Effect of Dynamic Fluid Module Based on Information

Article History: Received Date: 1 April 2020 Received in Revised Form Date: 10 April 2020 Accepted Date: 15 April 2020 Published online Date 01 May 2020 ABSTRACT ICT-based dynamic fluid modules are efficient ICT-based teaching materials that have the appeal of students to be more motivated, active more able to understand the concept of dynamic fluid material. The purpose of this research is to know the influence of the use of ICT-based dynamic fluid modules on science process skills and student learning outcomes in high school. The type of research used in is experimental research with the design of post-test only control group. Scsience Process skills score and student learning outcomes show significant differences between experimental classes and control classes.


INTRODUCTION
Learning is a cognitive process that can alter the nature or activity of the environment, information processing, and become a new ability (Dimyati and Muldjiono, 2006: 10). Reigeluth in Bektiarso (2015: 21) stating learning is an activity that people who care about learning can do. The broad meaning of learning is as a teacher's effort to help students conduct learning activities. In order to achieve learning objectives teachers must be able to create learning activities effectively and efficiently.
Physics is one of the fields in science that studies nature along with its symptoms from abstract to non abstract which in its learning requires imagination (Sutarto and Indrawati, 2010: 1). Student learning outcomes in physics subjects are low-rated because the learning media or teaching materials used by teachers is less appealing to students, and also the interactions that occur between teachers and students are still lacking during the physical learning activities (Laili et. al, 2015: 173).
Modules are teaching materials that have the purpose of creating interesting learning, effective, efficient and also enjoyable (Ramadhani and Mahardika, 2015: 86). Information and Communication technology is the result of human engineering to convey information and messages from one party to another to be faster and wider spread and can be stored longer (Affandi, 2018: 8). Saflita et. al (2016) expressed the demands of the use of ICT or the information and communication technology in curriculum 2013 subjects gave the consequences of ICT-based teaching materials in order to expand students opportunities to learn, improve efficiency, improve learning quality, facilitate character building, and can reduce the digital divide.
The development of ICT enables to produce interactive multimedia in the learning that can also facilitate and can inspire the students to learn physics. But computer technology has not enough there must be integration between computer technology with information technology. One that can be the solution is the Internet network, because with the Internet can access various things (Solihuddin, 2018: 52-53).
When the research took place at the high School of Candipuro, Lumajang researchers see the problem that often faced by students in physics learning that most students can understand the basic concept of physics that exist in real life everyday dan still often do not understand the usefulness to study physics because it is only fixed by the formula and practice of the questions obtained from the teacher. Most students wondered are confused to answer the problem when given the same exercise but the problem variables are replaced with other variables. The result of the student who is stuck with the formula is the students become less active and the student creativity also become limited.
Based on the explanation above and the problem, there are still many students who have difficulty in understanding the physics taught by teachers who cause student learning outcomes are relatively low. Therefore, it is necessary to prepare the module teaching materials that can involve students to be active and creative in the learning of physics. The module teaching material used is a dynamic fluid module based on ICT.
Dynamic fluid is a moving fluid. The most important magnitudes in dynamic fluids or moving fluids are the alurian fluid pace. The rate of this flow measures the distance traveled from the fluid elements of the water per unit of time (Abdullah, 2016).
The continuity equation is the mathematical statement of the mass net amount flowing into the restricted surface equal to the mass increase in the surface (Sears and Zemansky, 1982). The continuity equation can be written as follows: 1 A1 v1 = 2 A2 v2 The continuity of the equation is obtained by equating the mass of fluid that comes in and out during time lapse ∆t (Giancoli, 2014).

