JPPIPA 9(1) (2023)

Jurnal Penelitian Pendidikan IPA

Journal of Research in Science Education

http://jppipa.unram.ac.id/index.php/jppipa/index

META ANALYSIS OF EFFECT SIZE THE INFLUENCE OF

SCIENCE AND PHYSICS TEACHING MATERIALS ON
STUDENTS' LEARNING OUTCOMES
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Prima Isma Daughter 1*, Asrizal2, Festiyed3, Fourth Author3
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1
Physics Education Masters Study Program, FMIPA Padang State University
2
Physics Education Masters Study Program, FMIPA Padang State University
3
Physics Education Masters Study Program, FMIPA Padang State University
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Received: Abstract: Education is very important for humans in life. Education always
Revised: develops along with in science and technology. Education is expected to improve
Accepted: human resources, and be able to participate in the dynamics of development. The
Published: quality of education is largely determined by the quality of learning. One
component that can support the quality of learning is teaching materials. The
Corresponding Author: purpose of this study was to determine the effect of science and physics teaching
Author Name*: materials on learning outcomes. This type of research is a meta-analysis. The sample
Email*: in this study was 20 articles that met the criteria. Based on the results of the study, it
can be concluded that science and physics teaching materials have a significant
DOI: influence at every level of education and every grade level, both at the junior high
and high school levels.
© 2023 The Authors. This open access Book Antiqua 9pt Bold, Space 1, Justify
article is distributed under a (CC-BY
License) Keywords: Science and physics teaching materials, Effect Size, learning outcomes
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Phone*: +62…

