The Effect of Physics E-Module Based on Transformative Physics Edutainment on Students Conceptual Understanding of Static Electricity Anderias Henukh, I Made Astra, Ivylentine Datu Palittin, Muhammad Haidar Ali, Muhammad Reyza Arief Taqwa
Department of Physics Education,Universitas Musamus, Merauke, Indonesia
Department of Physics Education, Universitas Negeri Jakarta,Jakarta, Indonesia
Department of Physics Education, Universitas Negeri Malang, Malang, Indonesia
Abstract
This study examines the effect of a physics e-module based on transformative physics edutainment on students conceptual understanding of static electricity material. A quasi-experimental method design was employed. The research subjects were junior high school students selected through purposive sampling, consisting of an experimental class (n = 32, treated with the e-module) and a control class (n = 33, using conventional learning).The research instruments consisted of a static electricity concept test covering six conceptual understanding indicators: interpreting, classifying, summarising, inferring, comparing, and explaining static electricity phenomena administered as pre-test and post-test. Instrument validity was confirmed through content validity by expert judgment (Aikens V > 0.80 for all items), and reliability was established using Cronbachs Alpha 0.87, indicating high reliability. The experimental class achieved a mean pre-test score of 42.50 and a mean post-test score of 78.60, while the control class recorded a mean pre-test of 41.80 and a mean post-test of 61.20. The N-gain score of the experimental class was 0.63 (moderate category), which was 29.31% higher than the control class N-gain of 0.34 (low category). The independent samples t-test yielded t= 7.84, p < 0.001, confirming a statistically significant difference between the two classes. Furthermore, Cohens d = 1.23 indicated a large effect size, demonstrating that the e-module substantially enhanced students conceptual understanding compared to conventional learning. The findings highlight the potential of integrating transformative edutainment into digital physics learning. Future research should expand the applicability of this approach to broader topics and larger, more diverse samples.
