Improving high school students’ conceptual knowledge using contextual E-Module on optical devices topic

Abstract

Abstract Since the covid pandemic, learning has continued to innovate, especially in the technological era. This innovation is urgently needed to improve the quality of education, including in learning Physics. Teachers are required to be able to integrate ICT to produce electronic teaching media. One of the media that high school physics teachers can develop is an e-module based on contextual learning for high school optical devices. In this study, the e-module used was validated, so the researchers immediately collected data on the effect of using the module on students’ conceptual knowledge of optical devices. In this study, researchers used qualitative methods. The instrument used was a survey using Google Forms, while the t-test was used to test the hypothesis. The study results provide information that e-modules based on contextual learning on optical devices Topic at the high school level was improved in the moderate category. The results of testing the hypothesis t-test where the value of tcount > ttable then Ha is accepted, that is there is a significant influence between the use of contextual-based optical devices e-modules on conceptual knowledge of optical devices in class XI high school students. This means that the e-module has been successfully developed and can be used to increase students’ conceptual knowledge. Although it does not rule out other variables that can still affect students’ conceptual knowledge.