Abstract
This study aimed to examine the effectiveness of senior high school physics book both interactive electronic and printed, viewed from the difference in gender and material characteristics. The research used Quasi-Experimental Design with Non-Equivalent posttest-pretest control group design. The data were collected through physics tests from six senior high schools in Lampung Province, Indonesia and analyzed on ANOVA and multiple comparisons to determine the differences in learning outcomes (affectivity) and interaction between interactive electronic and printed, gender, and material characteristics. The results showed that there were different learning outcomes caused by interactive electronic and printed physics book (p=0.000 0.05). There was no interaction between interactive electronic and printed books and gender (p= 0.298>0.05). There are differences in learning outcomes caused by physical material characteristics (p= 0.000< 0.05). Therefore, it concluded that the high school interactive physics electronic book was effectively used as a learning resource for both male and female students.
Highlights
Many factors could affect students’ physics learning outcome, for example, learning resources, material characteristics, students’ experience, motivation, teaching method, and the initial competence of students (Hänze & Berger, 2007; Haycock, 2007)
This research was preceded by the development of Learning Content Development System (LCDS)-based interactive electronic books as the learning source covering the topic of elasticity and Hooke’s Law, heat, kinematics, simple harmonic motion, impulse and momentum, and work and energy for high school students
The results showed that students physics learning outcomes would be better if their learning was supported by interactive electronic books, both for male and female students when compared by using physics printed book
Summary
Many factors could affect students’ physics learning outcome, for example, learning resources, material characteristics, students’ experience, motivation, teaching method, and the initial competence of students (Hänze & Berger, 2007; Haycock, 2007). Schools use printed books as a learning resource which has been recommended by the Center of Curriculum and Books (Pusat Kurikulum dan Perbukuan), Ministry of Education and Culture. These books have been subject to content conformity with the existing curriculum. Students are allowed to download these books in pdf format and use it as learning resources without paying (Andina, 2011). This policy will certainly help students in providing a good and affordable learning resource
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