Development Modern Physics Digital Handout Based On Technology Literacy
BerkalaIlmiah Pendidikan FisikaISSN : 2337-604X (print)ISSN : 2549-2764 (online)Vol 8 No 1 age 23-32Development Modern Physics Digital HandoutBased on Technology LiteracySalmah Rianti, Hamdi Akhsan, and I. IsmetPhysics Education Study Program, Faculty of Teacher Training and Education,Sriwijaya University, Indralaya, v8i1.7593Received : 25 December 2019Accepted : 29 February 2020 Published : 29 February 2020AbstractThis study aims to produce a valid and practical modern physics digital handout based ontechnology literacy through the adaptation of Rowntree product development modelprocedures and Tessmer formative evaluation on the physics education study program,FKIP, Sriwijaya University. The data was collected by walkthrough and questionnairetechnique. The result showed the mean score for the validity of the digital handout was4,53 for design, content, and linguistic aspects with a highly valid category. Thepracticality average score in the one-to-one evaluation stage and the small groupevaluation stage were 79,08% and 84,59% respectively, both of them with practicalcategory. Thus, the developed modern physics digital handout based on technology literacywas very valid and practical.Keywords: technology literacy, modern physics, digital handout. 2020 Berkala Ilmiah Pendidikan FisikaHow to cite: Rianti, S., Akhsan, H., & Ismet, I. (2020). Development modern physics digitalhandout based on technology literacy. Berkala Ilmiah Pendidikan Fisika, 8(1), 23-32.pedagogy, ICT, organization andadministration, and teacher professionaldevelopment based on three aspects:technology literacy, knowledge deep, andknowledge creation in the educationsystem that is expected to become thecompetence of teachers in the current eraof globalization.Technology literacy became onedimension of literacy within the NationalLiteracy Movement Guide (2017) issuedKemendikbud. Colorado Department ofEducation (CDE) defines technologyliteracy as the ability to responsibly usingappropriate technology to convey orcommunicate, solve problems, access,manage, integrate, evaluate, design andcreate information to improve learning inall subject areas and gain knowledge forINTRODUCTIONOne factor that is supporting theprocurement of science and technologyinto a significant indicator in improvingthe quality of education in the era ofindustrial revolution 4.0 today is theliteracy level of human resources.Literacy, according to UNESCO (2008),is the ability to identify, understand,interpret, be creative, communicate andcompute using printed and writtenmaterials associated with varyingcontexts. Literacy must be able to shapestudents’ abilities in analytical, synthetic,evaluative, critical, imaginative, andcreative thinking (Liansari & Nuroh,2018). UNESCO also assigns sixcomponents that include: educationpolicy, curriculum and assessment,23
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32life and skills in the 21st century.Technology literacy, according toNasution (2018) is also defined as theability with consists of aspects of science,critical thinking skills, as well asdecision-making in an effort to utilize thetechnology/innovationman'sworkeffectively, especially in the world ofeducation.In technological development,modern technologies closely linked to thedevelopment of modern science.Especially physics for examples in thehealth sector there are Endoscope,Cystoscope, Practoscope, and Otoscope(Serway, 2010).Modernphysicsbecomeacompulsory subject for students of thefifth semester in the Physics EducationStudy Program, Sriwijaya Universitywith a credit load of 3 credits. Eachconcept of the subject matter of ModernPhysics materials to be taught, especiallyRelativity and Particle Wave Dualismhave many applications on technology.But the facts on the ground found by theresearcher during the lecture, a few booksinto the teaching materials of this subjectexplains the concepts in terms ofmathematical operations and less supportfor the improvement of the students’technology literacy. So many students arestill difficult to understand the concept ofModernPhysics,especiallyitsapplication on the technology. Althoughthe handout of Modern Physics study hasbeen developed before by (Septariyani,Pasaribu, & Akhsan, 2018; Virginia,Pasaribu, & Akhsan, 2018). However,these two modern physics handoutstudies aren’t presented in digital formand aren’t yet based on technologyliteracy so that they have not become asolution to improve students’ technologyliteracy.Based on the results of filling theonline questionnaire by the student ofPhysics Education Study Program 2016Sriwijaya University in mind 64.5% ofthe students stated the difficulties causedby the lack of discussion of