Development of Disaster Mitigation E-Module Based on Physics Concepts

This study aims to develop a disaster mitigation e-module based on physics concepts for students. The study used the 4D method for research and development but only covered development. The researcher analyzed the situation, students, concepts, tasks, and learning objectives during the definition st...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Jurnal kependidikan (Mataram) Jg. 10; H. 4; S. 1451 - 1460
Hauptverfasser: Anggraeni, Firdha Kusuma Ayu, Prihandono, Trapsilo
Format: Journal Article
Sprache:Englisch
Veröffentlicht: LPPM Universitas Pendidikan Mandalika 21.12.2024
Schlagworte:
disaster mitigation
e-module
physics
ISSN:2442-7667, 2442-7667
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This study aims to develop a disaster mitigation e-module based on physics concepts for students. The study used the 4D method for research and development but only covered development. The researcher analyzed the situation, students, concepts, tasks, and learning objectives during the definition stage. A questionnaire was given to validators and students for a limited trial. The product design stage involved gathering references, choosing media options, selecting images and videos for the e-module, and creating the e-module's cover content. In the third stage of development, researchers carried out validation and limited trials. The data obtained were analyzed descriptively. The experts in the field of materials and media conducted a comprehensive evaluation of the e-module, and their findings indicated that the module was of a high standard in all aspects. This e-module received positive feedback from the students based on the average response score obtained of 3.45. The score is categorized as very good. Therefore, creating an e-module on disaster preparedness using physics concepts is a feasible option for use in learning, especially related to contextual-based physics learning.
ISSN:2442-7667
2442-7667
DOI:10.33394/jk.v10i4.13374