Introduction developing students' scientific understanding and

Book Antiqua 11pt Bold, Space 1, Justify logical thinking skills. Because with education it is
The importance of education in forming quality
hoped that every individual can improve the quality of
human resources has encouraged educators and
themselves and their environment and be able to
researchers to continue to develop effective learning
participate in the dynamics of development
methods. One important factor that can influence
(Sukmawati, Sari Sri et al. 2018). This is in line with the
student learning outcomes is the quality of the teaching
National Education System Law number 20 of 2003,
materials used in the learning process. This article will
which explains that education is a conscious and
discuss the effect size of science (natural science) and
planned effort to create a learning atmosphere and
physics teaching materials on student learning
learning process so that students actively develop their
outcomes. The choice of this topic is important
potential to have religious spiritual strength, self-
considering that these two subjects are an integral part
control, personality, intelligence, noble morals, and
of the educational curriculum which plays a key role in
___________
How to Cite:
Example: Susilawati, S., Doyan, A., Muliyadi, L., & Hakim, S. (2019). Growth of tin oxide thin film by aluminum and fluorine doping using spin
coating Sol-Gel techniques. Jurnal Penelitian Pendidikan IPA, 1(1), 1-4. https://doi.org/10.29303/jjppipa.v1i1.264
Jurnal Penelitian Pendidikan IPA (JPPIPA)
skills needed by himself, society, nation and state
(Oktaviani, Widya et al. 2017).
Learning is a combination that is composed of
human elements, internal materials, facilities,
equipment and procedures that influence each other to
achieve learning goals (Diani, Rahma et al. 2016).
Learning is essentially a communication process,
namely the process of conveying messages from the
teacher through certain channels or media to the
recipient of the message. The message to be
communicated is the material or concepts in the
curriculum (Mikraj, Abdul et al. 2019). The quality of
education in a school will be largely determined by the
quality of learning (Badawi, Andi Ilham et al. 2015). In
the learning process, one of the most important
components that can support the quality of learning is
the use of teaching materials (Kurnia, Rizki et al. 2018).
Teaching materials are one component that has an
important role in achieving success in the learning
process, and teaching materials function to support the
smooth running of teaching and learning activities. So
learning can be said to be of quality if the teaching
materials used are also of good quality so that they can
help students understand and master the material
being taught well. Especially in physics subjects
(Fautin, Sri et al. 2020).
Teaching materials have a central role in
learning, facilitating the transfer of knowledge from
educators to students. Selection and preparation of
appropriate teaching materials can increase students'
interest in learning and understanding of the subject
matter (Brown & Edmondson, 2019). In this context, it
is important to understand the extent to which science
and physics teaching materials have a significant
impact on student learning outcomes. The subject of
physics is a branch of natural sciences and is a science
that studies natural phenomena through various
scientific processes (Lidiana, Hamidah et al. 2018).
Desember 2023, Volume 9 Issue 1, 1-8
Physics has a vision of solving, revealing and
documenting the secrets of the universe scientifically in
the form of rules, laws and principles of physics.
Together with other fields of applied technology,
physics seeks to utilize the results of scientific findings
to increase human faith and devotion to Allah SWT.
Besides that, physics learning does not only contain
theory but is always accompanied by experimental
activities to prove the truth of the theory being studied
(Kurnia, Rizki et al. 2018).
A number study previously has done For
evaluate influence science teaching materials and
Physics to results Study participant educate . Results
study This become base For understand role each
teaching materials in increase achievement academic
participant educate . One of relevant research _ can
found in the work of Smith et al. (2020), which shows
that approach certain in presentation Physics teaching
materials own impact positive to understanding draft
by participant educate . Based on the reality in the field,
physics learning is still less popular and feared, because
physics is a subject that is very difficult to understand
and there are too many formulas used, so there is no
student interest and motivation in participating in
physics learning. Apart from that, physics learning
carried out in schools tends to be monotonous and
boring and the teaching materials used are still general
teaching materials or teaching materials sold on the
market. So it is difficult for students to understand the
material being taught and this will have an impact on
the students' physics learning outcomes.
Learning outcomes are the abilities that
children gain after going through learning activities.
Student learning outcomes are the result of various
efforts and resources which are reflected in the learning
participation carried out by students in studying
learning material. Children who are successful in
learning are those who succeed in achieving learning
2
Jurnal Penelitian Pendidikan IPA (JPPIPA)
goals or instructional goals. According to Winataputra
(2007) student learning outcomes in the form of
changes in behavior are changes produced and
experiences (interaction with the environment), where
mental and emotional processes occur (Saleh, Husnul
Inayah et al. 2014). Science learning and Physics often
faced on challenge it 's like minimal source Power or
difficulty in serve complex concepts . _ However ,
challenges this can also be done considered as
opportunity For develop more teaching materials
innovative And responsive to need participant
education ( Sahlberg , 2019). By Because that , article
This will investigate to what extent the teaching
materials can be become solution For overcome
challenge This .
The use of teaching materials can have a
positive impact on learning outcomes, because learning
will be student-centered so that teachers are no longer
as learning resources but as facilitators and students
will more easily access and absorb learning materials
(Fatmi, Nuraini et al. 2021). Based on the background
above, the researcher is interested in conducting a
meta- analysis research by calculating the effect size
regarding the influence of science and physics teaching
materials on student learning outcomes. As many as 20
articles have been obtained regarding the influence of
teaching materials on students' physics learning
outcomes. Articles are obtained from various sources
which will then be analyzed for their effect size, then
determine their influence on student learning
outcomes..
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Method
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This research uses a meta-analysis method. The
meta-analysis process begins with identifying
studies that are relevant and related to the research
Desember 2023, Volume 9 Issue 1, 1-8
topic. A thorough literature search was conducted
involving academic databases, scientific journals,
and research repositories. The use of keywords
such as "effect size", "science and physics teaching
materials", and "student learning outcomes" was
carried out to ensure the inclusion of studies that
were appropriate to the research focus. This
systematic approach is expected to collect
representative data from various previous studies.
In the words of meta-analysis, Cooper, Hedges, &
Valentine (2009) stated, "The first step in the meta-
analysis process is to locate and retrieve all
potentially relevant studies." The stages of meta
analysis can be explained as follows:
1.1 Preparatory stages
At this preparatory stage, activities were
carried out in the form of data collection from
several sources such as Google Scholar, IOP,
JPII, Turkish Education Journal etc. in the range
20 18 - 202 2 . The research variable is the
dependent variable, namely teaching materials
and student learning outcomes. The identified
studies were then analyzed to assess their
methodological quality and relevance to the
research question. This process involves
evaluating the risk of bias, internal validity,
and study design characteristics. Studies that
meet the inclusion criteria and have a strong
methodological design will be included in the
meta-analysis. This systematic approach is in
line with the consolidated guidelines for
reporting meta-analyses (PRISMA) that
emphasize transparency and accountability in
study selection (Moher et al., 2009). As
explained by Borenstein et al. (2011), "Selection
criteria are established to ensure that studies
meeting specific criteria are included in the
analysis. The goal is to minimize bias and to
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Jurnal Penelitian Pendidikan IPA (JPPIPA) Desember 2023, Volume 9 Issue 1, 1-8