the conceptof additional reference points on theapplication of Modern Physics materialapplication in technology. It is necessaryto develop teaching materials such ashandouts that its contents will be morefocused on the discussion of the conceptof the material points of Modern Physicson its application on the technology. Inthe globalization era, the presentation ofhandouts can be delivered in digital formsuch as digital books that can be openedeasily in electronic devices such asgadgets, PCs, notebooks, etc. The virtualscreen of other innovations in thepresentation of images, audios, videos, orhyperlinks on the research that has beendone by (Lestari, Adi, & Soepriyanto,2018; Mawarni & Muhtadi, 2017;Mentari, Sumpono, & Aceng, 2018;Putrawansyah, Zulkardi, & Siahaan,2016; Syafruddin, 2019). The aim of thisstudy will develop valid and practicalModern Physics digital handout based onTechnology Literacy as one of the digitallearning resources (combined elementsof hardware and software) that have thepotential to be able to overcome theproblem of learning and facilitatelearning activities (Dopo & Ismaniati,2016).METHODThis research was conducted inPhysics Education Study Program, FKIP,Sriwijaya University from August toDecember 2019. The developmentresearch method and Rowntree productdevelopment model that has three stages:planning stage, development stage, andevaluation stage are used in this study. Atthe evaluation stage adopted Tessmerformativeevaluationprocedureconsisting of five stages: (1) selfevaluation; (2) The expert review; (3)one-to-one evaluation; (4) small groupevaluation; (5) field test. But the field teststage in this study was not performedbecause the purpose of this study only tosee the validity and practicality of theproduct.In the planning stage needs analysisdone by filling a simple onlinequestionnaire. Filling this questionnaireaims to find out the existing problems in24
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32the field related to the study of modernphysicscourse.Datacollectiontechniques used in this study arewalkthrough (to see the validity of theproduct) and questionnaire (to see thepracticality of the product). The datacollection tool that is used in thewalkthrough technique is the validationsheet given to the expert or validator atthe stage of the expert review. There aretwo validators to validate three aspects(design, content, and linguistic). Thequestionnaire technique was conducted atthe one-to-one evaluation stage and smallgroup evaluation stage involving studentsin Physics Education 2016 Indralayaclass as many as 32 people. The studentsresponses questionnaire consists of 11indicators, they are clarity of useinstructions, clarity of information, thesuitability of students needs, givingmotivation, benefits to add insight, use offonts (type and size), effective andefficient use of language, innovation inpictures, videos, illustrations, audio, andwebsite links, display design, layout, anddetailed study of material concepts abouttheir application in technology. Theresults obtained through walkthrough andquestionnaire techniques analyzed usinga Likert scale to measure how an expertopinion and students on the use of digitalhandouts. Likert scale used is made in theform of a checklist with five responsecategories shown in Table 1.of the statement score with the averageformula (Riduwan, 2011).x ΣXin. (1)Information:x average value of the validity ofthe handoutΣXi number of scores obtainedN number of statementsThe average results of the assessment ofthe validator obtained then adjusted inseveral categories as shown in Table 2.Table 2 Expert Validation Score CriteriaAverage ValueCategory4 AVS 5Very Valid3 AVS 4Valid2 AVS 3Less Valid1 AVS 2InvalidNote: AVS Average Validity Score(Destiani, Ismet, & Wiyono, 2017)Data from the questionnaire will bepresented in tabular form andpercentages. Researchers then can knowthe results of the questionnaire inaccordance with criterias that have beenassigned in Table 3.Table 3 Score Criteria of StudentsPracticality ResponsesResponse ValueCategoryPercentage (%)86 FSSR 100Very Practical70 FSSR 86Practical56 FSSR 70Practical enough0 FSSR 56Less PracticalNote: FSSR Final Score of Students’Response(Riandry, Ismet, & Akhsan, 2017)Table 1 Validation and QuestionnaireScoring CriteriaAnswers CategoryStatementScoreStrongly agree5Agree4Doubtful3Disagree2Strongly Disagree1(Sugiyono, 2015)Commentsandsuggestionsprovided by experts and students writtenon a sheet of validation and thequestionnaire.Commentsandsuggestions taken into consideration toimprove the digital handouts.The results of the validation fromthe validator will be presented in tabularform. Then searched the averageachievement of digital handouts validity25
