Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II
Abstract
The purpose of this research is to find out students’ opinion about e-module ordinary differential equations that will be developed. This type of research is a mixed method with the purposive sampling technique. The samples were 50 students of Universitas Jambi majoring physics education a regular class A and regular class B 2020 who took the mathematical physics II course. The data were collected through interviews and questionnaires, then analyzed using descriptive statistics for the questionnaires and Miles and Huberman’s analysis for the interview results. The findings show that the majority of the students believe the creation of this e-module is a very good idea. This is proven by the results of descriptive statistics, where the average value is 18,0 and is in the required category. The quantitative findings are strengthened by the qualitative ones from interview, which show that the majority of respondents support the creation of this e-module. The results indicate that the students require additional learning resources to fully comprehend the lessons in the Mathematical Physics II e-module. Students can learn independently in mathematical physics course by using e-modules. The future studies on mathematical physics e-modules can use this study as a guide.
References
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Butyrina, M., Hyrina, T., Penchuk, I., Bondarenko, I., Skurtul, G., & Tiapkina, N. (2022). The Development of Innovative Media Education Styles in the Era of Information and Communication Technologies. Journal of Curriculum and Teaching, 11(1), 195–207. https://doi.org/10.5430/jct.v11n1p195
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Chongo, S., Osman, K., & Nayan, N. A. (2021). Impact of the Plugged-in and Unplugged Chemistry Computational Thinking Modules on Achievement in Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), 1–21. https://doi.org/10.29333/ejmste/10789
Cueva, A., & Inga, E. (2022). Information and Communication Technologies for Education Considering the Flipped Learning Model. Education Sciences, 12(3), 1–16. https://doi.org/10.3390/educsci12030207
Dalkiliç, F., Ankan, E., Çabuk, U. C., & Gürkan, A. (2017). An analysis of the positioning accuracy of iBeacon technology in indoor environments. International Conference on Computer Science and Engineering, 549–553. https://doi.org/10.1109/UBMK.2017.8093459
Darmaji, D., Astalini, A., Kurniawan, D. A., Ningsi, A. P., Romadona, D. D., & Dari, R. W. (2020). Regression of Science Process Skills On Critical Thinking Skills In Two Junior High Schools In Jambi City. JIPF (Jurnal Ilmu Pendidikan Fisika), 5(3), 177–186. https://doi.org/10.26737/jipf.v5i3.1788
Darmaji, D., Kurniawan, D. A., Astalini, A., Winda, F. R., Heldalia, H., & Kartina, L. (2020). The Correlation Between Student Perceptions of the Use of E-Modules with Students’ Basic Science Process Skills. JPI (Jurnal Pendidikan Indonesia), 9(4), 719. https://doi.org/10.23887/jpi-undiksha.v9i4.28310
Dawson, S. (2010). “Seeing” the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41(5), 736–752. https://doi.org/10.1111/j.1467-8535.2009.00970.x
Farihah, Tanjung, S., Ampera, D., Sitompul, H., & Jahidin, I. (2023). Development of 3D-based Learning Modules for University Students. International Journal of Education in Mathematics, Science and Technology, 11(1), 56–73. https://doi.org/10.46328/ijemst.2715
Fisher, M. J., & Marshall, A. P. (2009). Understanding descriptive statistics. Australian Critical Care, 22(2), 93–97. https://doi.org/10.1016/j.aucc.2008.11.003
Fortner, S. K., Scherer, H. H., & Murphy, M. A. (2016). Engaging undergraduates in soil sustainability decision-making through an InTeGrate module. Journal of Geoscience Education, 64(4), 259–269. https://doi.org/10.5408/15-106.1
Grabinski, K., Kedzior, M., Krasodomska, J., & Herdan, A. (2020). Embedding e-learning in accounting modules: The educators’ perspective. Education Sciences, 10(4). https://doi.org/10.3390/educsci10040097
Guàrdia, L., Clougher, D., Anderson, T., & Maina, M. (2021). IDEAS for Transforming Higher Education: An Overview of Ongoing Trends and Challenges. International Review of Research in Open and Distance Learning, 22(2), 167–184. https://doi.org/10.19173/irrodl.v22i2.5206
Guarte, J. M., & Barrios, E. B. (2006). Estimation under purposive sampling. Communications in Statistics: Simulation and Computation, 35(2), 277–284. https://doi.org/10.1080/03610910600591610
Johan, R. C., Rullyana, G., & Ardiansah, A. (2022). Hyper content e-module in information behavior course with the assistant of screencast. Journal of Education and Learning (EduLearn), 16(2), 210–218. https://doi.org/10.11591/edulearn.v16i2.20339