METHODOLOGY
This type of research in research is experimental research using post-test only control group research design which is an experimental quasi for science process skills and student learning outcomes. In this research the population in sampling is a student of class XI MIPA in Candipuro high school in the school year 2019/2020 on dynamic fluid material. Using the technique of purposive sampling area, samples in this study used two classes of XI MIPA of the four classes of XI MIPA. The Selected two classes are treated as the control and experiment classes. Before determining the sample, carried out a homogeneity test with oneway anova on SPSS 23. After the test is obtained the results that the experimental class is the class XI MIPA3 and the control class is the class XI MIPA2. The experimental class will use ICT-based dynamic fluid modules in its learning while the control class uses the teaching materials provided from the school. After treatment, both classes will be given a post-test question to see the student's cognitive learning outcomes.
Data collection in this study uses observation techniques (assessment rubric), tests (post-test), and documentation. Tests are used to determine student learning outcomes, while observations and documentation are used to determine the outcome of student science process skills.
The research steps performed are as follows: a. XI MIPA class observation b. Determining population and sample areas of research c. Arranging learning devices to be implemented d. Conducting research by conducting learning with ICT-based dynamic fluid modules e. Providing post-test questions at the end of the learning materials chapter f. Processing student post-test value data and observation score results and documentation g. Create discussions regarding processed data results h. Make a conclusion.

RESULT AND DISCUSSION
In this research indicators are assessed on the skills of the students' science process namely observing, classifying, communicating and concluding. All indicators are measured using an observation sheet. The Science process skills score criteria are as follows: Good enough 40% ≤ Score = 55% Not good Score < 40% Bad (Source: Widayanto, 2009) Student process skills score data on experiment classes and controls can be seen in Table 2. The data in the table shows the average of the experimental class science process skill score greater than the control class. If adjusted to the criteria table of science process skills, the experiment class has a good category and the control class is quite good.
The data learned for this study is derived from three domains (affective, psychomotor, cognitive). The average value of student learning results can be seen in table 3. The above data shows the average experimental class learning results of 78.49 which means greater than the control class that gained 72.54. The results of the science process skills data and learning outcomes are further analyzed using the help of SPSS 23. Based on data analysis results to test the normality of the value science process skills of the experimentation class and the controls were already distributed normally with significance values of 0.128 (experimental class) and 0.122 (control class) meaning that Strongswan were both > 0.05. Further distributed data is analyzed again using test Independent Sample T-Test. The result of the analysis test is 0.399 or means ≥ 0.05 and the data can be said to be homogeneous. To make a decision on the hypothesis testing used was the 2-tailed hypothesis testing and the value of Sig. (2-tailed) which was obtained was 0.000 or mean ≤ 0.05 then an alternative hypothesis was accepted and the zero hypothesis was rejected. Thus, there is a significant difference in science process skills between experimental classes and control classes.
As for the result of data analysis of the student learning results also tested the normality in advance with the significance of the result is 0.200 for both classes used, so that the learning data groups are distributed normally. Further study result data is also tested using the Independent Sample T-Test. The data analysis results obtained is 0.108 which means ≥ 0.05 and the data is homogeneous. To make a decision also using the 2-tailed hypothesis testing and the value of Sig. (2-tailed) obtained is 0.000 which means ≤ 0.05 then an alternative hypothesis is acceptable and the zero hypothesis is rejected. So the result is a significant difference in student learning outcomes between experimental classes and the control class.
The conclusion is that there is a significant difference in the skills of the science process and the learning outcomes of students between the class of experiments that study using the dynamic ICT-based fluid module with the control class that the learning does not use the module. Value data from the science process skills and student learning outcomes show the data that the experiment class is larger than the control class. This can happen because the teaching materials used are different classes. The experimental class uses ICTbased dynamic fluid modules that can make it easier for students to understand the material being taught. While in the control class using the teaching materials package book provided by the school that tends to be harder to learn because on the material has less appeal and examples given less tangible that can cause students guesswork a given example.

CONCLUSION
Based on the results and the discussion that has been obtained, it can be concluded: there is a significant difference in the scores of science process skills and the student learning outcomes between the experimental classes that use the dynamic ICT-based fluid module with the control class that does not use the module. By using dynamic fluid module of ICT-based students can also better understand the dynamic fluid material that is taught because when