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32Figure 1Modern Physics Digital Handout Based on Literacy TechnologyDevelopment Procedure (adopted from Rowntree and Tessmer)needed were in the form of digitalhandouts.Formulation of learning objectivesby analyzing the semester program planof Modern Physics courses bydeveloping indicators of learningachievement and the ability to end apredetermined learning outcomes at thePhysics Education Study Program atSriwijaya University. Besides, theanalysis also carried the material soobtained material suitable to bedeveloped in a Modern Physics digitalhandout based on technology literacy isEinstein's relativity and particle-wavedualism which focus on understandingconcepts in the application on thetechnology.RESULTS AND DISCUSSIONPlanning StageTechnology be an option required tobe applied in education, not only in thecontext of general education but alsopenetrated special education, namelylearning (Helaluddin, 2019) for it at thisstage done a needs analysis and theformulation of learning objectives relatedto mastery technology. The resultsobtained on a needs analysis showed that64.5% of the students expresseddifficulty in learning the material,especially on the concept of ModernPhysics that has applications ontechnology due to the lack of reference.80.6% stated the teaching material26
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-322.Development StageThe development stage is done bydeveloping a topic, drafting andproducing prototypes (Prawiradilaga,2007). Development of the topic done bycreating an Outline of the Content ofDigital Handout based on the descriptionof the material obtained from the learningobjectives that have been formulatedbefore then used to construct astoryboard. Drafting is done bydetermining the components that will beincluded in the digital handouts.Production of the prototype is done bymaking products in the form of ModernPhysics digital handout based ontechnology literacy as a prototype-1 (theinitial product). The application used is3DPageflip to convert existing pdf files,to obtain a digital display and addimages, videos, audio, hyperlinks, flash,and the buttons and their functions.Digitalhandoutproducedissupplementary teaching materials forother teaching materials because thematerials presented focused on theapplication of the concept of Einstein'srelativity and particle-wave dualism inthe application on the technology. On thematter of Einstein's relativity will discussthe application of modern physicsconcepts on GPS (Global PositioningSystem), Electromagnetic, and NuclearPower Plant. As for the particleproperties of the wave will be discussedthe application of modern physicsconcepts in the fields of electronics suchas TV, radio, telephone, in fields ofhealth care such as an hy, CT-scan. For the waveproperties of particles will discuss theapplication of modern physics conceptson electron microscopy and quantum dottechnology.Several display digital handoutpages presented in the form of images.The cover page contains the title, theconcept of relativity picture, name, andaddress of the author, as well as the on/off music button and switch back andnext page button are presented in FigureFigure 2 Digital Handout CoverIn the table of contents page, pagenumbers can be clicked directly on tothe discussion of the desired material. Ifwe click home button will return to thetable of contents for easy towards thedesired page, table of contents pageviews are presented in Figure 3.Figure 3 Page Contents27
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32Before entering the discussion ofthe material, on the home page of eachchapter along with the picture presenteda brief explanation that refers a questionfor further discussion as an introductionand presented sub material that will bediscussed zoom as shown in Figure 4.Nearly the entire page has pictures andvideos contents one of them as shownin Figure 5. when a video is playing, thedisplay will be like in Figure 6 andwhen the image is clicked the displaywill be as in Figure 7. On some pagesalso contain more than one picturewhen it is clicked, the zoom will be 3Das in Figure 8 and if clicked on one ofthe images in the 3D view which hasbeen selected for each pageview willcome back as in figure 7. At the end ofeach chapter will be presented the"Let's think" box which containsquestions and answers were on thehyperlink provided. See this page as inFigure 9, when it is clicked, and thecomputer has internet access then theintended article and video can bedisplayed.Figure5ContentsPageDisplayAccompanied Video andImageFigure 6 Page Display When Video PlayedFigure 4 Home Page Display in EveryFigure 7 Page Display When ImagesClickedChapter28
