Mathematics for physics e-module: Students’ interest in physics education based on gender

: This study aimed to determine the diﬀ erences in students’ interests in physics education at the University of Jambi towards using e-modules in physics-mathematics learning by observing the existence of gender diﬀ erences. This study used a quantitative research method. The instrument used was student interest questionnaires. Furthermore, the data were analyzed using descriptive statistics and inferential statistics. The subjects of the study were 91 physics education students. The results of this study show that there are diﬀ erences in students’ interests in the use of the physics-mathematical e-module in learning, namely the average student interest in the physics-mathematical e-module which female students best own, namely in class A with an average of 37.94, slightly higher than the average interest of male in class C, which is 35, 20. Diﬀ erences in interests are caused by internal factors of these students, namely diligent and consistent behavior in learning. Female students are more diligent in studying than male students, so female students have a higher interest in learning than males.

Electronic modules (e-modules) are learning modules that can be accessed and used electronically (Hafsah, Rohendi, & Purnawan, 2016;Munthe, Silaban, & Muchtar, 2019;Triwahyuningtyas, Ningtyas, & Rahayu, 2020). The use of e-modules has helped students in the learning process because they can be easily accessed via laptops and smartphones, thereby reducing the use of paper in learning (Dhina et al., 2019). One of the lectures that require an e-module is Mathematics for Physics.
Mathematics for Physics contains material on the basics of mathematical analysis that is useful in solving physics problems (Wahyuni, 2012;Ayu, Pratiwi & Muhardjito, 2017;Gunada, Rokhmat, Hikmawati, & Kesipudin, 2017). Most students have diffi culty understanding mathematics physics learning so it is considered a difficult subject How to cite (APA 7 th Style): Astalini, A., Darmaji, D., Kurniawan, D., & Fitriani, R. (2022). Mathematics and physics e-module: Students' interest in physics education based on gender. Jurnal Kependidikan, 6(1). doi:https://doi.org/10.21831/jk.v6i1.43541 (Ellianawati, Rusdiana, Sabandar, & Rusli, 2014;Natalia, Handhika, & Huriawati, 2017;Turşucu, Spandaw, Flipse, Jongbloed, & de Vries, 2018). That matters because, in learning mathematics physics too many mathematical calculations are quite complicated and not all students can understand them well (Marisda & Handayani, 2020). The use of e-modules in mathematics physics learning is considered the right solution to assist students in increasing their understanding of Mathematics for Physics concepts so that they can solve various physics problems. Therefore, it is necessary to study how students are interested in the use of e-modules in learning mathematics and physics.
Interest in learning is very important in the learning process because interest is one of the internal factors that infl uence learning. Interest in learning according to Qomariah and Sudiarditha (2016) is a feeling of liking or interest of students towards lessons to encourage them to learn and master the knowledge and experience shown through participation and activity in seeking that knowledge and experience. In learning, when students are not interested in learning, it will create a learning atmosphere that is not conducive. Therefore, interest in learning will encourage students to learn better with their interest or liking for lessons so that they have the initiative to continue learning and feel very useful for them, especially with the use of e-modules in learning.
Various studies have shown that the use of e-modules in learning can attract interest in student learning. Such as the research conducted by Irkhamni, Izza, Salsabila, and Hidayah (2021) regarding the use of e-modules as an eff ort to strengthen students' interest in learning mathematics. The results show that using e-modules in Mathematics can strengthen students' interest in learning in distance learning. Furthermore, research was conducted by Waliulu and Palembang (2022) on the application of fl ipbook-based e-module learning tools to student learning interests. The results showed that there was an increase in student interest in learning and the ease of the material delivered was more understandable for students in communication theory lectures. Unfortunately, the two studies did not examine the existence of gender diff erences and have not carried out the learning of mathematics and physics. Therefore in this study, the researcher intends to complement previous studies by examining more specifi cally and providing the latest innovations in the research carried out so that new fi ndings are produced that can contribute to improving the quality of education in the learning process.
The main objective of this study is to examine the diff erences in student interest in the use of electronic modules in learning mathematics and physics. Although there have been several researchers who have conducted research related to students towards the use of electronic modules, very few researchers report research on interest students in the use of electronic modules which are reviewed based on gender diff erences, especially in learning mathematics and physics. The results of this study are certainly very useful in increasing the eff ectiveness of the learning process and knowing the interest of students in conducting independent learning.

