Mathematical physics e-module: A study of students' perception based on gender

Student’s perception is the student's assessment of something or information. The objective of this study was to discover how students' general perceptions and gender differences in electronic modules of mathematical physics. The research type is surveybased research with quantitative approach. The research population consists of physics education students from Universitas Jambi with the sample of 80 students from class A and class B. The data analysis techniques used in the study are descriptive statistics analysis and inferential data analysis using t-tests. The results showed that, overall, students have a positive perception with a Sig. (2-tailed) value of 0.011 < 0.005, which means that there is a significant difference in students’ perception. The perception of class A students with gender differences has a Sig. (2-tailed) value of 0.003, while the grade B students have a Sig. (2 tailed) values of 0.020 and 0.013. This means that class A and classs B students have a discernible difference of perception. Student’s perception may be used as a determining factor in the choice of learning materials. This research can be used as a guideline for the development of student perception assessment in the electronic module of Mathematical Physics in the future. The update of this study aims to compare students' perceptions of the overall online module of mathematics and gender differences.


Introduction
The development of era increases technology and science. The development of science and technology creates a sense that the world is limitless (Sopacua et al., 2020). Technology, such as digital tablet, is critical to assisting students in learning (Billman et al., 2018;Ibrahim et al., 2016). The rapid development of technology requires the realization of technology using smart internet or mobile internet as technological progress (Dalkilic et al., 2017;Stojanović et al., 2020;J. Xu et al., 2018). Therefore, technological development has an important role in education.
Education is capable of improving its abilities by utilizing technological developments. Education in Indonesia is required to prioritize meaningful learning processes adapted to 21 st century learning models to address the era of competition (Siswono, 2017;Tristanti & Hidayati, 2020). In the 21 st century, the main goal of science education is to develop critical thinking skill as an essential skill (Holmes et al., 2017;Prani et al., 2018;Tiruneh et al., 2016Tiruneh et al., , 2017. By combining education and technology, it is revealed that education has no impact compared to education that is paired on technology, so that technology is used as a means of motivating individuals (Bice et al., 2019;Rote, 2017). To monitor the development of technology in today's digital era 4.0, interesting learning media are needed to be accepted by students (Purnami et al., 2020), so that learning will be easily understood.
in better knowledge and ease of learning so that it can be considered as positive perceptions (Dessie & Sewagegn, 2019;Leeniva, 2019;Syauqi et al., 2020). A person's perception can be influenced by gender, which affects differences in roles, functions, positions, responsibilities and behavioral rights of a person which are broadly related to one another (Dharma, 2016). Gender can be a factor that influences the learning process and the achievement of learning outcomes (Liu & Young, 2017;Bhagat & Chang, 2018;Chiu, 2018;Suyatna et al., 2018;Fitriani et al., 2019). Based on gender, it can be seen that there is a positive perception that shows that e-modules can help students understand mathematics and physics material for males and females.
This research was conducted to complement the prior research. One of which is the research conducted by  regarding student perceptions of the electronics module in physics practicum. Furthermore, research conducted by  on the use of e-modules in basic physics practicum with research results stating that students' perceptions of using e-modules are in the high category, meaning that the use of emodules is more interesting in doing basic physics practicum. Then, the results of the research conducted by Darmaji, Kurniawan, Astalini, Winda, et al (2020) on student perceptions of the use of e-modules in the Melde experimental practicum showed that students have positive perceptions, thus students can develop the basic science process skills.
Based on existing research conducted by previous researchers, there has been no research on student perceptions of e-modules in mathematical physics course and no research has conducted research on student perceptions based on gender differences. Therefore, researchers conducted a study to examine student perceptions of the mathematical physics e-module based on gender differrences in order to complete the shortcomings of previous research.
Given the importance of students' perceptions of e-modules, the researchers conducted this study with the aim of knowing students' perceptions of the mathematical physics e-module and to determine student perceptions based on gender differences in the mathematical physics e-module.

