JURNAL PENDIDIKAN MATEMATIKA DAN IPA
Vol.
No.
129 - 140
http://jurnal.
id/index.
php/PMP STUDENTS RESPONSE TO THE READABILITY OF POGILBASED INTERACTIVE E-MODULE ON HEAT TOPIC Fian Rifqi Irsalina1.
Lina Aviyanti2.
Mimin Iryanti3 Master of Physics Education.
Faculty of Mathematics and Natural Sciences Education.
Universitas Pendidikan Indonesia Department of Physics Education.
Faculty of Mathematics and Natural Sciences Education.
Universitas Pendidikan Indonesia.
Dr.
Setiabudhi Street No.
Isola.
Sukasari District.
Bandung City.
West Java 40154 Email Corresponding: fianrfq@upi.
DOI: http://dx.
org/10.
26418/jpmipa.
Abstract This study aimed to analyze the readability of a POGIL-based interactive e-module on heat for 12th-grade students.
This study is urgent due to the abstract nature of heat concepts in physics and the increasing use of digital learning resources, which require instructional materials that are not only technologically advanced but also readable and pedagogically effective.
The research employed a descriptive survey with a quantitative approach, collecting data via a questionnaire designed to assess three main aspects of the e-module: format, language, and content.
A purposive sampling technique was employed, selecting 33 students who had previously studied the heat topic and had experience with emodules.
The data obtained were analyzed using a Likert scale to evaluate the effectiveness and practicality of the e-module.
The results showed that the e-module received high ratings across all aspects, with an overall average score of 91.
89%, categorizing it as AuVery Practical.
Ay The format aspect scored 90.
06%, indicating that the e-module's design and structure were user-friendly and supported comprehension.
The language aspect scored 92.
reflecting the clarity and simplicity of the language used.
The content aspect scored 92.
88%, indicating that the e-module effectively enhanced student engagement and understanding of the Overall, the study concludes that the e-module is a highly effective learning resource and is recommended for future instructional use.
Keywords: Learning Materials.
Learning Electronic.
Physics Learning.
POGIL
Received Revised Accepted Media, : 2025-09-26
: 2026-01-14
: 2026-01-25
This work is licensed under a Creative Commons Attribution 4.
0 International License Module Jurnal Pendidikan Matematika dan IPA Vol.
No.
INTRODUCTION
Education in the current digital era transformation, including the use of technology in the learning process.
One rapidly developing technology is e-modules, a digital learning tool that allows students to access learning materials more interactively and flexibly .
, .
These e-modules enable more dynamic information delivery using various media, such as text, images, animation, and video, which can be adapted to various student learning styles .
education, implementing e-modules has become an attractive alternative, particularly in supporting efficient and effective technology-based learning .
, .
E-modules designed with POGIL (Process-Oriented Guided Inquiry Learnin.
offer a more immersive learning experience .
POGIL
promotes critical thinking and problem-solving through collaboration and investigation .
Students use this method to explore concepts by answering questions that guide them to discover answers independently .
, .
, .
This approach fits the abstract nature of thermal content in Key concepts include heat transfer, temperature change, and energy conservation .
These ideas are abstract and not directly Therefore, the POGIL emodule uses guided inquiry steps, reallife thermal examples, and data analysis tasks .
, .
These features help students analyze processes, spot patterns, and connect micro- and macroscopic thermal interactions, supporting coherent and meaningful learning.
However, while POGIL-based emodules have significant potential to improve learning quality, several factors influence their effectiveness, including readability.
Readability in the context of e-modules refers to the extent to which the material presented is easily understood by students, in terms of language, text structure, and visual design .
Good readability understanding of learning materials, while e-modules that are difficult to read or poorly designed can hinder students' learning .
This issue becomes particularly critical for physics topics that demand strong conceptual reasoning, such as heat.
Heat is widely recognized as an abstract, demanding physics topic .
Heat, which involves the transfer of thermal energy and changes in temperature, often makes it hard for students to connect theory with everyday phenomena.
Although highly relevant, many students struggle to phenomena accurately.
This is due to the overlapping, interrelated nature of concepts such as energy and temperature, which require a deep understanding to connect .
, .
POGIL-based interactive e-modules present thermal concepts with clear explanations and structured activities, helping students engage meaningfully and reduce misconceptions .
, .
Insufficient attention to readability can cause cognitive overload, frustration, and reduced engagement, harming learning .
, .
, .
The readability of an e-module is influenced not only by linguistic simplicity but also by visual design and Design elements such as font size, color Fian Rifqi Irsalina.
Lina Aviyanti.
Mimin Iryanti Students Response to The Readability of POGIL-Based Interactive E-Module on Heat Topic Jurnal Pendidikan Matematika dan IPA Vol.
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contrast, layout consistency, and ease of navigation play a crucial role in determining how effectively content is conveyed to learners .
When these elements are carefully considered, emodules can foster a supportive learning environment that enhances comprehension and learner motivation .
