Feasibility and Student Responses to A Project-Based Learning E-Module Assisted by Google Sites for History of Physics
DOI:
https://doi.org/10.47945/search.v4i2.3427Keywords:
E-module, Google Sites, Project-Based Learning, History of Physics, Physics education, Student responseAbstract
This study evaluates expert-rated feasibility and student perceptions of a project-based learning e-module using Google Sites for History of Physics. A descriptive quantitative product-evaluation design was used to examine product assessments, expert appraisal of the evaluation instruments, lecturer assessments, and a 17-item student response questionnaire. The revised metadata identify 50 eligible students and 47 complete responses, although this figure still requires reconciliation with earlier archive counts. Recalculated unweighted component means were 85.71% for media, 64.80% for content, and 90.00% for language. Expert appraisal of the instruments yielded 90%, 91.25%, and 92.25%; these values are interpreted as content and presentation feasibility judgments rather than comprehensive psychometric validation. Lecturer assessment across 18 indicators averaged 83.33%. Student item scores directly related to the e-module ranged from 85.16% to 90.32%, with the highest score concerning perceived clarity for independent study. Two negatively worded items require reverse scoring (x' = 6 - x), and no empirical reliability coefficient is reported because the individual response matrix was unavailable. The findings identify content alignment and presentation as priorities for revision and describe perceived usability and acceptance without establishing effects on learning outcomes.
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