Needs analysis of interactive physics e-modules in Senior High School to develop students’ higher-order thinking skills and self-regulated learning

Fian Rifqi Irsalina; Lina Aviyanti; Mimin Iryanti

doi:10.26740/jppipa.v10n2.p147-156

Authors

Fian Rifqi Irsalina Universitas Pendidikan Indonesia
Lina Aviyanti Universitas Pendidikan Indonesia
Mimin Iryanti Universitas Pendidikan Indonesia

DOI:

https://doi.org/10.26740/jppipa.v10n2.p147-156

Keywords:

Development of Interactive E-Modules, Higher-Order Thinking Skills, Learning Media, Physics Learning, Technology-based Learning

Abstract

This study examines the critical role of interactive e-modules in enhancing physics learning in senior high schools by identifying the pedagogical and technical needs of both students and teachers. A descriptive survey design employing a mixed-methods approach was used, integrating quantitative data from student questionnaires with qualitative insights obtained through teacher interviews. The participants consisted of 46 Grade XI students from a senior high school in Nganjuk and eight physics teachers who actively integrate technology into their instructional practices. Data were analyzed using descriptive statistics and thematic analysis. The findings indicate a clear need for innovative instructional media. Although 52% of students reported an interest in physics, 48% reported difficulties understanding key concepts, highlighting the need for more accessible, interactive learning approaches. Notably, 85% of students preferred digital learning media, such as e-modules and instructional videos, over traditional textbooks, and 61% reported using digital devices daily for learning. Most students perceived e-modules as beneficial, particularly valuing features that provide clearer explanations and interactive elements, including animations and videos. Teachers corroborated the effectiveness of e-modules in facilitating the comprehension of abstract physics concepts but emphasized the need for systematic training and improved technical infrastructure to ensure effective implementation. In conclusion, the development of interactive e-modules is essential for enhancing student engagement, fostering higher-order thinking skills (HOTS), and promoting self-regulated learning (SRL). Therefore, this study recommends that educational institutions prioritize targeted teacher-training programs and infrastructure development to support the optimal and sustainable integration of e-modules into physics education.

Author Biographies

Fian Rifqi Irsalina, Universitas Pendidikan Indonesia

Master of Physics Education Program, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia

Lina Aviyanti, Universitas Pendidikan Indonesia

Department of Physics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia

Mimin Iryanti, Universitas Pendidikan Indonesia

Department of Physics Education, Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia, Indonesia

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