Method
The type of instrument used is a survey. This study uses a quantitative approach that is used to conduct research on a particular population or sample with data collection and analysis instruments or statistical data based on the study of the philosophy of positivism (Cohen et al., 2007;. Quantitative research sees the world as an objective reality to be studied with a positive paradigm, where data such as questionnaires are analyzed (Hodis et al., 2016;Koutiva et al., 2016). Quantitative research focuses on object analysis to display the size of variables and conclusions that can be measured in a sample of a population (Hammer & Habib, 2016;Pastore, 2017;Akar & Çelik, 2019). Quantitative research is conducted to investigate causal hypotheses by comparing one or more groups with a comparison group to see differences (Wang & Chang, 2018;Alkhateeb & Milhem, 2020;. This study aims to see the difference in students' perception of e-modules in class A and lass B, and also aims to see the difference in students' perception of e-modules based on gender in class A and class B. The population of this study is physical education students class 2019 Jambi University, where the population is a collection of different non-consecutive units in the sample paired with the appropriate value of the desired variable, although most of the sample units cannot provide meaningful information for the population. (Vincent & Thompson, 2017;Qureshi et al., 2018). The sample used in this study were all 80 physics students consisting of 40 students for class A and 40 students for class B. The sampling method needs to be determined (Simpson & Lord, 2015). As the number of samples matches the number of populations, the sampling strategy is correct (Sumual & Ali, 2017). The sample used in this study was selected using a simple random sampling technique, which is the simplest technique in selecting samples to obtain the optimal number of samples. (Singh, 2003). This study used simple random sampling because the research sample was determined by considering the use of PCs or cellphones in learning. A PC or cellphone is used to access material in the mathematical physics e-module.
This research data comes from quantitative data obtained through questionnaires (West, 2015;Rintakorpi & Reunamo, 2017;Tölle et al., 2019). The questionnaire used in this study was a student perception questionnaire with 15 statements. Data collection is done by distributing questionnaires using Google Form to students. The reason for using a questionnaire is because it can easily collect and measure all information from the research sample using a rating rating scale (Elmendorf & Song, 2015;Lupi et al., 2017). The questionnaire used in this study was made using a Likert scale to measure perception with statements that focus on a person's perspective on something (Wu & Leung, 2017;Caia et al., 2018;Ikeda et al., 2018). Questionnaires given to students have different scores, namely Strongly Agree (SA) = 4, Agree (A) = 3, Disagree (D) = 2, and Strongly Disagree (SD) = 1. Perception questionnaire criteria can be seen in Table 1. Very good (Widoyoko, 2012) The data analysis technique in this study used descriptive statistical analysis and inferential statistics. Descriptive statistics are used to analyze and present the data that has been obtained from the calculation of the mean, median, mode, maximum score, and minimum score (Shang, 2015;Carolina et al., 2016;Río & Fernández, 2016), and Inferential statistics are used to test hypotheses consisting of prerequisite testing, namely normality test and homogeneity test, then followed by hypothesis testing (t-test) with a significance level of 5%, then the test results will be compared with ttabel, (Lestari & Parmiti, 2020). The flow chart in this study can be seen in Figure 1.

Results and Discussion
Mathematics Physics is one of the most important subjects in physics education which is the mother of all sciences and the basis of all research to understand the patterns of the world (Yalçın, 2017; Hu et al., 2018;Rezeki et al., 2021). And physics is a part of science that is closely related to how to systematically analyze natural phenomena and apply conceptual understanding in the learning (Berek et al., 2016;Wartono et al., 2018;Gunawan et al., 2019). In analyzing natural phenomena systematically, mathematics is needed as a basis. Mathematics and physics are 2 subjects that belong to a single unit of knowledge, namely science. So that in physics education the two subjects are concurrently into one subject, namely the mathematical physics course.
This study was conducted to see students' perceptions of the e-module used as a medium in mathematics physics courses. The data was obtained from the distribution of student perception research questionnaires to 80 physics education students at the University of Jambi. The results of the analysis of research data are used as guidelines for developing student perception assessments in the mathematics physics e-module in the future. The novelty in this study is to compare students' perceptions with gender differences. Gender was chosen because it is one of the factors that distinguishes each individual's perception and is a structured social construction that refers to individual identity (Xiao & Hong, 2017;Holliday et al., 2019).

