R. Kustijono, S.R. Hakim, E. Wiwin
The purpose of the study is to describe the effectiveness of online-based physics learning to provide four dimensions of knowledge to teacher training program students. This type of research is quasi-experimental with a time-series design. Effectiveness is seen from the four dimensions of student knowledge and response. The manipulation variable is online-based physics learning and mastery of knowledge is the dependent variable. Research subjects were 40 students of the Physics Teacher Training Program at Universitas Negeri Surabaya. Six Physics modules are discussed regularly. Assessment of four dimensions of student knowledge and responses using a Likert scale (1-5). Data analysis uses descriptive statistics. Learning is effective if the average value of mastery of each dimension of knowledge ≥ 3.1 (scale 0-5) in each discussion module with a fixed or upward trend. Student responses are effective if the percentage is obtained by ≥ 61%. The results are: 1) the average score of students' knowledge dimensions (factual, conceptual, procedural, and metacognitive) is ≥ 3.1 2) Student responses are ≥ 61%. The results showed that online-based physics learning is effective can provide four dimensions of knowledge to Teacher Training Program Students and get a positive response. © 2020 IOP Publishing Ltd. All rights reserved.
Department of Physics, Universitas Negeri Surabaya, Indonesia; Department of Vocational Education, Postgraduate Universitas Negeri Surabaya, Indonesia; SMA Negeri 13 Surabaya Surabaya, Indonesia
