A study for student perception of mathematical physics e-module based on gender
DOI:
https://doi.org/10.36681/tused.2022.156Keywords:
E-Module, mathematical physics, perception, genderAbstract
The purpose of this study was to find out how the differences in perceptions and learning outcomes of physics education students of the Faculty of Teacher Training and Education Jambi University on the e-module Mathematics Physics I which were reviewed based on gender differences. The type of used research design is quantitative with survey research. The instrument used in this study was a questionnaire of perceptions and learning outcomes of the Likert type scale with 4 answer choices as a data collection tool. The data is analyzed by using descriptive statistics in terms of mean, median, mode and percentage. The data is also analyzed through statistic inferential by performing assumption tests (normality test and homogeneity test) and hypothesis testing (one-way ANOVA test followed by Tukey's further test) and simple linear regression hypothesis testing. Sampling was performed by purposive sampling technique, namely as many as 289 physics education students of the Faculty of Teacher Training and Education Jambi University. The result of this study is that there is a difference between student perceptions and learning outcomes based on gender on the E-Module Mathematics Physics I. Students with male gender are higher than female students because male students have high interest and interest in Mathematics Physics I. The results of this study are expected to contribute to educators in order to identify related perceptions and learning outcomes that students have of the learning media to further improve the quality of learning for the better.
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