METHOD
This research useD a quantitative research type. Quantitative data from this study were obtained through a data collection instrument in the form of a student interest questionnaire. The type of questionnaire used is a closed questionnaire so that respondents can choose a direct answer from the options provided (Fitriani, Kholilah, et al., 2021;Fitriani, Putri, Rini, Sehab, & Pratiwi, 2021;Sultoni, Gunawan, & Sari, 2018). The number of student interest questionnaire statements is 10 items using a Likert scale of 1 to 4. The questionnaire that has been provided will be given to sampling members from the research population.
The population in this study amounted to 91 students of physics education FKIP Jambi University class of 2019 from 3 diff erent classes, namely class A as many as 31 people (17 female and 15 male), class B as many as 31 people (16 female and 18 male), and class C as many as 29 people (15 female and 14 male). The entire population in the study was used as a sample by the researcher determined by the total sampling technique. Total sampling is a sampling technique where the number of samples used is the same as the total population (Simanjuntak, Rohiat, & Elvinawati, 2017;Syafriyeti, Atnur, & Srimulat, 2020). The reason the researcher uses this technique is that the population is less than 100, which is only 91 students, so the entire population should be used as a research sample (Pakpahan, Picauly, & Mahayasa, 2015;Wahyuni & Setyowati, 2020). The total sampling technique is considered the most accurate because it can reduce the infl uence of sample error, this is because the more samples used, the smaller the error rate (Usman & Akbar, 2009;Putri, Maison, & Darmaji, 2018;Ruswati, 2018).
Student interest questionnaires were given to all physics education students, at FKIP Jambi University via the google form link on Monday, May 3, 2021. The categorization of the interest questionnaire used was guided by Table 1.  Table 1 shows that the categories of student interest in the physics-mathematics e-module are categorized into 4 categories, namely very bad, not good, good, and very good. The student interest questionnaire is presented by: I paid close attention to the material presented by the lecturer during the Mathematics physics course, I read math physics books, I also study math physics when I'm at home, I try to get the best grades in math physics class, I can work with friends when studying math physics, I don't like math physics because the material is diffi cult to understand, I immediately fi nished the physics course assignment given by the lecturer, If the teacher asks a question in class, I try to answer well, I will ask if there is material in Mathematics for Physics that I do not understand, and I am always present on time when mathematics physics class begins.
Questionnaire data was then analyzed using two data analysis techniques, namely descriptive and inferential statistics. Descriptive statistics are carried out by fi nding the mean, frequency, percentage, minimum, and maximum values. While inferential statistics by conducting 2 tests, namely the assumption test (normality test & homogeneity test), and hypothesis testing to then draw a conclusion (Agung, 2014;Diantari, Suniasih, & Ardana, 2017). In this study, data analysis was carried out with the help of IBM SPSS 23.
The normality test aims to determine whether the data is normally distributed or not, while the homogeneity test is to determine whether the sample comes from the same population or not (Nurhadisah, Halim, & Khaldun, 2014;Saidaturrahmi, Gani, & Hasan, 2019). The provisions of the normality test and homogeneity test are if the signifi cance value is less than 0.05 then the data is not normally distributed and not homogeneous, whereas if the signifi cance value is more than 0.05 then the data is normally distributed and homogeneous (Rachmah, Sunaryanto, & Yuniastuti, 2019;Nurhadisah et al., 2014;Sulman, Adlim, & Ilyas, 2015). After the data has normality and homogeneity, the researcher can proceed with hypothesis testing, namely the ANOVA test to determine the diff erence in the average interests of male and female students from 3 diff erent classes. If the signifi cance value of the ANOVA test is less than 0.05, then Ha is accepted, meaning that there is a diff erence in the average student interest (Listyarini, As'ari, & Furaidah, 2018).