Perception of Class A and Class B Students on Mathematical Physics E-Module
The results of descriptive statistical data analysis on the perception of class A students on the mathematical physics e-module using SPSS 22 can be seen in Table 2. Based on Table 2, class A students showed perceptions of the mathematical physics e-module with very bad criteria about 0%, bad criteria of 17.5% (7 out of 40 students), good criteria of 75% (28 out of 40 students), and very good criteria of 7.5% (5 out of 40 students). Meanwhile, based on the perception scale, the data obtained is an average score of 42.42 with a minimum score of 33 and a maximum score of 55. These results indicate that the perception of class A students towards the mathematical physics e-module has a positive category and is in good criteria.
The results of analysis of descriptive statistics on perception of grade B students on the mathematical physics e-module using SPSS 22 can be seen in Table 3. Based on Table 3, class B students showed perceptions on the mathematical physics e-module with very bad criteria about 0%, bad criteria of 42.5% (17 out of 40 students), good criteria of 50% (20 out of 40 students), and very good criteria of 7.5% (3 out of 40 students). Meanwhile, based on the perception scale, the data obtained is an average score of 39.4 with a minimum score of 30 and a maximum score of 55. These results indicate that the perception of class B students towards the mathematical physics e-module has a positive category and is in good criteria.
After conducting descriptive statistic analysis, the inferential analysis is done, namely t test. But before conducting the t test, normality test and homogeneity test are conducted to see if the research data is normal and homogeneous. The results of normality test data using SPSS 22 can be seen in Table 4.  Table 4, the output of the SPSS normality test is K-S Z = 0.094 with p = 0.200 (p>0.05). This means that the data is normally distributed. Furthermore, after the data were normally distributed, homogeneity test was conducted to determine whether several population variants were the same or not. This test is carried out as a prerequisite in conducting the t test. The results of the homogeneity test using SPSS 22 can be seen in Table 5. From Table 5 obtained the output result of SPSS homogeneity test i.e. sig value. 0.422 which means p > 0.05 equals 0.422 > 0.05, so the variants of the two population groups (class A and class B) in this study are the same (homogeneous). Once it is known that the data is normal and homogeneous, the t-test is carried out. The results of the t-test using SPSS 22 can be seen in Table 6. From Table 6 obtained SPSS output result the t-test i.e. sig value 0.757. This means a sig value 0.757 > 0.05 which indicates that the data variance between class A and class B is homogeneous or equal. Then, also obtained the value of Sig. (2 tailed) of 0.011. This means the value of Sig. (2 tailed) 0.011 0.05 which means that H0 is rejected and Ha is accepted. Thus, there is a noticeable difference between the perception of grade A and grade B students in the mathematical physics e-module.
Based on descriptive statistical analysis in class A and class B, the results show that 75% (28 of 40) students of class A are in good criteria and 50% (20 out of 40) students of class B are in good criteria. That is, students of class A and class B have a positive perception of the use of electronic modules in mathematical physics subject. Based on the inferential analysis, it was found that the data from the normality and homogeneity test results, as well as the t-test results in class A and class B showed the value of Sig. (2 tailed) 0.011 0.05 which means H0 is rejected and Ha is accepted. The results of statistical analysis show that most students already have a positive perception in the use of e-modules. However, based on the results of the study, there are still students who have perceptions that are not good enough in using e-modules in learning mathematical physics, namely 17.5% (7 of 40) students of class A and 42.5% (17 of 40) students of class B. It can be seen that the majority of students in class A have a more positive perception of the mathematical physics e-module than class B because in class B, the perception of students with bad criteria is almost comparable to the perception of students with good criteria. The results of statistical analysis are reinforced by the results of inferential analysis, namely the t-test which shows that there is a striking difference between the perceptions of class A and class B students on the mathematical physics e-module. However, the results are in line with the statement that electronic modules can help students understand mathematical physics materials more easily because e-modules are equipped with images, video and audio and also more durable and practical to carry around (Ningtyas et al., 2019;Rahmatika et al., 2020). E-modules are used in line with the development of technology, where in the learning process use electronic-based learning media so that students can understand concepts and processes without having to do it directly. Learning media is applied not only to the understanding of concepts, but also to the process of physics Darmaji, Kurniawan, Astalini, Winda, et al., 2020).

Perception of Female and Male Students in Class A on Mathematical Physics E-module
The results of analysis of descriptive statistics on perception of female students of grade A in emodule of mathematical physics using SPSS 22 can be seen in Table 7.