ensure that the studies included in the analysis X eksperimen −X kontrol

ES = ......(Fr-2)
are similar enough to warrant combination." SDkontrol
1.2 Implementation stage Information:
After the studies were selected, an effect size
ES = Effect Size
analysis was carried out to measure how much
XE = Experimental average
influence science and physics teaching
materials had on student learning outcomes. XC = Control average
The use of statistical techniques such as SD C = Standard deviation of control
random-effects models or fixed-effects models
class
is used to calculate and combine effect sizes
1.2.3 Average for each group (two groups
from different studies. Next, these results are
pre post tests)
interpreted to conclude whether there is a
ES =
significant effect of teaching materials on
student learning outcomes. According to
( X ¿ ¿ post−X pre ) kon
(X ¿ ¿ post− X pre )eksperimen−
Langley and Klopper (2005), "Effect size is a
SD pre kontrol + SD pre eksperimen+ S
3
standardized measure of the strength of a
phenomenon. It is used to quantify the size of .........(Fr-3)
the difference between two groups or the Information:
strength of an association between two ES = Effect Size
variables." A coding process was carried out XE = Experimental average
which aims to make it easier to carry out effect
XC = Control average
size analysis from the results of collecting
research articles. So that conclusions will be SD C = Standard deviation of control
obtained from the results of data analysis. The class
effect size calculation uses the following
statistical parameters (Amelia, Rini et al. 2021):
2.2.4 t count
1.2.1 Average for one group

ES =
X post −X pre
SD pre
........... (Fr-1)
ES = t
√ 1
+
1
neksperimen nkontrol
........(Fr-4)

Information:
Information:
ES = Effect Size
ES = Effect Size
nE = Number of experimental groups
X post = Posttest average
nK = Number of control groups
X pre = Pretest average After the effect size is calculated based on
SD pre = Pretest standard deviation the appropriate formula, the effect size is then

1.2.2 Average for each group (two groups categorized using the effect size criteria

posttest only) according to Diancer in Table 1.

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Jurnal Penelitian Pendidikan IPA (JPPIPA) Desember 2023, Volume 9 Issue 1, 1-8

Table 1 . Effect Size (ES) Criteria SCHOOL

2 J2 vocational X 0.8 Tall
school 7
No ICE Category 3 J3 JUNIOR VII 4.1 Very
HIGH 3 high
1 ES ≤ 0.15 Very low SCHOOL
4 J4 MTS VIII 1.4 Very
9 high
2 0.15 ¿ES ≤ 0.40 Low 5 J5 SENIOR XI 0.7 Currentl
HIGH 4 y
3 0.40 ¿ES ≤ 0.75 Currently SCHOOL
6 J6 SENIOR X 3.1 Very
HIGH 8 high
4 0.75 ¿ES ≤ 1.10 Tall
SCHOOL
7 J7 SENIOR X 0.9 Tall
5 ES > 1.10 Very high HIGH 8
SCHOOL
( Source: Asti, 2018 ) 8 J8 SENIOR XI 5.5 Very
HIGH 8 high
SCHOOL
Result and Discussion 9 J9 SENIOR XI 2.0 Very
This research was conducted to see the effect of HIGH 6 high
SCHOOL
science and physics teaching materials on student 10 J10 SENIOR XI 1.1 Very
HIGH 0 high
learning outcomes. Data was obtained from SCHOOL
journals that are relevant to this research, and 11 J11 SENIOR XI 2.7 Very
HIGH 0 high
support the calculation of the effect size for each SCHOOL
12 J12 SENIOR X 5.7 Very
journal. Researchers collected data from several HIGH 0 high
SCHOOL
sources such as Google Scholar, IOP, JPII, Turkish 13 J13 SENIOR X 3.2 Very
Education Journal etc. In this research, 20 journals HIGH 4 high
SCHOOL
were used which were selected based on certain 14 J14 JUNIOR VIII 2.9 Very
HIGH 0 high
criteria. First, research regarding teaching SCHOOL
15 J15 SENIOR XI 1.6 Very
materials. The second is implemented in science HIGH 4 high
and physics learning. Third, it influences student SCHOOL
16 J16 SENIOR XI 0.6 Currentl
learning outcomes. HIGH 7 y
SCHOOL
The results obtained from calculating the effect 17 J17 SENIOR X 1.0 Tall
HIGH 8
size of the 20 journals that have been analyzed are SCHOOL
classified into three parts. First, based on education 18 J18 SENIOR XII 1.0 Tall
HIGH 2
level. Second, based on class level and third based SCHOOL
19 J19 SENIOR X 0.8 Tall
on learning material. Data from general article HIGH 0
SCHOOL
analysis regarding the influence of science and
20 J20 JUNIOR VIII 1.1 Very
physics teaching materials on student learning HIGH 4 high
SCHOOL
outcomes are presented in Table 2. Based on Table 2, you can see the descriptions of
the articles and obtain the effect size for each article
Table 2. General grouping of articles
regarding the influence of science and physics
N Journa Educationa Grad IC Categor
o l Code l level e E y teaching materials on students' physics learning
Level
1 J1 JUNIOR VII 1,2 Very outcomes. From the journal obtained, several data
HIGH high
were obtained.
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Jurnal Penelitian Pendidikan IPA (JPPIPA) Desember 2023, Volume 9 Issue 1, 1-8

