison are integrated coherently.]]>
Copyrights © 2026