Momentum: Physics Education Journal, 5 (2), 2021, 215 Astalini Astalini, Darmaji Darmaji, Dwi   Based on Table 7, female students of class A showed perceptions on the mathematical physics e-module with very bad criteria about 0%, bad criteria of 27.3% (7 out of 22 students), good criteria of 72.7% (16 out of 22 students), and very good criteria of 0%. Meanwhile, based on the perception scale, the data obtained is a mean score of 40.27 with a minimum score of 33 and a maximum score of 48. These results indicate that the perception of female students of class A towards the mathematical physics e-module has a positive category and is in good criteria.
The results of analysis of descriptive statistics on perception of male students of class A towards mathematical physics e-module using SPSS 22 can be seen in Table 8. Based on Table 8, male students of class A showed perceptions on the mathematical physics emodule with very bad and bad criteria about 0%, good criteria of 58.8% (13 out of 18 students), and very good criteria of 22.5% (5 out of 18 students). Meanwhile, based on the perception scale, the data obtained is a mean score of 45.05 with a minimum score of 37 and a maximum score of 55. These results indicate that the perception of female students of class A towards the mathematical physics e-module has a positive category and is in good criteria.
After the descriptive statistical analysis was carried out, then the inferential analysis was carried out, namely the t-test. However, before conducting the t-test, a normality test and homogeneity test were carried out to see whether the research data were normal and homogeneous. The results of the data normality test using SPSS 22 can be seen in Table 9.  Table 9, the output of the SPSS normality test is K-S Z = 0.156 with p = 0.200 (p>0.05), which means the data is normally distributed. Furthermore, after the data is normally distributed, homogeneity test was carried out to find out whether there are similarities in several population variants. This test was carried out as a prerequisite in conducting the t-test. The results of the homogeneity test using SPSS 22 can be seen in Table 10.  From Table 10, the output of the SPSS homogeneity test is the sig value. 0.329 which means p > 0.05 is equal to 0.329 > 0.05, so the variance of the two population groups (male and female) in this study is homogeneous. After knowing that the data is normally distributed and homogeneous, then the t-test was carried out. The results of the t-test using SPSS 22 can be seen in Table 11. From Table 11, the results of the SPSS t-test output are obtained, namely the value of sig. 0.616 which means the value of sig. 0.616 > 0.05 indicates that the data variance between female and male students in class A is homogeneous. Then, obtained the value of Sig. (2 tailed) of 0.003 which means the value of Sig. (2 tailed) 0.0 > 0.05 indicates that H0 is rejected and Ha is accepted. Thus, there is a striking difference between the perceptions of female and male students in class A on the mathematical physics e-module.
Based on the results of descriptive statistical analysis on female and male students of class A in the study, it showed that 72.7% (16 of 22) female students in class A were in good criteria and 58.8% (13 of 18) male students in class A were in on good criteria. This means that the male and female students in class A have a positive perception of the use of electronic modules in mathematics physics classes. Based on the inferential analysis, it was found that the data of normal and homogeneous learning outcomes and the results of the t-test on female and male students of class A showed sig. (2 tailed) of 0.003 which means the value of Sig. (2 tailed) 0.003 < 0.05 indicates that H0 is rejected and Ha is accepted. The results of statistical analysis showed that most of the female and male students had positive perceptions in the use of e-modules, but there were also students who had very good perceptions of the criteria for using e-modules in mathematical physics subject.
The results of the statistical analysis are reinforced by the results of inferential analysis, namely the t-test which shows that there is a striking difference between the perceptions of female and male students of class A on the mathematical physics e-module. There are also gender differences in the class. Based on the results of the study, male students had better descriptive statistical analysis than female students as indicated by the average score and also the percentage of the number of students.
In fact, female or male students must have the ability to use electronic modules to more easily understand learning materials and keep up with technological developments. In its development, education uses technology as a medium of learning to make it easier to understand the existing learning materials. One of the digital learning media used by students to understand the subject matter independently is e-module (Asrial et al., 2020;Darmaji, Kurniawan, Astalini, Winda, et al., 2020).

