ANALYSIS OF STUDENT^S AND LECTURER^S NEEDS IN THE DESIGN OF MOODLE-BASED ELECTROSTATIC DIGITAL TEACHING MATERIALS INTEGRATING MIX VIRTUAL TECHNOLOGY AND CONTEXTUAL APPROACH Andik Purwanto
Physics Education Study Program, Faculty of Teacher Training and Education, University of Bengkulu, Bengkulu, Indonesia
Abstract
The abstract nature of electrostatic concepts represents a significant cognitive barrier for physics teacher candidates, often decoupling mathematical formalism from physical reality and depressing scientific literacy. This study investigated the systemic needs of students and lecturers as the foundational ^Define^ phase in developing interactive, Moodle-based electrostatic digital modules enhanced with Mix Virtual Technology (Augmented Reality and 3D Interactive Simulations) under a contextual framework. Deploying a data-driven, mixed-methods approach, empirical insights were systematically harvested from 41 physics education undergraduate students via a detailed survey (structured across target competencies (Necessities), contemporary learning gaps (Lacks), and pedagogical expectations (Wants)) supplemented by targeted interviews with physics lecturers and comprehensive institutional document analysis. The empirical data revealed a substantial imbalance between student awareness of vital literacy mandates (Dimension Average Score = 4.41) and the stagnant, passive instructional models currently hosted on static Learning Management Systems (Dimension Average Score = 3.55). Students expressed intense interest (Dimension Average Score = 4.46) in shifting toward contextual problem-solving, identifying localized coastal meteorological anomalies (such as lightning phenomena at Pantai Panjang) as high-priority pedagogical anchors. Quantitative document analysis corroborated that existing instruments rely heavily on routine, algorithmic variables rather than authentic higher-order evaluations. These findings provide a data-driven framework establishing the baseline technical blueprint and pedagogical architecture necessary to deploy scaffolded, immersive digital micro-contents that remediate visualization deficits and enhance critical reasoning in higher physics education.