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32the validation of design, content, andlinguistic are presented in tabular form inTable 4.Table 4 Summary of Results of ExpertReview Stage 5VeryValidFigure 8 Page Display When Images MoreThan One ClickedBased on the results obtained inTable 4 in mind that the resulting productis very valid for all aspects validatedwhere the mean value of the validity ofthe product amounted to 4.53 with thevery valid category. The resultingproduct had a very valid point aspects ofthe content or materials of the productdeveloped is already relevant to theachievement of competency standards,aspects of the design are sufficient tofacilitate the achievement of learningobjectives, and the grammatical aspect isconsistent.Furthermore, the stage of one-to-oneevaluation with testing of the product tostudents of Physics Education 2016Indralaya class who had taken ModernPhysics subject. The results of these testscan be seen through the scorequestionnaire presented in tabular formin Table 5.Table 5 The Results of One-to-OneEvaluation Stage AssessmentFigure 9 Page Display With HyperlinksEvaluation StageThe evaluation stage is performedbased on the stages of the Tessmerformative evaluation. The first step isself-evaluation, self-examination ofaspects of content, design, and linguisticprototype-1conductedwiththesupervisor. Thus obtained somesuggestions for improvements andprototype-1 has been fixed in part; (1)color, text, and images cover; (2) marginand writing a page number in the list ofimages; (3) the color on a part that can beclicked in the table of contents is the listof images. The second stage of the expertreview is conducted to evaluate andvalidate the three aspects of the design,content and linguistic prototype-1involving several experts. The results res 080808080707082.28076.6781.1179.08%Practical
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32Based on the results obtained inTable 5 in mind that the prototype-1produced has practically. After goingthrough the revision based on the resultsof consideration of the comments andsuggestions of experts and the three ofstudents produced prototype-2 that readytested at the small group evaluation stage.The small group evaluation stage isdone by trying out the product to studentswho were divided into three smallgroups. This stage is carried out as a finalevaluation stage of this study in an effortto produce a prototype-3 or the finalproduct is a Modern Physics digitalhandout based on technology literacy.The results of the assessmentquestionnaire responses from ninestudents presented in tabular form inTable 6.Table 6 The Results of Small Group Evaluation Stage 884645558891310105244549891288465544889149952Based on the results obtained inTable 6 is known that the prototype-2produced was practical. Practical in thesense of language means "easy to use inpractice". This practical aspect can beassessed from the attractiveness,legibility, and advantages of the literacybase (Aisyah, Gipayana, & Djatmika,2017). Positive comments are given bythe students such as good, interesting,interactive, easy to understand andeffective to use. Related to studentretention of certain materials alsoincreased. So not too many revisionsmade to produce a prototype-3 or thefinal product is Modern Physics digitalhandout based on technology literacy isalready very valid and practical.The overall results obtained arealmost the same as previous studieswhich also developed modern physicshandouts but were not packaged in digitalform and not based on 86,6780,7484,4486,6784,0784.59 %PracticalModern Physics Digital handoutbased on technology literacy has theadvantage of presenting innovative printinstructional materials are packaged in adigital form that can display videos, 3Dimages, hyperlinks and other supportingthings that can not be displayed in thedigital handouts printed and is moreefficient because it can be takenanywhere and can be stored in externalmemory, drives, or clouds so that it canbe opened anytime and anywhere. It alsoovercomes the nature of dependenceinstructional media in the classroom(textbook) and improves self-directlearning. According to Novanda ( 2019),Self direct learning is a method inlearning which emphasis on the freedom,autonomy, and choice of people to findthe information they need.As well as the weakness that has notbeen observed because the effectivenessof the product has not been testedextensively (field test) and can only be30
