AN ANALYSIS OF MULTI-REPRESENTATION-BASED E-BOOK NEEDS ON BASIC PHYSICS MATERIALS, DEPARTMENT OF PHYSICS EDUCATION, MUSAMUS UNIVERSITY
This Research aims to describe the analysis of development needs and produce a multi-representation-based e-book on the basic Physics course. This study uses a mixed methods explanatory sequential design model. This research is still limited to define, namely needs analysis before developing multi-representation-based e-books. The development of a multi-representation-based basic physics e-book is based on several aspects of student needs including aspects of the student basic physics lecture process, student difficulties in understanding basic physics material, learning resources used by students in studying basic physics material: student needs related to basic physics e-book needs integrated multi-representation in solving Physics problems. The subjects of this study were 76 students of the Department of Physics Education, Musamus University, and Merauke. The results of the analysis show that a total of 91.1% of students of the physics education department at the University of Musamus need multi-representation-based e-books in the basic physics learning process. This is supported by student response data. First, the majority of student learning processes are still learning using conventional methods in lectures, so they need interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures. The results of the analysis show that a total of 91.1% of students of the physics education department at the University of Musamus need multi-representation-based e-books in the basic physics learning process. This is supported by student response data. First, the majority of student learning processes are still learning using conventional methods in lectures, so they need interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures. The results of the analysis show that a total of 91.1% of students of the physics education department at the University of Musamus need multi-representation-based e-books in the basic physics learning process. This is supported by student response data. First, the majority of student learning processes are still learning using conventional methods in lectures, so they need interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures. 1% of students in the physics education department at the university of Musamus need a multi-representation-based e-book in the process of learning basic physics. This is supported by student response data. First, the majority of student learning processes are still learning using conventional methods in lectures, so they need interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures. 1% of students in the physics education department at the University of Musamus need a multi-representation-based e-book in the process of learning basic physics. This is supported by student response data. First, the majority of student learning processes are still learning using conventional methods in lectures, so they need interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures. The majority of the student learning process is still learning using conventional methods in lectures so that it requires interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures. The majority of the student learning process is still learning using conventional methods in lectures so that it requires interactive media to improve the quality of learning. Second, the majority of students only have access to learning resources in the form of textbooks in lectures. Third, the majority of students have difficulties in understanding physics concepts. Fourth, students need multi-representation-based e-books in Physics lectures.
Needs Analysis, E-Book, Multirepresentation, Basic Physics