The Role of Digital Modules on Cognitive Ability of High School Students in Newton’s Law Material

Abstract

Students perceive physics as a difficult subject to understand because the material contains a lot of formulas, mathematical calculations, and abstract concepts. One of the physics materials for high school students in Newton’s law. Newton’s law is one of the materials considered difficult to understand by students because the basic concepts in Newton’s law material, namely the concept of force have not been fully mastered by students, resulting in students’ cognitive physics abilities that are still low and have not reached the minimum completeness criteria (KKM). This study aims to examine the role of the digital module in improving students’ cognitive abilities in Newton’s Law material. The research subjects were 108 students of class X MIA in 3 high schools in the Surakarta residency. The study used a quantitative descriptive method with a test technique using 20 multiple choice questions about Newton’s Law. Data were analyzed using N-gain. The results showed that the average scores before using the digital module at 3 SMA in Surakarta residency were 53, 58, and 60 respectively, while the average scores after using the digital module were 73, 74, and 75. Based on the N gain value, the increase in ability students’ cognitive belonged to the medium category, namely > 0.3. The digital module has a significant effect on improving students’ cognitive abilities in Newton’s Law material.