<![CDATA[The Moodle-based work-energy recitation program has been developed as a form of self-help program to improve concept mastery and analyze changes in student resources. The work-energy recitation program consists of conceptual questions in many problem contexts and is equipped with direct feedback on each choice option, so that it can provide a new perspective on student thinking and trigger the activation of the right resources. This study aims to analyze the effect of the work-energy recitation program on improving concept mastery and changes in student resource activation before and after using the program. The study used quasi-experimental designs conducted at the Department of Physics with research subjects being 78 students who were taking the Fisika Dasar I course. The research data were obtained based on the results of concept mastery tests, perception questionnaires, and student activity logs in the work-energy recitation program which were then analyzed using paired t-tests, n-gain, crosstabulation, and correlation tests. The results showed that the n-gain of concept mastery was 0.22. The changes in student resource activation reflected a positive indication based on the results of the crosstabulation analysis of student answer choices, from shifts in pretest to posttest answers. These findings illustrate the effectiveness of the work-energy recitation program in providing positive contributions to improving students' conceptual mastery. The work-energy recitation program also succeeded in improving students' resource activation using resources that were appropriate to the context of the problem. Most students who used the work-energy recitation program also gave positive responses and showed quite good enthusiasm for the program, both in terms of learning motivation and usefulness.]]>
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