Perception of Female and Male Students in Class B on Mathematical Physics E-module
The results of descriptive statistical analysis on the perception of female students in class B towards the mathematical physics e-module using SPSS 22 can be seen in Table 12. Based on Table 12, female students of class B showed perceptions on the mathematical physics e-module with very bad criteria about 0%, bad criteria of 51.9% (12 out of 23 students), good criteria of 43.8% (10 out of 23 students), and very good criteria of 4.3% (1 in 23 students). Meanwhile, based on the perception scale, the data obtained is a mean score of 37.6 with a minimum score of 30 and a maximum score of 49. These results indicate that the perception of female students of class B towards the mathematical physics e-module has a negative category and is in bad criteria.
The analysis results of descriptive statistics on the perception of male students of class B towards mathematical physics e-module using SPSS 22 can be seen in Table 13. Based on Table 13, male students of class B showed perceptions on the mathematical physics e-module with very bad criteria about 0%, bad criteria of 5% (5 out of 17 students), good criteria of 43.2% (10 out of 17 students), and very good criteria of 8.6% (2 out of 17 students). Meanwhile, based on the perception scale, the data obtained is a mean score of 41.82 with a minimum score of 33 and a maximum score of 55. These results indicate that the perception of male students of class B towards the mathematical physics e-module has a positive category and is in good criteria.
After the descriptive statistical analysis is carried out, the next step is inferential analysis, namely the t-test. However, before conducting the t test, a normality test and homogeneity test were carried out to see whether the research data were normal and homogeneous. The results of the data normality test using SPSS 22 can be seen in Table 14.  Table 14, the output of the SPSS normality test is K-S Z = 0.090 with p = 0.200 (p>0.05), which means the data is normally distributed. Furthermore, after the data is normally distributed, homogeneity test is carried out to determine whether there are similarities in several population variants. This test is carried out as a prerequisite in conducting the t-test. The results of the homogeneity test using SPSS 22 can be seen in Table 15. From Table 15, the output of the SPSS homogeneity test is obtained, namely the value of sig. 0.087, which means that p > 0.05 is the same as 0.087 > 0.05, so the variance of the two population groups (female and male) in this study is considered homogeneous. After knowing that the data is normal and homogeneous, then the t-test is carried out. The results of the t test using SPSS 22 can be seen in Table 16. From Table 16 obtained the output result of SPSS test t i.e. sig value. 0.087. This means a sig value 0.087 > 0.05 which indicates that the variance of data between female and male students in class A is homogeneous or equal. Then, it is also obtained the value of Sig. (2 tailed) 0.020 and 0.013. Sig value. (2 tailed) obtained between female and male students in class A are different, but both value Sig. (2 tailed) indicates of 0.05 which means that H0 is rejected and Ha is accepted. Thus, there is a noticeable difference between the perception of female and male students in class B towards the mathematical physics e-module.
Based on the results of descriptive statistical analysis of female and male students in the study, 51.9% (12 of 23) female students in class B have a perception in bad criteria, and 43.2% (10 of 17) male students in class B have a perception in good criteria. Based on the inferential analysis, it was found that the learning outcomes data were normal and homogeneous, and the results of the t-test on female and male students in class A showed the value of Sig. (2 tailed) of 0.020 and 0.013. This means the value of Sig. (2 tailed) is smaller than 0.05 which means H0 is rejected and Ha is accepted.
Meanwhile, statistical analysis shows that there are negative perceptions of female students and positive perceptions of male students in class B in using the mathematical physics e-module. The results of statistical analysis are strengthened by the results of inferential analysis, namely the test which shows that there is a striking difference between the perceptions of female and male students in class A in the mathematical physics e-module which is indicated by the presence of a Sig score. (2 tails) 0.020 and 0.013.
In class B, female students have negative perceptions which indicate that students have not been able to accept the use of e-modules as a digital learning media for mathematical physics while the male students have. The gender difference in Class B shows a significant difference in perception of the electronic module. This shows that gender differences affect student perceptions because student perceptions are one's perspective on an object, where one's perspective is also not always good and acceptable or positive, but there are also negative ones. However, gender differences are not a barrier to technological developments in education. Education must be able to monitor technological developments, one of its applications is the use of digital learning media such as electronic modules. Digital learning media makes learning more innovative which not only contains learning material but also contains elements of entertainment needed to increase motivation or interest in learning (Williamson et al., 2019).
