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Enhancing Prospective Teachers' Skills in Designing Physics Learning: Developing Electronic Learning Materials with Interactive Reading, Scaffolding and Modeling (IRTaMS) Strategies
Abstract
This study aims to develop learning materials for physics teaching planning courses in electronic form with interactive reading, scaffolding and modeling strategies. This study uses the development research method with the ADDIE development model. The subjects of the study were one class of prospective physics teachers taking the physics teaching planning course. Data collection tools were in the form of expert validation sheets, attitude scales to measure the readability of learning materials, knowledge tests and lesson plan document assessment rubrics to measure the level of effectiveness of learning materials. Data analysis techniques used the Aiken V coefficient for the level of validity of learning materials, percentages for the readability of learning materials, and the average N-Gain (<g>) to calculate the amount of increase in students' knowledge and skills. The results of the study showed that (1) the learning materials were suitable for use and were declared valid according to experts with an Aiken V Coefficient of 0.71; (2) All students agreed with all aspects of the readability of the learning materials; and (3) learning materials can effectively improve students' knowledge and skills in designing physics learning referring to the 4C skill-oriented Problem-based Learning (PBL) model.
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DOI: http://dx.doi.org/10.29300/ijisedu.v8i1.8379
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