The influence of science and physics teaching levels have an influence on students' physics
materials on student learning outcomes based on learning outcomes.
educational level .
The first result of this research is related to the The influence of science and physics teaching
effect size analysis of the influence of science and materials on student learning outcomes based on
physics teaching materials on student learning grade level
outcomes in terms of educational level. The The second result of this research is related to
calculation results obtained are presented in Table the effect size analysis of the influence of science and
3. physics teaching materials on student learning
Table 3 . effect size based on education level outcomes in terms of class level. The calculation
Educational Learning outcomes results obtained are presented in the form of Table
level Journal Effect Average Note
Code size effect 4 and Table 5.
size Table 4 . effect size Based on class level for junior
JUNIOR J1 1,2 2.17 Very
HIGH J3 4.13 high high school education.
SCHOOL J4 1.49
Grade Journal Effect Average Information
J14 2.90
level code size effect
J20 1.14 size
SENIOR J2 0.87 2.09 Very VII J1 1,2 2.67 Very high
HIGH J5 0.74 high J3 4.13
SCHOOL J6 3.18 VIII J4 1.49 1.84 Very high
J7 0.98 J14 2.90
J8 5.58 J20 1.14
J9 2.06 Based on Table 4, it can be seen how science and
J10 1.10
J11 2.70 physics teaching materials influence student learning
J12 5.70
outcomes based on class level. In Table 4 it can be seen
J13 3.24
J15 1.64 that in class VII SMP the average effect value was 2.67
J16 0.67
J17 1.08 in the very high category. And also in class VIII SMP,
J18 1.02
J19 0.80
an average score of 1.84 was obtained in the high
Based on the data in Table 3, it can be seen how category.
science and physics teaching materials influence
student learning outcomes based on educational Table 5 . effect size Based on class level for high school
level. In table 3 it can be seen that the physics education level

learning results for junior high school level Grade Journal Effect Average Information
level code size effect
amounted to 5 articles with an average effect size size
X J2 0.87 2.26 Very high
of 2.17 in the very high category. Meanwhile, at J6 3.18
the high school education level there were 15 J7 0.98
J12 5.70
articles with an average effect size of 2.09 in the J13 3.24
J17 1.08
very high category. From these data, it can be J19 0.80
XI J5 0.74 2.07 Very high
concluded that science and physics teaching J8 5.58
materials at both junior and senior high school J9 2.06
J10 1.10
J11 2.70
J15 1.64
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Jurnal Penelitian Pendidikan IPA (JPPIPA)
J16 0.67
XII J18 1.02 1.02 Very high
Meanwhile, in Table 5, it can be seen that in
class X SMA, the average effect value was 2.26 in
the very high category. In class XII SMA, an
average score of 2.07 was obtained in the very high
category. And in class XII SMA, an average score
of 1.02 was obtained in the very high category.
From these data, it can be concluded that science
and physics teaching materials at both the junior
high school and high school class levels have an
influence on students' understanding of concepts
and physics learning outcomes. So from these data
it can be concluded that science and physics
teaching materials have a significant influence on
each class level, both classes VII and VIII for junior
high school and X, XI and XII for high school.
Conclusion
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In carrying out this meta-analysis successfully
collected and analyzed a number of studies related to the
influence of science and physics teaching materials on
student learning outcomes. The results of the effect size
analysis provide a comprehensive picture of how big the
impact of teaching materials is on academic achievement.
In analyzing the effect sizes of various studies, we can
conclude that science and physics teaching materials
have a significant positive impact on student learning
outcomes. For example, several studies show that
teaching materials that support interactive exploration of
scientific concepts can improve students' understanding
of science material (Smith et al., 2020). Likewise, physics
teaching materials that use experimental and simulation
approaches also have a positive effect on students'
mastery of physics concepts (Jones & Wang, 2018).
Overall, these findings provide strong support for the
important role of instructional materials in improving
student learning outcomes.
However, it should be noted that different effect sizes can be
influenced by various factors, such as student characteristics,
Desember 2023, Volume 9 Issue 1, 1-8
teaching methods, and school level. Therefore, these
conclusions should be interpreted taking into account the
context and diversity in the studies analyzed. In addition, the
results of this meta-analysis can provide a basis for the
development of teaching materials that are more effective and
relevant to contemporary educational needs. Thus, the
conclusions of this meta-analysis provide an in-depth view of
the effect size of science and physics teaching materials on
student learning outcomes, providing a strong foundation for
efforts to improve the quality of learning at the educational
level. These findings can also be a guide for educators,
researchers and policy makers in designing more effective
learning strategies in the fields of Natural Sciences and
Physics.
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