Priska Patnor, Khusaini, Sentot Kusairi
Dynamic fluid is one of the physics learning topics that requires a strong conceptual understanding. Currently, many students experience difficulty in understanding the concept of Dynamic Fluid. This study aims to determine the effect of using a differentiated e-worksheet, accompanied by formative feedback, on concept understanding in a dynamic fluid. This study used a pretest-posttest control group design. The sampling technique used was cluster random sampling with a sample of two classes, namely X1 MIPA students in one of the high-level schools. From the results of this study, it was found that there was an effect of using differentiated e-worksheet accompanied by formative feedback on students' concept understanding. The Wilcoxon test found that p ≤ 0.05, with a result of 0.000, indicating that there was a significant difference in pretest and posttest results between the experimental and control classes on conceptual understanding. The effectiveness of learning between the two classes is differentiated based on the N-gain value at the median, where the experimental class reaches the N-gain score criteria "high"because the N-gain result is 0.75, and the control class reaches the N-gain score criteria "medium"because the N-gain result is 0.50. It can be concluded that there is a significant difference between the experimental class and the control class in concept understanding. It can be concluded that a differentiated e-worksheet accompanied by formative feedback has a positive impact on students' conceptual understanding in physics learning, especially on dynamic fluid. © Published under licence by IOP Publishing Ltd.
Department of Physics, Universitas Negeri Malang, Malang, Indonesia