Thus, evaluating the readability of POGIL-based e-modules on heat is essential to ensure their instructional suitability and effectiveness.
Existing studies primarily develop or implement POGIL-based learning materials or assess learning outcomes, with little focus on systematically examining the readability of POGIL emodules from learnersAo perspectives, especially for abstract physics topics such as heat.
Empirical evidence directly linking readability, format, language, and content to studentsAo perceptions of usability and learning support is also scarce.
This study's novelty lies in its focused investigation of the readability of a POGIL-based e-module on heat.
uses quantitative analysis of students' responses to format, language, and Unlike achievement-focused studies, it positions readability as a prerequisite for technology-based physics learning.
To address this gap, this study asks: How do students perceive the readability of a POGILbased heat e-module in terms of format, language, and content? This study examines how students respond to various readability aspects in POGIL-based e-modules on hot By involving students as respondents, this study aims to determine whether the e-module design and delivery of materials are appropriate for their understanding.
Furthermore, this study aims to identify factors that influence readability, including language use, text structure, and visual aspects within the e-module.
Thus, this study will provide deeper insights into the e-modules improving the quality of physics By identifying and understanding student responses to the readability of POGIL-based e-modules on heat, this study is expected to provide recommendations for developing more effective e-modules.
This will help educators and e-module developers create learning tools that are engaging and easy for students to understand.
Furthermore, the results of this study are expected to contribute to the development of more effective technology-based learning that better educational goals.
Overall, this study not only provides a deeper understanding of the readability of POGIL-based e-modules on the topic of heat but also provides insights for developing digital learning media that can improve the quality of With these research results, it is hoped that future e-modules will be more targeted and effective in improving student learning outcomes, particularly in understanding complex physics concepts.
METHOD
Research Type This study used a survey method with a descriptive quantitative approach, which aims to describe the relevance of phenomena and events within a population .
The survey was used to analyze students' readability of a POGIL-based interactive e-module on heat.
Data Fian Rifqi Irsalina.
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Mimin Iryanti Students Response to The Readability of POGIL-Based Interactive E-Module on Heat Topic Jurnal Pendidikan Matematika dan IPA Vol.
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were collected using a Likert-scale descriptively to evaluate the emodule's readability in terms of format, language, and content, without Time.
Place, and Participants The study took place in April 2025 at a State Islamic Senior High School (MAN) in Nganjuk Regency.
The population included all 12th-grade science-track students (N = .
Using purposive sampling, 33 students were selected because their completion of the heat topic and prior use of emodules made them suitable for evaluating the e-moduleAos readability .
Research Procedures The research began with the preparation of a POGIL-based emodule on heat, which was revised based on expert validator feedback to ensure adequate readability across format, language, and content.
After the revision stage, the finalized emodule was implemented, and data were collected from students who had previously studied the heat topic.
Data Collection Instruments and Techniques Data were collected using a nontest questionnaire adapted from .
The questionnaire consisted of 12 items that measured three readability aspects: .
Format, which included visual design, layout, font selection, navigation, and ease of use.
Language, which focused on clarity, communicativeness, and suitability for studentsAo comprehension level.
Content, which covered conceptual clarity and accuracy of heat concepts, logical presentation sequence, use of contextual examples, readability of explanations, and the alignment and effectiveness of questions and exercises in reinforcing understanding.
Responses were measured using a five-point Likert scale.
Students completed the questionnaire after using the e-module.
They were given sufficient time to review the material and provide objective evaluations.
Data Analysis Techniques Data obtained from the student questionnaire responses were analyzed using a formula adapted from .
, as listed in Equation 1, to calculate the Percentage practicality of the e-module:
ycu ycE (%) = ycu ycu100% .
ycn Where:
ycE = Percentage of readability ycu = Total score obtained ycuycn = Maximum score obtained Data Interpretation The readability scores obtained will be compared with the practicality criteria adapted from .
, which e-modules interpretation categories as follows:
Table 1.
Criteria and interpretation of e-module readability by P Value (%) yc Ou ynya yiya < yc O ynya yeya < yc O yiya yaya < yc O yeya yc O yaya Interpretation Very Practical Quite Practical Less Practical Not Practical Very Not Practical RESULT AND DISCUSSION Analyzed and classified using practicality criteria adapted from .
, the results of the student questionnaire on the readability of the POGIL-based interactive e-module on heat are presented in Table 2.
This table details readability scores for each student Fian Rifqi Irsalina.
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across the format, language, and content aspects, illustrating variations in individual perceptions of the emoduleAos readability and usability.
To provide a clearer overall evaluation, the data in Table 2 were summarized into average scores for each readability aspect.
Specifically.
Table 3 shows that the e-module achieved an overall average readability score of 91.
89%, placing it in the Very Practical category.
Consequently, this result indicates that, on average, students perceived the e-module as clear, easy to use, and effective as a learning medium for the heat topic.
Consistently high average scores were obtained for all assessed aspects, namely format .