Perception is an individual's assessment of an object or information. The perceptions given by students are used by lecturers to choose the learning media that will be used to make it easier for students to understand the learning material. Based on the overall perception of students, on average the e-module can help students understand mathematical physics material, although there are differences in perceptions of different genders where the perception of male students is better than female students.
Students' perceptions that vary are expected to refer to positive perceptions so that they show an improvement in better knowledge and easier learning process (Dessie & Sewagegn, 2019;Leeniva, 2019;Syauqi et al., 2020). Positive perceptions of male students indicate that the use of e-modules in mathematical physics learning is very important to support understanding of learning materials. This result also shows that they think logically about education in the future which will be more advanced along with the development of technology. In contrast to the perception of female students who tend to show negative perceptions, this may be caused by learning mathematics and physics which they think are better using printed books and writing notes than using e-modules. However, the use of printed books has now turned into electronic books in the form of e-modules because they are considered more practical and flexible, and can be used anywhere and anytime. In addition to containing text, the e-module also contains images, audio, video and animation, as well as formative tests or quizzes that can make it easier for students to understand the learning material (Hermawan et al., 2018;Li et al., 2016;Patel et al., 2018;Rahmat et al., 2020;Sofyan et al., 2019). Thus, students can study mathematical physics material earlier than it should be and can study it anywhere and anytime.
Gender is one of the factors that influence the perception of each individual. In general, everyone has different perceptions that are formed through family, close environment, media and educational institutions in order to achieve the desired goals. (Ayvaz-tuncel & Tuncel, 2019;Chaaban et al., 2021;Osadebe & Osadebe, 2020). In the learning process, gender can be an influential factor (Fitriani et al., 2019;Suyatna et al., 2018). Females have a clearer way of thinking with more organized emotions than males (Xu & Waniganayake, 2018). Females have a clearer way of thinking so that the perception given by female students towards the use of e-modules clearly states that the use of printed books is better than e-modules because the use of printed books has long been used and has become a habit in every study that the use of printed books is always applied. It is in contrast to the mindset of male students who prefer to study using e-modules because it is more flexible and less hassle because e-modules can be accessed via smartphones without having to carry thick and heavy printed books.
Mathematical physics is one of the compulsory subjects in the Physics department at all universities in Indonesia, including the Physics Education Study Program, FKIP Jambi University. Mathematical physics courses are very important to be studied and understood by every student because mathematical physics courses are the basis for continuing further courses in physics education such as Mechanics, Modern Physics, Thermodynamics, Basic Electronics, Electricity and Magnetism, Statistical Physics, Atomic and Nuclear Physics , Quantum Physics and Physics of Solids. In addition, the final ability expected from this course is that students are able to apply various basic forms of mathematics in analytically solving various simple physics problems. The Mathematical Physics material studied is the application of Mathematics in the case of Physics which includes matrix equations, addition and multiplication of matrices, matrix inverses, matrix operators, special matrices and many more. Matrices operation material is one of the most important material for students to understand so that students are able to explain concepts, analyze and apply matrix operations. As a physics education student who will become a teacher, it is very important for every student to understand mathematical physics material, one of which is matrix operations. This is because as a prospective teacher, each student must be able to understand the learning material before delivering the material to students. Therefore, e-modules become electronic-based media that can help physics education students understand mathematical physics material.
The use of e-modules can increase students' interest in learning mathematical physics. Students can learn mathematical physics practically through smartphones that can be accessed anywhere and anytime. By working on the questions in the e-module, it can improve students' understanding abilities. This study shows that each student has their own perception in the use of media as technological advances in the field of education. The student's perception is influenced by gender. As a result, his research can be a guide for further research. The next researcher can conduct research on student perceptions of the mathematical physics e-module on student interest and motivation and student learning outcomes based on gender differences. Also, the further researchers can conduct research on student perceptions in the use of mathematical physics e-modules on students' critical thinking skills.

Conclusion
Based on the results of the study, there were differences in students' perceptions toward the e-module. Student perceptions were obtained by reviewing students as a whole and by gender in each class. The overall perception of students (class A and class B) is positive with a Sig. value which shows that H0 is rejected and Ha is accepted. There is also a significant difference between the perceptions of students in class A and class B towards the mathematical physics e-module based on gender. Class A shows a positive perception of the results of statistical analysis and Sig. value which