FINDING AND DISCUSSION
Interest questionnaires that have been collected will be analyzed using descriptive statistical tests fi rst with results that can be seen in Table 2. Table 2 shows that the dominant male students have an interest in the very good category, namely 52.9%, the same as female students who have an interest in the very good category, which is 58.2%. Females are more dominant in providing excellent interest than males. The average interest score of male students is 34.86, lower than the average female student interest score of 37.94. The minimum score given to the interest of male students is 22.00 and 23.00 for female students. Meanwhile, the maximum score given to male students is 43.00, and 48.00 for female students. Furthermore, the results of descriptive statistical tests for class B interest questionnaires can be seen in Table 3.  Table 3 shows that the dominant male students have an interest in the good category, namely 43.75%, while the female students have an interest in the very good category, namely 56.2%. Females are more dominant in providing excellent interest than males. The average interest score of male students is 34.20, lower than the average interest score of female students, which is 36.71. The minimum score given to the interest of male and female students is 23.00. Meanwhile, the maximum score given is 42.00 for males and 47.00 for females. The results of the descriptive statistical test of class C interest questionnaires can be seen in Table 4.  Table 4 shows that the dominant male student has an interest in the good category, namely 46.7%, while the female student has an interest in the very good category, which is 50.0%. Females are more dominant in providing excellent interest than males. The average interest score of male students is 35.20, lower than the average interest score of female students, which is 37.07. The minimum score given to the interest of male and female students is 23.00. Meanwhile, the maximum score given to male students is 42.00, and 48.00 for female students.
Next is the assumption test which consists of two tests, namely the normality test and the homogeneity test as a condition that must be met before testing the hypothesis using the ANOVA test. The results of the normality test can be seen in Table 5.  Table 5 shows that data on the interest of male and female students in grades A, B and C obtained a signifi cance score of more than 0.05. So it can be concluded that all student interest data in each class and on each gender is normal. After the data is normally distributed, the next step is to perform a homogeneity test to see the homogeneity of the data. The results of the SPSS output from the homogeneity test can be seen in Table 6.  Table 6 shows that the acquisition of the signifi cance of data on the interest of male and female students is more than 0.05. So it can be concluded that the student's interest data are all homogeneous. Hypothesis testing can be done if the data is normal and homogeneous. The hypothesis test used in this research is to use the ANOVA test to see how the interests of female students diff er from those of male students. The results of the ANOVA test using SPSS 23 can be seen in Table 7.  Table 7 shows that the signifi cance value obtained by female students is 0.016 and for male students, it is 0.025 which is smaller than the signifi cance value used, which is 0.05, so the average interest of female students is 0.05, and the interest of male students from all three grades in the Mathematics for Physics e-module is signifi cantly diff erent. The basis for decision making on the ANOVA test is if the signifi cance value is less than 0.05 then there is a diff erence in the average interest, while if the signifi cance value is greater than 0.05, there is no diff erence in the average interest.
The novelty of this research is that there is a gender review between males and females to see students' interest in using the physics-mathematical e-module. Gender diff erences can aff ect a person's level of ability in overcoming a math problem (Musriliani & Anshari, 2015). In general, gender is defi ned as the biological diff erence between females and males in terms of interest or interest in something (Rahmawaty, 2015).
Based on the descriptive statistical tests in Table 2, 3, and 4, it is known that the percentage of male students' interest in class A is 52.9% in the very good category, for class B is 43.75% in the good category, and for class, B is 43.75% in the good category. class C by 46.7% with a very good category. Based on the three classes, the highest interest of male students is owned by class A, which is 52.9%. Furthermore, the percentage of interest of female students in class A is 58.2% in the very good category, for class B 56.2% in the very good category, and for class C 50.0% in the very good category. Based on the three classes, the highest interest for female students is owned by class A, which is 58.2%.
As for the average student interest, the female gender in class A is 37.94, in class B is 36.71, and in class C is 37.07. Overall, female students in class A have higher interests than students in class B and class C. Furthermore, the average interest of male students in class A is 34.86, in class B it is 34.20, and in class C by 35.20. Overall, the interest of male students in class C is higher than that of male students in class A and class B. In this case, if we look at the two genders, then female students in class A are more dominant in having higher average interests. which is 37.94 compared to class B and C and compared to the interest of males in class A, class B, and class C. This can happen because a female in class A gives more interest in the very good category with several female students as many as 15 people.
Based on Table 5 regarding the normality test, it appears that female students in class A, class B, and class C obtained a signifi cance value greater than 0.05. Based on the basis for deciding on the normality test, it was concluded that the data from the interest questionnaire had a normal distribution. The same is true for male students in class A, class B, and class C, who get a signifi cance value of less than 0.05. So it is also concluded that the data from the interest questionnaire has a normal distribution. Furthermore, in Table 6 regarding the homogeneity test, the signifi cance value for female students and male students in class A, class B, and class C obtained a signifi cance value greater than 0.05. Based on the decision-making basis for the homogeneity test, it is concluded that the data from the interest questionnaire is homogeneous or the same. After obtaining normal and homogeneous data, it is possible to test the hypothesis, namely the ANOVA test.
