Practicality of physics module based on contextual learning accompanied by multiple representations in physics learning on senior high school

Abstract

The purpose of this research was to describe the practicality of a physics module based on contextual learning accompanied by multiple representations. Practicality of this module could be determined from observation of learning implementation using this module and student's response after using this module. This research used development model of 4-D (define, design, develop, and disseminate). Practicality was determined to develop a step and disseminate steps. However, practicality could be determined after the module was valid. Based on the results of logic validity and empiric validity data analysis, the module could be said to be very valid with a percentage of 86.88% and 89.96% respectively. Limited trial and class trial in develop step was done in SMA Nuris Jember and disseminate trial was done in MA Nuris Jember. Based on observation of learning implementation using this module, it could be known that this module was very practical with an average percentage of 80.46%. Based on student's responses after using the module, it could be known that this module was very practical with an average percentage of 95.22%. Therefore, the physics module based on contextual learning that accompanied by multiple representations was very practical to use in physics learning on senior high school.