Cek Plagiasi: The Student Response to Interactive E-Modules to Support Science Literacy in Distance Learning Physics

Abstract

Innovative learning is needed in the realization of graduate competencies. The learning process is required to be able to construct the knowledge and skills of students. This study aims to describe student responses to e-modules that support scientific literacy in distance learning physics is developed. The sample in this study were high school students aged 13-15 years, amounting to 29 students. Retrieval of student response data using a response questionnaire. The data obtained were analyzed descriptively qualitatively. The results showed that students gave a positive response to the interactive e- module in Physics learning that had been developed.