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ICRLP-2021 IOP Publishing
Journal of Physics: Conference Series 2309 (2022) 012053 doi:10.1088/1742-6596/2309/1/012053

The Development of an Interactive Learning Module in The

Topic of Transistor and Its Usability among Physics Trainee
Teachers

Siti Nadia Adnan, Al-Zuhairi Omar, Lilia Ellany Mohtar

Department of Physics, Faculty of Science and Mathematics, Sultan Idris Education
University, 35900 Tanjong Malim, Perak, Malaysia.

*omarayad@fsmt.upsi.edu.my

Abstract. The paper demonstrates the development of an interactive learning module in the topic
of transistor and its usability among physics trainee teachers at one of the public universities in
Malaysia. The research design was a developmental research using the ADDIE module and the
developed module portrayed a high percentage value of expert agreement of 89.57% for face
validity and 91.67% for content validity. The sample was 40 Physics trainee teachers from six-
eight semesters. The instrument was a questionnaire, which was adapted from a standardized
instrument to obtain the level of its usability. The findings portrayed that the module was useful
(mean = 3.90 and standard deviation = 0.19), easy to use (mean = 3.91 and standard deviation =
0.17) and the respondents were satisfied with it (mean = 3.93 and standard deviation = 0.18). In
conclusion, the interactive learning module can be used as a teaching aid for teaching the topic
of transistor. In the educational implication, students can utilize the interactive learning module
to explore and build knowledge simultaneously as it encourages active students’ involvement in
line with the constructivist learning theory.

1. Introduction
During the development of the current era, the need for education has increased to keep in line with the
progress of other countries. The use of information technology (IT) in the field of education also has
been increasingly utilized in all over the world [1]. To realize the level educational results in this country,
KPM has developed 21st century education which started since in 2014. The concept of 21st century
education still depends on teachers and, in which they would have crucial influence to actively involve
students in school learning activities [2]. However, based on observations, students are less involved in
the learning process and less exploiting using various senses of learning [3]. Therefore, interactivity is
an important element to enhance students’ participation during the teaching and learning session.
In physics subjects, there are abstract science concepts that require high cognitive basic knowledge
in understanding these concepts well and as long-term memory [4]. In learning this concept, students
are often confused and have a misunderstanding of the transistor’s principle. According to observation
and questionnaire, teachers more often use the book as medium of learning [4]. Learning media which
provided picture only did not help students to understand the science concept easily. Interactive media
combined with video and quiz should be implemented to help students understand the concepts as this
method would suit their characteristics.

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ICRLP-2021 IOP Publishing
Journal of Physics: Conference Series 2309 (2022) 012053 doi:10.1088/1742-6596/2309/1/012053

Due to the above-mentioned reasons, an interactive learning module would be developed to facilitate
the teaching and learning process for the topics of transistor in this research. The interactive learning
modules developed can help students to understand better in transistor subtopics and help teachers
explain more easily about the thing to be conveyed. The developed module also contains various
interactive elements such as videos, simulations and quizzes to make it easier for students to use them
in teaching time and also outside teaching time. This research would be conducted to determine the level
of usability of the interactive learning module developed among physics trainee teachers at one of the
public universities in Malaysia in terms of usefulness, ease of use and satisfaction

2. Methodology

2.1 Research design

The research design was a developmental research using the ADDIE module to develop the interactive
learning module. The ADDIE consisted of five phases: analysis, design, development, implementation,
and evaluation. The instrument was a questionnaire, which was adapted from a standardized instrument
to obtain the level of its usability. It can test the level of existing knowledge of the respondents on the
skills of operationally defining and controlling variables [5]. The ADDIE model forms the basis of other
models in other instructional software designs. In the analysis phase, the main problem of the research
was identified that teachers still use conventional approaches in teaching and they still have not
maximized the use of technology in teaching and learning process. In this phase, researcher should
understand the required need in developing the interactive learning module. In the design phase,
appropriate learning theories and models were selected to develop the module. In this study,
constructivism theory and ADDIE learning model were selected. For the third phase (development
phase), the interactive learning modules will be developed. It is noteworthy that this module needs to
obtain the expert validation and undergo a pilot study for the improvement process. Next, in the
implementation phase, this interactive learning module is implemented among physics trainee teachers.
Finally, the interactive learning module is analyzed to test the level of usability in the last phase, which
is the evaluation phase.

2.2 Research population and sampling

The population is the target population of the study to be studied. Sampling is the process of selecting
a statistically representative sample of individuals from the population of interest [6]. In this study, the
researcher has set the study population that is the Physics trainee teachers at UPSI. The sample of this
study consists of 40 Physics trainee teachers in semester six-eight who were selected using simple
random sampling technique. Moreover, the respondents only consisted of trainee teachers who had
undergone teaching training at school only.

