The development of electronic teaching materials on linear impulse and linear momentum to improve students’ scientific literacy

Abstract

Students’ low scientific literacy competence and the unavailability of electronic teaching materials that match scientific literacy indicators that can be used in online learning encourage researchers to develop electronic teaching materials to improve students’ scientific literacy. This research aims to produce and describe the appropriateness of electronic teaching materials used in the learning process to enhance scientific literacy. The electronic teaching materials developed are based on scientific literacy indicators, namely explaining scientific phenomena, interpreting data and providing scientific evidence, designing and evaluating scientific investigations. The type of research used is research and development of the ADDIE model. The appropriateness of electronic teaching materials in terms of validity, practicality, and effectiveness. Research data was obtained from validation sheets given to three validators, student response questionnaires and learning outcomes tests. The data were analyzed by validity test, practicality test, and effectiveness test using N-gain score. The results showed that: 1) the validity of teaching materials obtained a score of 3.52 in the very high category, 2) the practicality of electronic teaching materials based on student response questionnaires obtained a percentage of 80.81% in the practical category, 3) the effectiveness of electronic teaching materials obtained a score of 0.44 in the medium category and the students’ scientific literacy ability 44.11% in the medium category. Based on the results of the study, impulse and linear momentum electronic teaching materials have been produced to improve students’ scientific literacy that is appropriate for use in the learning process. This research has implications, namely increasing students’ scientific literacy, especially on impulse and linear momentum material.