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A Differentiated Instruction-Oriented Physics e-Module: Development and Its Impact on Conceptual Understanding

Jurnal Pendidikan Fisika Indonesia · Vol. 21 No. 1 (2025) · pp. 109–128

DOI
10.15294/jpfi.v21i1.9495
ISSN
2355-3812, 1693-1246
Published
2025-06-12
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

Based on observations conducted at a senior high school in Medan, the previously utilized e-module proved to be underexploited, primarily due to its limited format, comprising static text, images, and video links, which failed to accommodate the varied learning preferences of students. This misalignment contributed to low impact on learning outcomes, particularly in Work and Energy. The present study sought to design a differentiated-instruction-based e-module that is pedagogically valid, practically feasible, and demonstrably effective in fostering conceptual understanding. Employing a Research and Development (R&D) framework grounded in the 4-D model (Define, Design, Develop, Disseminate), data were gathered through expert validation instruments, response questionnaires, and achievement tests. Subject matter experts rated the module highly valid, while media specialists deemed it moderately valid. Teacher feedback and field trials affirmed its practical applicability. N-gain analysis of pretest–posttest results indicated substantial learning gains. The findings underscore the module’s efficacy and pedagogical value in delivering structured, engaging, and accessible instruction.

Keywords

Collaboration network of the authors

25 authors · 58 co-authorship links · 1 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • University of Brawijaya
  • Indonesia University of Education
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Philip Faster Eka AdiprajaAffiliation unknown2
Wayan Firdaus MahmudyUniversity of Brawijaya1
Fadhli Almu’iini AhdaAffiliation unknown1
Danang Arbian SulistyoAffiliation unknown1
Motlan MotlanAffiliation unknown1
Jurubahasa SinurayaAffiliation unknown1
Karya SinulinggaAffiliation unknown1
Ekawati EkawatiAffiliation unknown1
Yuliani SetyaningsihAffiliation unknown1
Dina Lusiana SetyowatiAffiliation unknown1
Risa Septi AstutikAffiliation unknown1
Rizky Agassy SihombingIndonesia University of Education1
Yeni MegalinaAffiliation unknown1
Ratna TanjungAffiliation unknown1
Stephanie StephanieAffiliation unknown1
Derlina DerlinaAffiliation unknown1
Siti ZuhraAffiliation unknown1
Satria MihardiAffiliation unknown1
John Tampil PurbaAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JPFI/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">A Differentiated Instruction-Oriented Physics e-Module: Development and Its Impact on Conceptual Understanding</dc:title>
	<dc:creator xml:lang="en">Lubis, Rajo Hasim</dc:creator>
	<dc:creator xml:lang="en">Br Manurung, Siska Yulianti </dc:creator>
	<dc:creator xml:lang="en">Tampubolon , Togi </dc:creator>
	<dc:creator xml:lang="en">Wahyuni , Ida </dc:creator>
	<dc:creator xml:lang="en">Panggabean, Deo Demonta </dc:creator>
	<dc:creator xml:lang="en">Sinaga , Johana Theresia </dc:creator>
	<dc:subject xml:lang="en">physics e-module, differentiated approach, concept understanding</dc:subject>
	<dc:description xml:lang="en">Based on observations conducted at a senior high school in Medan, the previously utilized e-module proved to be underexploited, primarily due to its limited format, comprising static text, images, and video links, which failed to accommodate the varied learning preferences of students. This misalignment contributed to low impact on learning outcomes, particularly in Work and Energy. The present study sought to design a differentiated-instruction-based e-module that is pedagogically valid, practically feasible, and demonstrably effective in fostering conceptual understanding. Employing a Research and Development (R&amp;amp;D) framework grounded in the 4-D model (Define, Design, Develop, Disseminate), data were gathered through expert validation instruments, response questionnaires, and achievement tests. Subject matter experts rated the module highly valid, while media specialists deemed it moderately valid. Teacher feedback and field trials affirmed its practical applicability. N-gain analysis of pretest–posttest results indicated substantial learning gains. The findings underscore the module’s efficacy and pedagogical value in delivering structured, engaging, and accessible instruction.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-06-12</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JPFI/article/view/9495</dc:identifier>
	<dc:identifier>10.15294/jpfi.v21i1.9495</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan Fisika Indonesia; Vol. 21 No. 1 (2025); 109-128</dc:source>
	<dc:source>2355-3812</dc:source>
	<dc:source>1693-1246</dc:source>
	<dc:source>10.15294/jpfi.v21i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JPFI/article/view/9495/4401</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Jurnal Pendidikan Fisika Indonesia</dc:rights>
</oai_dc:dc>