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32opened via a desktop/PC because the fileis an exe format that can not be openedvia the android/iOS. To be opened via theandroid/iOS then be shaped 3D fileformat that can be opened with a 3Dapplication reader.belajar digital. Jurnal InovasiTeknologi Pendidikan, 3(1), 13–24.Helaluddin, H. (2019). Peningkatankemampuan literasi teknologidalam upaya mengembangkaninovasi pendidikan di perguruantinggi. Jurnal PENDAIS, 1(1), 44–55.Lestari, R. T., Adi, E. P., & Soepriyanto,Y. (2018). E-book interaktif. JurnalKajian Teknologi Pendidikan, 1(1),71–76.Liansari, V., & Nuroh, E. Z. (2018).Realitas penerapan literasi digitalbagi mahasiswa FKIP UniversitasMuhammadiyahSidoarjo.Proceedings of The ICECRS, 1(3),241–252.Mawarni, S., & Muhtadi, A. pengembanganmultimediapembelajaran interaktif untukmahasiswa teknologi pendidikan.JurnalInovasiTeknologiPendidikan, 4(1), 84–96.Mentari, D., Sumpono, R., & Aceng, A.(2018). Pengembangan mediapembelajaran e-book berdasarkanhasil riset elektroforesis 2-d untukmengukur kemampuan berpikirkreatif mahasiswa. Journal ofScience Eduaction, 2(2), 131–134.Nasution, S. H. (2018). Pentingnyaliterasi teknologi bagi mahasiswacalon guru matematika. JurnalKajian Pembelajaran Matematika,2(1), 14–18.Novanda, R. R. (2019). Hubunganliterasi digital dengan self directlearning pada mahasiswa di daerahmiskin Sumatera. Jurnal IlmuInoformasi, Perpustakaan, DanKearsipan, 21(1), 19–25.Prawiradilaga, D. S. (2007). Prinsipdisain pembelajaran (instructionaldesign principles. Jakarta: KencanaPrenada Media Group.Putrawansyah, F., Zulkardi, Z., s androidmateri perpindahankalor di sekolah menengah atas.CONCLUSIONHas successfully developed avalid and practical Modern Physicsdigital handout based on technologyliteracy in Physics Education StudyProgram at Sriwijaya University. Thevalidity of the product was very validwith an average conversion value foreach aspect of the design (4.04), contents(4.82) and linguistic (4.75). Practicalityproducts were practical with the results ofthe questionnaire responses overallassessment of students in the percentagereached79.08%forone-to-oneevaluation stage and at small groupevaluation stage reached 84.59%. Similarresearch still needs to be done to find outthe effectiveness of product through thefield test stage and the use of otherapplications that are easier to open onandroid/IOS.REFERENCESAisyah, D. W., Gipayana, M., &Djatmika,E.T.(2017).Pengembangan bahan ajar berbasisliterasi bercirikan quantum teachinguntukmengoptimalkanpembelajaran efektif dan produktif.JurnalPendidikan:Teori,Penelitian, Dan Pengembangan,2(5), 667–675.Destiani, D., Ismet, I., & Wiyono, K.(2017). Pengembangan bahan ajarIPA berorientasi framework sciencepisa untuk sekolah menengahpertama. In Prosiding SeminarNasional Pendidikan IPA 2017STEM untuk Pembelajaran SAINSAbad (Vol. 21, pp. 654–663).Dopo, F. B., & Ismaniati, C. (2016).Persepsi guru tentang digitalnatives, sumber belajar digital danmotivasi memanfaatkan sumber31
Rianti, et al/ Berkala Ilmiah Pendidikan Fisika 8 (1) 2020, 23-32Indonesian Journal on Networkingand Security, 5(4), 39–48.Riandry, M. A. \, Ismet, I., & Akhsan, H.(2017). Developing statisticalphysics subject handout ondistribution function materialsbased on science, technology,engineering, and mathematics.Journal of Physics:Conference,895(1), 1–7.Riduwan, S. (2011). Pengantar statistikauntuk penelitian:pendidikan,sosial, komunikasi, ekonomi, danbisnis. Bandung: Alfabeta.Septariyani, R. M., Pasaribu, A., &Akhsan, H. (2018). Pengembanganhandout mata kuliah fisika modernpokok bahasan sifat gelombangdari partikel berbasis science,technology,engineering,andmathematics (STEM). Skripsi. FKIPUnsri, Inderalaya.Serway, S. (2010). FISIKA untuk Sainsdan Teknik. Jakarta: SalembaTeknika.Sugiyono, S. (2015). Metode Penelitian& Pengembangan Research andDevelopment.Yogyakarta:Alfabeta.Syafruddin, S. (2019). Pengembangandigital book berbasis android untukmenstimulus psikomotorik siswa.JurnalPendidikanTeknologiInformasi, 3(1), 8–18.UNESCO. (2008). UNESCO ICTcompetencyframeworkforteachers. Prancis: UNESCO.Virginia, C., Pasaribu, A., & Akhsan, H.(2018). Pengembangan handoutmata kuliah fisika modern materipokok relativitas berbasis literasisains untuk mahasiswa programstudi pendidikan fisika. Skripsi.FKIP Unsri, Inderalaya.32
technology literacy. So many students are still difficult to understand the concept of Modern Physics, especially its application on the technology. Although the handout of Modern Physics study has been developed before by (Septariyani, Pasaribu, & Akhsan, 2018; Virginia, Pasaribu, & Akhsan, 2018). However,
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The Being a Writer program combines a writing process approach with guided instruction to ensure students learn and practice the craft and conventions of writing. Every lesson operates in the context of a caring classroom community, crucial to motivating and inspiring students to grow as writers, thinkers, and principled people. The program is built on the assumption that academic and social .