2.3 Research instrument

There are two types of instruments used in this research, which is an expert validity assessment form
and a usability questionnaire. Questionnaires were evaluated using a four-point Likert scale. The expert
validity assessment form was utilized to find out the extent of the validity values of the face and content
for the interactive learning module. The usability questionnaire was used to determine the usability of
the modules developed among Physics trainee teachers. The form was adapted from the USE
Questionnaire [7]. The questionnaire consists of three constructs: usefulness, easy to use and
satisfaction. Each construct involves five items. In addition, two validation experts from physics
department at UPSI were appointed to determine the face and content validity of the interactive learning
module as well as the validity of the usability questionnaire to determine the level its usability during
the actual research.

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ICRLP-2021 IOP Publishing
Journal of Physics: Conference Series 2309 (2022) 012053 doi:10.1088/1742-6596/2309/1/012053

2.4 Data analysis

The level of usability of interactive learning module developed among physics trainee teachers were
determined from a descriptive statistical analysis for calculating values of mean and standard deviation
by using Statistical Package for Social Science (SPSS).

3. Results and Discussion

3.1 Validity of interactive learning modules

The validity of the interactive learning module is determined using an expert validation process obtained
from two lecturers at UPSI. The results of the research for the expert validity evaluation forms portrayed
that the average percentage of agreement for the two experts was 89.5% for face validity and 91.6% for
content validity of the interactive learning module as listed in Table 1. It was previously reported that
the expert validity achievement level above 70% would be considered as high validity achievement [8].

Table 1: Face and content validity for interactive learning modules

Percentage of face validity Percentage of content validity

(%) (%)
Expert 1 100 100
Expert 2 79.1 83.3
Average percentage 89.5 91.6

The reliability of the questionnaire was determined among 15 trainee teachers from UPSI during the
implementation of the pilot study. Thus, the findings of the research showed that the value of the
reliability coefficient was 0.801, indicating that the usability questionnaire was suitable to use in the
actual study.

3.2 Usability of interactive learning modules

The results analysis obtained the study findings for the usability survey form indicated that the average
value of the mean score and standard deviation for each construct usefulness, easy to use and satisfaction
were at a high level as listed in Table 2. This indicates that the majority of respondents agreed with the
items in the survey form. The findings also portrayed that the use of interactive elements and multimedia
in learning could facilitate the learning and teaching process to be more effective. Additionally, the
innovation in teaching and learning process would improve the efficiency and effectiveness in
education.

Table 2: Usability level of interactive learning module

Construct Mean score Standard deviation value Usability level

Usefulness 3.9050 0.19735 High
Easy to use 3.9100 0.17512 High
Satisfaction 3.9350 0.18334 High
Average value 3.9166 0.18527

Based on Table 2, the interactive learning module developed portrayed a high level of usability
among physics trainee teachers for aspects usefulness (mean = 3.90 and standard deviation = 0.1973).
Respondents agreed that the module could be used as a teaching and learning module. In turn, the
obtained module would encourage active students’ involvement and shorten teaching and learning time

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ICRLP-2021 IOP Publishing
Journal of Physics: Conference Series 2309 (2022) 012053 doi:10.1088/1742-6596/2309/1/012053

for the topic of transistor. Respondents also agreed that the module could be utilized to improve students’
understanding and achievement for the transistor subtopic [9].
The modules developed also illustrated a high level of usability among physics trainee teachers in
terms of ease of use (mean = 3.91 and standard deviation = 0.1751) ; whereby, respondents agreed that
the module was easy to use, user friendly, and could be used anytime as well as anywhere. It should be
noted that the easy usage of the module was mainly since it could be accessed by students via
smartphones and laptop.
Finally, the module developed also demonstrated a high level of usability among physics trainee
teachers for the aspect of satisfaction (mean = 3.93 and standard deviation = 0.1833). In turn, the level
of satisfaction was high while using the module, whereby the module worked in appropriate and
attractive manners. Furthermore, it was also portrayed that they would recommend the module to their
colleagues. This is because that the module has been developed with the integration of information
technology as well has interesting elements for teachers and students, which could be used during
teaching and learning sessions [10].

4. Conclusionn
Overall, the interactive learning module for the topic of transistor among physics trainee teachers at one
of the public universities in Malaysia was demonstrated. The interactive learning module has excellent
expert validity and level of usability. The findings of evaluation by experts and pilot studies showed that
the interactive learning module was successfully developed and applied 21st century learning methods.
The level of usability of this interactive learning module also portrayed high level based on the
evaluation and comments of the physics trainee teachers throughout survey form. It is deduced that this
interactive learning module can be used as a teaching aid and a preparation for trainee teachers to teach
later. Finally, it is recommended that further studies need to be conducted to test the effectiveness of the
interactive learning module with a larger sample size.

Acknowledgement
We would like to acknowledge Department of Physics, Faculty of Science and Mathematics, Sultan
Idris Education University for supporting this research.

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ICRLP-2021 IOP Publishing
Journal of Physics: Conference Series 2309 (2022) 012053 doi:10.1088/1742-6596/2309/1/012053

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