Analisis Kesiapan Uji Efektivitas E-Modul Berbasis Dual Space Inquiry terhadap Hasil Belajar Fisika pada Materi Gelombang Bunyi

Abstract

Studi ini bertujuan untuk menilai kesiapan empiris dan metodologis untuk menguji efektivitas e-modul berbasis Dual Space Inquiry (DSI) terhadap hasil belajar kognitif siswa pada materi gelombang bunyi. Penelitian menggunakan pendekatan deskriptif kuantitatif melalui analisis hasil belajar awal siswa, wawancara guru, telaah bahan ajar, dan uji coba instrumen penelitian. Data hasil belajar awal diperoleh dari 63 siswa kelas XI Fase F, sedangkan uji coba instrumen dilakukan pada 30 responden dengan menggunakan 29 butir soal pilihan ganda. Kualitas instrumen dianalisis berdasarkan validitas butir, reliabilitas, tingkat kesukaran, dan daya pembeda. Hasil analisis menunjukkan bahwa hasil belajar awal siswa pada materi gelombang bunyi masih rendah, dengan sebagian besar siswa belum mencapai ketuntasan belajar. Hasil wawancara dan telaah bahan ajar menunjukkan bahwa pembelajaran masih menggunakan sumber belajar yang dominan bersifat statis dan belum mengintegrasikan simulasi, aktivitas inkuiri, serta refleksi pembelajaran secara sistematis. Uji coba instrumen menunjukkan bahwa instrumen memiliki konsistensi internal yang memadai berdasarkan nilai reliabilitas KR-20 sebesar 0,79, sehingga dapat digunakan sebagai instrumen awal setelah mempertimbangkan hasil analisis butir. Temuan penelitian ini menunjukkan adanya kebutuhan terhadap bahan ajar yang mampu memfasilitasi pembelajaran fisika yang lebih interaktif dan bermakna. Selain itu, hasil studi pendahuluan ini memberikan dasar empiris dan metodologis untuk melanjutkan pengujian efektivitas e-modul berbasis Dual Space Inquiry terhadap hasil belajar kognitif siswa pada materi gelombang bunyi.

This study aims to assess the empirical and methodological readiness to test the effectiveness of e-modules based on Dual Space Inquiry (DSI) on students' cognitive learning outcomes on sound wave materials. The research uses a quantitative descriptive approach through the analysis of students' initial learning outcomes, teacher interviews, study of teaching materials, and testing of research instruments. Data on initial learning outcomes were obtained from 63 students in grade XI Phase F, while instrument trials were carried out on 30 respondents using 29 multiple-choice questions. The quality of the instruments was analyzed based on the validity of the grain, reliability, level of difficulty, and differentiating power. The results of the analysis showed that students' initial learning outcomes on sound wave material were still low, with most students not yet reaching learning completion. The results of interviews and study of teaching materials show that learning still uses predominantly static learning resources and has not integrated simulations, inquiry activities, and systematic learning reflection. The instrument test showed that the instrument had adequate internal consistency based on the KR-20 reliability value of 0.79, so that it could be used as an initial instrument after considering the results of the item analysis. The findings of this study show that there is a need for teaching materials that are able to facilitate more interactive and meaningful physics learning. In addition, the results of this preliminary study provide an empirical and methodological basis to continue testing the effectiveness of e-modules based on Dual Space Inquiry on students' cognitive learning outcomes on sound wave materials.

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