Multimedia Learning Modules (MLMs) Based on Local Wisdom in Physics Learning To Improve Student Diagram Representations in Realizing the Nature of Science

This research was conducted to determine the feasibility of the instrument diagram representation test and the effectiveness of Multimedia Learning Modules (MLMs) integrated local wisdom in physics learning activities. The study design used a pretest-posttest control group design. The research instrument consisted of tests and non tests. The test instrument was in the form of five items arranged according to the diagram representation indicators, namely drawing diagrams and their components and performing mathematical calculations according to the diagram explanation. Non-test instrument is a questionnaire study of test instruments. The validation of the test instrument was carried out using Aiken's V. Data analysis techniques used the General Linear Model (GLM) with a significance level of 0.05 to test the effectiveness of integrated local wisdom MLMs in improving student diagram representation. The results showed that the overall item items were declared valid with Aiken's V score in the range of 0.88 to 0.92 and the integrated local wisdom MLMs were effectively used in physics learning activities to improve student diagram representation based on Mean Difference (MD) values of -54,449.

[1]  Heru Kuswanto,et al.  Multimedia Learning Modules Development based on Android Assisted in Light Diffraction Concept , 2019, Journal of Physics: Conference Series.

[2]  J. Christopher Moore.  Efficacy of Multimedia Learning Modules as Preparation for Lecture-Based Tutorials in Electromagnetism , 2018 .

[3]  W. Yap.  Transforming Conventional Teaching Classroom to Learner-Centred Teaching Classroom Using Multimedia-mediated Learning Module , 2016 .

[4]  Zhongzhou Chen,et al.  Using multimedia modules to better prepare students for introductory physics lecture , 2010 .

[5]  Fui-Theng Leow,et al.  Interactive Multimedia Learning: Innovating Classroom Education in a Malaysian University. , 2014 .

[6]  Jouni Viiri,et al.  Does using a visual-representation tool foster students ability to identify forces and construct free-body diagrams? , 2013 .

[7]  Homeyra Sadaghiani.  Using Multimedia Learning Modules in a Hybrid-Online Course in Electricity and Magnetism , 2011 .

[8]  Junyi Chu,et al.  Diagrams benefit symbolic problem‐solving , 2017, CogSci.

[9]  Priyadarshi Patnaik,et al.  Relation of Modal Preference with Performance in Adaptive Hypermedia Context: An Exploration Using Visual, Verbal and Multimedia Learning Modules , 2013, 2013 IEEE Fifth International Conference on Technology for Education (t4e 2013).

[10]  Heru Kuswanto,et al.  Application of Multimedia Learning Modules assisted by “Tracker” Virtual Laboratory to Train Verbal Representation of Class XI High School Students , 2019 .

[11]  Soonhye Park,et al.  Korean Students' Perceptions of Scientific Practices and Understanding of Nature of Science , 2014 .

[12]  Wirania Swasty,et al.  Designing the interactive multimedia learning for elementary students grade 1st–3rd: A case of plants (Natural Science subject) , 2016, 2016 4th International Conference on Information and Communication Technology (ICoICT).

[13]  Jennifer Docktor,et al.  Synthesis of Discipline-Based Education Research in Physics. , 2014 .

[14]  A. Savinainen,et al.  The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton’s Third Law , 2017 .

[15]  L. Aiken.  Three Coefficients for Analyzing the Reliability and Validity of Ratings , 1985 .

[16]  Yuri Uesaka,et al.  Science and engineering students’ use of diagrams during note taking versus explanation , 2013 .

[17]  Manjula D. Sharma,et al.  How online learning modules can improve the representational fluency and conceptual understanding of university physics students , 2015 .

[18]  David T. Brookes,et al.  Comparing the efficacy of multimedia modules with traditional textbooks for learning introductory physics content , 2009 .

[19]  Mehmet Altan Kurnaz,et al.  Effectiveness of Multiple Representations for Learning Energy Concepts: Case of Turkey☆ , 2014 .

[20]  E. Ellianawati,et al.  DEVELOPING LOCAL WISDOM BASED SCIENCE LEARNING DESIGN TO ESTABLISH POSITIVE CHARACTER IN ELEMENTARY SCHOOL , 2015 .

[21]  Kamisah Osman,et al.  Interactive Multimedia Module in the Learning of Electrochemistry: Effects on Students’ Understanding and Motivation , 2012 .

[22]  Jose P. Mestre,et al.  Conceptual problem solving in high school physics , 2015 .

[23]  Keith Weber,et al.  On the different ways that mathematicians use diagrams in proof construction , 2012 .

[24]  Homeyra R. Sadaghiani,et al.  Controlled Study on the Effectiveness of Multimedia Learning Modules for Teaching Mechanics. , 2012 .

[25]  M. D. Cock,et al.  Representation use and Strategy choice in physics problem solving , 2012 .

[26]  Pratiwi Dwijananti,et al.  IDENTIFIKASI KESULITAN BELAJAR FISIKA PADA SISWA RSBI : STUDI KASUS DI RSMABI SE KOTA SEMARANG , 2012 .

[27]  Alan H. Schoenfeld,et al.  Reflections on Problem Solving Theory and Practice , 2013, The Mathematics Enthusiast.

[28]  Neo Mai,et al.  Impact of Learner-Centred Teaching Environment with the Use of Multimedia-mediated Learning Modules in Improving Learning Experience , 2014 .

[29]  William Bechtel,et al.  Why Do Biologists Use So Many Diagrams? , 2013, Philosophy of Science.