The ANOVA test that has been carried out using the SPSS results for female students is a signifi cance value of 0.016 less than 0.05, so it can be concluded that female students between classes A, B, and C have a signifi cant diff erence in average interest in the use of email. mathematics physics module in learning. Meanwhile, for male students, a signifi cance value of 0.025 is also smaller than 0.05 so there is also an average signifi cant diff erence between the interests of male students in classes A, B, and C.
Gender diff erences between males and females can aff ect the interests that a person has. Diff erences in a person's interests can be caused by diff erences in the way each individual thinks and the basic knowledge they have in giving their interest in something from the point of view of both males and females (Aprillianti, 2017;Warliah, 2017;Khanifah & Adityawarman, 2020). The male gender generally has an indiff erent nature with a lower interest in learning than a female who is more sympathetic, and sensitive/sensitive to something (Musbah, Cowtown, & Tyfa, 2016;Rindayanti & Budiarto, 2017;Sofha & Utomo, 2018). In addition, diff erences in interest are caused by internal factors of these students, namely diligent and consistent behavior in learning. Female students are more diligent in studying than male students so female students have a higher interest in learning than males (Sayidani, Irianto, & Fuady, 2016).
High interest in learning will determine the process and high learning outcomes as well. The success of the learning process can be seen from the achievement of good learning outcomes by the learning objectives that have been set (Pantic & Wubbels, 2012;Jayul & Irwanto, 2020). Achieving good learning outcomes requires the involvement and active role of students in the learning process so that the quality of learning will increase (Kazempour, 2014;Puspita, Supriadi, & Pangestika, 2018). Improving the quality of the learning process cannot be separated from the role of interactive e-modules (Fauziyah & Triyono, 2020;Herawati & Muhtadi, 2018;Kuswanto, 2019) so that students do not feel bored and can carry out the learning process independently, especially in learning mathematics and physics.
Mathematics physics learning using e-modules can make learning run more eff ectively and can help students to improve their ability to solve physics problems mathematically and do independent learning. One of the characteristics of eff ective learning activities is learning activities that are marked by the interest and attention of students in learning (Sholehah, Handayani, & Prasetyo, 2018). Someone who has a high interest in learning will try harder to follow the lesson well to get the best results. According to Darmadi (2017), the factors that infl uence the emergence of interest in learning are the lesson will be interesting for students if there is a relationship between the lesson and real-life, the opportunity given by the teacher to students to play an active role in the teaching and learning process, and assistance provided by teachers to their students in achieving certain goals such as the media used in learning to attract students' interest.
The use of media in mathematics physics learning in the form of e-modules can make students more enthusiastic and interested in continuing to learn and understand mathematics physics learning materials that can provide long-term benefi ts later, especially for students who have aspirations to become educators must have and master basic skills in solving mathematical problems, be it physics or other problems as a basis for mastering other sciences. The results obtained from this study are expected to help further researchers in providing updates in the future and can be used as a reference and source of knowledge for researchers or readers. The variables used in this study can also be developed by adding other variables as innovations for further research. It is recommended for educators to continue to develop learning media used in the teaching and learning process by evaluating the interests or interests of each student regarding the learning media used to improve the quality of education in Indonesia.

CONCLUSION
Based on the description of the results and the discussion that has been described to answer research questions about student interest in the physics-mathematical e-module which is reviewed based on gender diff erences, the conclusions obtained are from the ANOVA test it is known that the interest of female students obtained a signifi cance value of 0.016 and the signifi cance value of male students was 0.025 which was smaller than 0.05, so that there was an average signifi cant diff erence between the interests of male students and female students in grades A, B, and C. Female students class A has a higher interest than the interest of female students in class B and class C, which is 37.94. Furthermore, for male students, the interest of class C was higher than that of class A and class B, which was 35.20. Overall, it was concluded that female students in class A had a higher average interest rate than classes B and C, compared to male students in class A, class B, and class C. This could be due to internal factors of the student, namely diligent and consistent behavior in learning. Female students are more diligent in studying than male students so female students have a higher interest in learning than males. It is recommended that researchers who wish to conduct similar research can add reviews from the other side not only based on gender, for example, but also based on culture and religion.