Jufrida, J., Kurniawan, W., Astalini, A., Darmaji, D., Kurniawan, D. A., & Maya, W. A. (2019). Students’ attitude and motivation in mathematical physics. International Journal of Evaluation and Research in Education, 8(3), 401–408. https://doi.org/10.11591/ijere.v8i3.20253
Jusoff, K., & Khodabandelou, R. (2009). Preliminary Study on the Role of Social Presence in Blended Learning Environment in Higher Education. International Education Studies, 2(4), 79–83. https://doi.org/10.5539/ies.v2n4p79
Kaur, P., Stoltzfus, J., & Yellapu, V. (2018). Descriptive statistics. International Journal of Academic Medicine, 4(1), 60–63. https://doi.org/10.4103/IJAM.IJAM
Kumpikaite, V. (2008). Human resource development in learning organization. Journal of Business Economics and Management, 9(1), 25–31. https://doi.org/10.3846/1611-1699.2008.9.25-31
Laurens, T., Batlolona, F. A., Batlolona, J. R., & Leasa, M. (2018). How does realistic mathematics education (RME) improve students’ mathematics cognitive achievement? Eurasia Journal of Mathematics, Science and Technology Education, 14(2), 569–578. https://doi.org/10.12973/ejmste/76959
Li, W., Cashell, A., Jaffray, D. A., & Moseley, D. (2016). Development and Implementation of an Electronic Learning Module for Volumetric Image-Guided Radiation Therapy. Journal of Medical Imaging and Radiation Sciences, 47, 43–48. https://doi.org/10.1016/j.jmir.2015.12.001
Maksum, H., & Purwanto, W. (2022). The Development of Electronic Teaching Module for Implementation of Project-Based Learning during the Pandemic. International Journal of Education in Mathematics, Science and Technology, 10(2), 293–307. https://doi.org/10.46328/ijemst.2247
Mazen, J. A. M., & Tong, X. (2020). Bias Correction for Replacement Samples in Longitudinal Research. Multivariate Behavioral Research, 0(0), 1–23. https://doi.org/10.1080/00273171.2020.1794774
McNamara, D. S., & Shapiro, A. M. (2005). Multimedia and hypermedia solutions for promoting metacognitive engagement, coherence, and learning. Journal of Educational Computing Research, 33(1), 1–29. https://doi.org/10.2190/7N6R-PCJL-UMHK-RYPJ
Ng, W. (2019). A partnership-designed online module on climate science: Impact on year 10 teachers and students. Eurasia Journal of Mathematics, Science and Technology Education, 15(2). https://doi.org/10.29333/ejmste/100638
Oyedeji, S. O. (2017). The Effects of Students’ Motivational Factors on their Attitudes toward Mathematics. International Journal of Evaluation and Research in Education (IJERE), 6(4), 277–287. https://doi.org/10.11591/ijere.v6i4.10770
Page, T., & Thorsteinsson, G. (2006). An Evaluation Of Electronic Product Design Education Using Hypermedia-Resourced Learning Environments. I-Manager’s Journal of Educational Technology, 3(3), 42–47. https://doi.org/10.26634/jet.3.3.707
Patel, S. R., Margolies, P. J., Covell, N. H., Lipscomb, C., & Dixon, L. B. (2018). Using Instructional Design, Analyze, Design, Develop, Implement, and Evaluate, to Develop e-Learning Modules to Disseminate Supported Employment for Community Behavioral Health Treatment Programs in New York State. Frontiers in Public Health, 113. https://doi.org/10.3389/fpubh.2018.00113
Rahman, A., Wibawa, B., & Sumantri, S. (2022). Develop English Electronic Module for Tourism Through Analysis of Learner’s and Context. Education Quarterly Reviews, 5(1), 48–57. https://doi.org/10.31014/aior.1993.05.01.417
Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu:Kathmandu School of Law, 1–12. http://stattrek.com/survey-research/sampling-methods.aspx?Tutorial=AP,%0Ahttp://www.academia.edu/28087388
Rintakorpi, K., & Reunamo, J. (2017). Pedagogical documentation and its relation to everyday activities in early years. Early Child Development and Care, 187(11), 1611–1622. https://doi.org/10.1080/03004430.2016.1178637
Roldán-Zafra, J., Perea, C., Polo-Blanco, I., & Campillo, P. (2022). Design of an Interactive Module Based on the van Hiele Model: Case Study of the Pythagorean Theorem. International Electronic Journal of Mathematics Education, 17(1), em0672. https://doi.org/10.29333/iejme/11556
Rote, A. E. (2017). Physical activity intervention using Fitbits in an introductory college health course. Health Education Journal, 76(3), 337–348. https://doi.org/10.1177/0017896916674505
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Authors
Darmaji, D., Astalini, A., Kurniawan, D. A., Putri, F. I., Perdana, R., & Fuldiaratman, F. (2023). Student’s need analysis in using ordinary differential equation e-module of Mathematical Physics II . Momentum: Physics Education Journal, 7(1), 107–115. https://doi.org/10.21067/mpej.v7i1.7092
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