The Development of Physics E-Module Based on Discovery Learning on Optics Materials in Senior High Schools

– This study aims to develop a physics e-module based on discovery learning that is valid, practical, and effective for high school students. The type of research used was research and development (R&D) with 4-D model research procedures, namely define, design, develop, and disseminate. The participants in this study were 36 students of class XI IPA 1 SMAN 12 Padang. In this study, the initial analysis of the questionnaire was carried out. The data obtained were then analyzed to determine the validity, practicality, and effectiveness of the e-module developed. To assess the validity of the module, two material experts and one media expert were involved, while to find out the practicality level, 36 students and one physics teacher were given their evaluation. Furthermore, the effectiveness of the module was assessed using the N-Gain calculation. The results show that the validation score was 85.46% (very valid category), while the practicality test scored 94.11 percent (very practical category). Meanwhile, the effect of the physics e-module is also quite significant, with the results of the t-test 20.02 >1.68957 and the N-gain calculation producing a score of 0.71. These indicate that the physics e-modules based on discovery learning that has been developed are categorized as very valid, very practical, and effective. Therefore, the use of the discovery learning-based physics e-module is appropriate to improve students' conceptual understanding.


I. INTRODUCTION
The Ministry of Education, Culture, Research and Technology of the Republic of Indonesia issued a policy to eliminate face-toface activities in schools and replacing the teaching and learning process at home using an online system (Sahir et al., 2021;Faizah et al., 2021;Susilo & Sofiarini, 2022). Online and offline learning policies are stipulated in Circular Letter Number 3 of 2020 regarding online learning from home in the context of preventing the spread of Covid-19 (Sari et al., 2022). The new policy regarding online and offline learning led all teachers to think of ways to make learning continue as well as it should (Andriani et al., 2021). The covid-19 pandemic also has an impact on the implementation of education Ghadzia (Intani & Sutama, 2020;Pokhrel & Chhetri, 2021;Karakose, 2021). Ellianawati et al. (2021) argued that during the  pandemic, the decline in learning outcomes could also be influenced by the learning process in the classroom and students' motivation. In the learning process during the Covid-19 pandemic, students and teachers are required to carry out online and offline learning processes (Setyaningrum et al., 2021;Koeswanti, 2021;Agung et al., 2022). In practice, when conducting an online learning process, most teachers only send teaching materials in the form of PDF files to class groups, while in offline learning, they apply an emergency curriculum, where learning hours are cut so that they cannot do practical work in the laboratory (Sukarno & Widdah, 2020). In line with that, Sakti and Idamayanti (2021) argued that to develop effective learning, students should also carry out practicums to understand the concept and its application in real contexts.

5)
Information; = Mean of deviation (d) between posttest-pretest xd = difference between deviation and mean deviation N = Number of subjects df = or db is N-1 With the criteria, if the value t count >t table , then there is an effect of e-module on learning outcomes. Conversely, when the value t count < t table , then it can be seen the probability value (not significant) or there is no effect of e-module on learning outcomes. Furthermore, the N-Gain test was carried out to determine the increase of students' learning outcomes, which can be interpreted using normality gain. Sundayana (2014) argues that normality gain is formulated in the following equation:

III. RESULTS AND DISCUSSION
At the define stage, namely analyzing the curriculum, concepts, and students, initial analysis data was obtained from interviews with teachers and the distribution of questionnaires to students. The results obtained from the initial analysis applied to teachers and students are that the average student's ability is still classified as understanding physics subject matter. This is due to several factors, including the way teachers explain the lesson and the language of the book being less accessible to students.
The material presented will be easily accessible by students if they have connected with everyday phenomena around the students' environment. Therefore, the discovery learning model is applied to the developed e-module so that it can support students' understanding of learning.
The define stage was used as a basic during the design stage. This e-module is designed to have a structure consisting of a cover, acknowledgment , table of Table 5.   Table 6.   Fransisca, (2017) argues that field tests in research aim to determine the feasibility level of a product and make it usable by students and teachers through its ease of use. Yanti et al. (2022) argued that the higher the practicality value, the more practical it is to use it in the learning process. Based on this statement, it can be concluded that the product developed is practical to use and developed for wider use.
In the dissemination stage, the effectiveness of the learning-based discovery physics e-module was assessed. The effectiveness result is seen from the pre-test and post-test scores, where the pre-test questions were distributed to students before the product is used, while the post-test questions were distributed to students after using e-modules during the physics learning process on optical instruments material. The development stage aims to produce an effective discovery learning-based physics emodule. The effectiveness of the product was analyzed through the t-test and N-Gain test.
The results of the t-test analysis obtained were described as follows.