Development of an Interactive Digital Module Assisted by Articulate Storyline 3 to Improve Students’ Conceptual Understanding of Energy and Its Transformations
DOI:
https://doi.org/10.32585/cognitive.v4i1.74Keywords:
Articulate Storyline 3, Conceptual Understanding, Energy Transformation, Interactive Digital Module, Vocational EducationAbstract
The integration of digital technology into vocational education requires learning resources that strengthen students’ conceptual understanding through authentic contexts. However, research on conceptual understanding within the Projek Ilmu Pengetahuan Alam dan Sosial (Projek IPAS) curriculum remains limited. This study aimed to develop an interactive digital module using Articulate Storyline 3 and evaluate its validity, practicality, and effectiveness in improving students’ conceptual understanding of energy and its transformations. This Research and Development study employed the Four-D (4D) model involving 36 tenth-grade Motorcycle Engineering students at SMKPP Negeri Paringin, Indonesia. Data were collected through expert validation, questionnaires, and conceptual understanding tests. The module achieved validity scores of 94% and 96%, practicality of 89.23%, and a moderate N-Gain score of 0.61, indicating improved conceptual understanding. This improvement was supported by interactive multimedia, feedback, and contextual learning that facilitated active knowledge construction. These findings demonstrate that the module is valid, practical, and effective. By integrating interactive multimedia with vocational contexts in Projek IPAS learning, this study provides empirical evidence that such integration strengthens conceptual understanding and bridges scientific concepts with vocational practice.
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