Evaluating the Efficacy of 5E Learning Cycle-Based Interactive Multimedia in Enhancing Conceptual Mastery of Thermal Physics
DOI:
https://doi.org/10.23960/jpf.v13i2.8Keywords:
Interactive multimedia; , 5E Learning Cycle Model; , Conceptual Mastery; , Temperature and Heat.Abstract
Many studies have been conducted to address students' conceptual mastery of temperature and heat topics, but many students still encounter difficulties. This study offers a solution in the form of the implementation of interactive multimedia combined with the 5E model to address this issue. Through this interactive multimedia, students can represent phenomena and receive scaffolding based on constructivist theory via the 5E model. Therefore, the purpose of this study is to determine the effectiveness of interactive multimedia based on the 5E model to address students' conceptual mastery of temperature and heat topics. This study used a pretest-posttest control group design. The experimental class consisted of 33 students, while the control class consisted of 34 students. Data were collected through a multiple-choice test comprising 11 items with a reliability coefficient of 0.71 and interviews. Data analysis was conducted using the paired t-test, t-test, normalized gain (n-gain), and effect size. The results showed that the n-gain value of the experimental class (0.41) differed significantly from that of the control class (0.31) at a significance level of 0.05 and an effect size of 0.713. From the students’ perspective, the components of the interactive multimedia that can help improve students’ conceptual mastery are worksheets, animated videos, phenomena, and simulations. These elements are used in the engagement, exploration, and explanation phases of the 5E model, and thus significantly influence the improvement of students’ conceptual mastery during those phases.
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