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Cited by 18Educational Methods and OutcomesScience Education and PedagogySTEM Education

Development of Physics E-Module Based on Discovery Learning to Improve Students’ Scientific Literacy

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Maghfiroh, Shofia, Wilujeng, Insih, Jumadi, Jumadi, Masyitha, Dewi·2023·Jurnal Penelitian Pendidikan IPA
DOI 10.29303/jppipa.v9i2.1733
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Abstract

The education system in the current era of globalization has changed due to the COVID-19 pandemic. Learning takes place in the new normal transition period using the blended learning method. Blended learning that emphasizes students to study offline and online can lead to a lack of student scientific literacy. This study developed an e-module of physics in health to facilitate student learning that can be used for offline and online learning. This study aims to describe e-modules based on discovery learning about hydrostatic pressure submaterial. This type in research by adapting 4-D development model (define, design, develop, desseminate). The research instrument used was the media questionnaire, student response sheets, and scientific literacy questions. The results showed that the priority of the experts was 94% very well. Student responses to the e-module obtained a value of 90% very good category. The N-Gain value was obtained at 0.4 in the medium category. Based on the results of this study, it can be said that the e-module based on the discovery learning is effective in improving students' scientific literacy skills.

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  • In the Discovery Learning model, teachers act as facilitators, guiding students to independently discover principles or concepts through experimentation and observation.

    “In this model, teachers act as facilitators, guiding students to independently discover principles or concepts through experimentation and observation (Ananda & Atmojo, 2022;Maghfiroh et al., 2023;Ranggoli et al., 2025).”

    From Show and Tell Learning Method Based on the Discovery Learning Model: Creativity and Learning Outcomes at Primary School (2025) · cites this paper as Maghfiroh et al., 2023

    The ‘Student responses about the use of physics e-module’ section (page unavailable) describes students investigating a phenomenon, conducting a practicum, and drawing a conclusion from it. It does not describe teachers as facilitators or say that teachers guide students to discover principles or concepts independently. (LLM, conf=0.85)

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Research works printed but not linked: 24

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Authors
Maghfiroh, S., Wilujeng, I., Jumadi, J., & Masyitha, D.
Affiliations
Yogyakarta State University (ID)
ORCID
Venue
Jurnal Penelitian Pendidikan IPA
Publisher
Universitas Mataram
Published
2023-02-28
Volume
9
Issue
2
Pages
452-458
ISSN
  • 2407-795X (ISSN-L)
  • 2460-2582
DOI
10.29303/jppipa.v9i2.1733
OpenAlex
W4322744857
Cited by
18
References
0
Citations by year
2026: 1 · 2025: 2 · 2024: 6 · 2023: 9
FWCI
13.34
Type
journal article
Language
en
Open access
Licence
Locations
Jurnal Penelitian Pendidikan IPA (publishedVersion, cc-by)
Topics
  • Social Sciences › Education › Educational Methods and Outcomes
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › STEM Education
Keywords
physics e-module, discovery learning, scientific literacy, hydrostatic pressure, blended learning, COVID-19 pandemic, health physics education, instructional media development

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