06%), language .
73%), and content .
88%),
demonstrating that the e-module studentsAo independent learning.
These findings suggest that the POGIL-based interactive e-module is well-designed, readable, and suitable for use in Grade 12 physics learning.
StudentsAo Perception of Format Readability The e-module's format achieved an average score of 90.
06%, indicating that students found its visual design and structural organization highly readable and easy to use.
This suggests that the layout, typography, and studentsAo interaction with the learning In line with the cognitive theory of multimedia learning .
, a well-organized visual design helps reduce cognitive load, allowing students to focus on understanding concepts rather than processing the interface .
From a POGIL perspective, the clear and consistent format supports each stage of the learning process.
Specifically, structured layouts and visual representations assist students in the orientation and exploration stages by helping them identify key information and analyze data presented in tables, figures, or diagrams.
In the concept formation stage, coherent presentation enables students to recognize patterns and construct During the application stage, accessible navigation and wellorganized content allow students to efficiently revisit explanations and complete inquiry-based tasks .
, .
Previous studies have demonstrated that effectively integrating text and comprehension and supports deeper conceptual processing .
summary, the high-format readability of the e-module is essential for effective POGIL implementation and studentsAo understanding of heat concepts.
Table 2.
Details readability score of the POGIL-Based interactive e-module on heat for each student Student Code Format Aspect (%) Language Content Average (%) Interpretation Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Fian Rifqi Irsalina.
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Student Code
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
S31
S32
S33
Format Aspect (%) Language Content Average (%) Interpretation Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Less Practical Quite Practical Very Practical Very Practical Very Practical Quite Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Very Practical Table 3.
StudentsAo readability of the POGIL-Based E-Module on heat Readability Aspect Average Score (%) Interpretation Very Practical Format Very Practical Language Very Practical Content Very Practical Overall Average (%) StudentsAo Perception of Language Readability The language readability aspect obtained an average score of 92.
indicating that students perceived the language used in the e-module as appropriate for their level of understanding .
The absence of ambiguous instructions enabled students to follow each learning confusion during the learning process .
Clear linguistic expression and careful selection of terminology are crucial for supporting studentsAo physics learning, where conceptual precision is essential .
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From perspective, the use of accessible language helps reduce linguistic barriers that may interfere with studentsAo cognitive processing of When explanations and inquiry prompts are presented in familiar, well-defined terms, students can focus more effectively on analyzing phenomena and constructing meaning.
contrast, the use of complex or inappropriate terminology can hinder understanding and negatively affect learning outcomes .
Within the POGIL approach, clear language is especially important, as students are required to independently interpret questions, discuss ideas, and draw Accordingly, the high rating in this aspect suggests that the language used in the e-module effectively supports inquiry-based learning and facilitates studentsAo engagement with the heat content.
StudentsAo Perception of Content Readability The content readability aspect obtained the highest average score of Students perceived the material as highly clear, relevant, and supportive of their understanding of heat concepts, suggesting that the content was presented in a way that not only facilitated comprehension engagement with the learning By aligning with the learning objectives, the e-module effectively supports the intended instructional goals .
, ensuring a direct connection between the content and the desired outcomes.
The inclusion of structured questions and exercises played a central role in enhancing content readability by guiding students to actively apply concepts and evaluate their understanding.
Consistent with meaningful learning occurs when knowledge through inquiry and reflection .
In this e-module, inquiry-based tasks encouraged phenomena, interpret information.
Moreover, presenting content and real-life examples enabled students to relate abstract thermal concepts to everyday experiences, thereby strengthening conceptual connections and reducing misconceptions .
From a POGIL organization supports progressive learning, allowing students to move application in a coherent manner.
The consistently high ratings across all readability aspects further indicate that integrating clear content, guided inquiry, and contextual examples creates a supportive learning Overall, these findings confirm that the POGIL-based interactive e-module is well-suited for Grade 12 physics learning and effective in facilitating studentsAo understanding of heat concepts.
CONCLUSION
This study examined studentsAo perceptions of the readability of a POGIL-based interactive e-module on heat, focusing on format, language, and content, and found an overall average score of 91.
categorized as Very Practical.
As a result, the e-module is visually well- Fian Rifqi Irsalina.
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structured, uses clear, communicative language, and presents content in a coherent, meaningful way, enabling Grade 12 students to understand heat Furthermore, the consistently high ratings across all aspects suggest that integrating readability principles into the POGIL learning stages effectively supports student engagement and self-directed Taken together, these findings imply that readability is implementation of inquiry-based digital learning materials, particularly for abstract physics topics.
To build on these results, further development of interactivity, such as adding more dynamic simulations or applications, and increased integration with other digital learning platforms, can enhance user experience and enrich the learning process.
Finally, it is also recommended to conduct regular evaluations of this e-module based on student feedback to ensure that it remains relevant and effective in enhancing understanding of more complex physics concepts.
ACKNOWLEDGMENTS