Ashnam 2022 J. Phys. Conf. Ser. 2377 012081

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Journal of Physics: Conference Series

PAPER • OPEN ACCESS

Development of Problem-Based Learning E- Modules on Renewable Energy Subjects for Distance Learning

To cite this article: M Ashnam et al 2022 J. Phys.: Conf. Ser. 2377 012081

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Development of Problem-Based Learning E-Modules on Renewable Energy Subjects for Distance Learning

M Ashnam*, S Sunaryo, and M Delina

Department of Magister Physics Education, Faculty of Mathematics and Science, State University of Jakarta, Indonesia

*E-mail: [email protected]

Abstract. Understanding renewable energy in physics learning is imperative for students. This study aims to produce an E-Module learning media based on Problem Based Learning to support distance learning on the topic of renewable energy (renewable energy) using Weebly.

Students are introduced to discoveries in renewable energy to support human life today and in the future. The research method used is the development of R&D with the ADDIE model.

ADDIE model consists of Analyse, Design, Develop, Implementation, and Evaluation. The N- Gain method tests the increase in students' knowledge after learning to use e-module with Weebly in renewable energy topics. The results showed that the e-module could be used as a medium for learning physics in schools. The test results illustrate that students who use e- module with Weebly experience an increase in scores from pre-test to post-test by 0,58 in the medium interpretation.

1. Introduction

Due to the radical changes that have possibly affected the schooling system, coupled with the spreading of coronavirus infection COVID-19, there is a pressing necessity to better the competencies of contemporary tutors. In addition, it doesn't mean simply gaining a certification assuring the tutor's professionalism, but it means shaping or otherwise developing that expert competency as information as well as communication technology [1]. Nowadays, science and hi-tech are with know-how from and to all around the world across the limits of distance, spot, space, and time [2-3].

Learning media is designed to provide notes and encourage understanding, emotions, concerns, and research agreement with didactic methods that can be used as much as possible together [4]. One of the study media that apply hi-tech development is an electronic module. An electronic module is a

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structured and easily operated way and operates, more or otherwise less. The Weebly schooling section offers teachers the occasion to create grade Web pages, e-portfolios, blogs, and special locations for 40 end users. That whole process could be coordinated in a shield surroundings as the tutor as possibly surrendered the power to choose which parts are possibly available for public viewing as well as which are possible to remain private, in as much as what fields are possibly open for altering by pupils [8-9].

A learning model that is spotted in keeping with the principles comes close to a scientific one of problem-based learning. Problem-based learning is the dependent study that ties study substantially with the actual-world background of pupils. The scientific study requires a process that could inspire pupils to study different problems in their daily way of life. The problem is often linked with the know-how that gets taught or otherwise is going to be taught. The problem-based learning model is a model that takes advantage of a scientific approach. Pupils will attempt to study to settle problems by developing the skill to investigate and cope with information founded on experiences they have or otherwise brand-new experiences faced by pupils themselves. That model may lend a hand develop pupils' autonomous study competencies [10-12].

There are five steps of problem-based learning: meeting the problem; problem analysis and learning issues; discovery and reporting; solution presentation and reflection; overview, integration, and evaluation [13]. The problem scenario serves as an incentive in fulfilling the problem phase to build on and expand on the basic background that students may encounter over time. During the problem analysis and learning issues phase, the pupils before know-how are triggered and thoughts possibly caused that call for further study. Pupils are perhaps necessary to do a job independently on their very own, seeking information through different funds. In the discovery and reporting phase, pupils practice group working together along with communication skills through questions and exploring further information from another. Solution presentation and reflection phase, when pupils submit their results to the issue scenario, a contemplative and evaluative approach is accepted. Pupils recast and rephrase the know-how given and prove their brand-new know-how. Overview, integration and evaluation phase, pupils all reflect on the brand-new know-how they all have learned as a consequence of the issue. The teacher promotes summing up and incorporating the main principles and notions at that phase. Band associates assess how they all perform as pupils in terms of being issue solvers, and myself-aimed students as associates of the team [14-15].

2. Methodology

The development of that e-module uses the R&D method of ADDIE (Analysis, Design, Develop, Implementation, Evaluation) pattern was possibly utilized in developing renewable energy founded on problem-based learning. ADDIE is a process that serves as a guiding framework for complex situations appropriate for developing educational products and other learning resources [16]. The developed e-module of renewable energy was arranged based on the process of the ADDIE model in Figure 1.

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Figure 1. ADDIE Model Process 3. Result and Discussion

3.1. Analysis

Needs analysis has been conducted on 23 high school teachers. Based on the needs analysis results, during the Covid 19 pandemic, all teachers conducted distance learning. To support distance learning activities, 87% of respondents need an electronic module based on Problem Based Learning to cultivate students' scientific attitudes. PowerPoint media only support 99.8% of 12 schools, Google Classroom, student worksheets, and WhatsApp.

3.2. Design

At the design step, a Weebly design is carried out which is available on the http://education.weebly.com. Teachers can create accounts on Weebly for free. However, unlike other online learning platforms, Weebly's educational features are not as comprehensive as Moodle, Edmodo, Schoology, etc. This can be overcome by using additional applications such as Google Forms. Google Forms collects student assignments, student exams, and retrieves questionnaire data.

Weebly can insert YouTube videos to complement teaching materials.

3.3. Develop

At this development step, combining materials or materials to be developed into an e-module using a Weebly-based learning website. At this step, the material is in the form of images, videos, and other teaching materials which are also presented with questions related to everyday life so that students can find solutions to problems. After developing the e-module, expert validations are required.

3.3.1. E-module Homepage. Because the developed e-module applies a problem-based learning model, an initial problem regarding renewable energy has been presented on the first page. The Weebly homepage is presented in Figure 2.

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Figure 2. E-module Homepage

3.3.2. E-module Menu. E-module developed using a problem-based learning model. Therefore, this e- module activity implements 5 steps of problem-based learning, as shown in Figure 3.

Figure 3. E-module Menu

3.3.3. E-module activities. E-module activities. Student activities include group work in making posters about renewable energy. Students can submit the results of the poster via the provided Google Form.

3.3.4. Expert Validation. Expert validation is needed to perfect the developed media. The experts consist of material experts, media experts, and learning experts. Validation questionnaire using a Likert scale of 1 to 5.

Table 1. The material experts’ result Measured Aspect

Percentage (%) Relevance Material Exposure Language

90% 80% 80%

Table 2. The media experts result Measured Aspect

Percentage (%) Design Media Eligibility Language

75% 77,5% 77%

Table 3. The learning experts result Measured Aspect

Material Presentation Learning Activities Evaluation

Percentage (%) 80% 80% 80%

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3.4. Implementation

At the implementation step, trials were conducted on high school students. For students, pre-test and post-test scores were tested. The pre-test and post-test results will be measured by the N-gain test shown in Table 4.

Table 4. N-gain Test Result

Pre-test Post-test N-gain

42 76 0,58

The test results illustrate that students who use e-module with Weebly experience an increase in scores from pre-test to post-test by 0,58 in the medium interpretation.

Evaluation

Based on the results of the validation of the experts, several inputs were given. The material experts provide opinions to add questions related to everyday life. The Media experts gave their opinion to add learning videos and make e-modules more interesting by giving contrasting colours. The learning experts provide opinions to add appropriate learning activities. All suggestions from experts are applied to the e-module.

4. Conclusion

This research produces a Weebly-based learning media product by applying a problem-based learning model with a medium N-gain category. This learning media product can be used as an alternative for learning at school.

5. References

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