Validity of a Problem-Based Learning Science E-Module Integrated with Ethnophysics to Support Science Process Skills and Critical Thinking Abilities
Keywords:
Science E-Module, Problem-Based Learning (PBL), Ethnophysics, Validity, Science Process Skills, Critical Thinking Abilities
Abstract
This study aimed to evaluate the validity of a Problem-Based Learning (PBL)-based science e-module integrated with the ethnophysical context of the Perang Ketupat tradition for teaching temperature and heat to support students' science process skills and critical thinking abilities. The study was motivated by the limited integration of Problem-Based Learning, ethnophysics, science process skills, and critical thinking within a single science e-module, as identified through a review of previous studies. This research employed the Research and Development (R&D) method using the Four-D (4D) model, consisting of the Define, Design, Develop, and Disseminate stages, but was limited to the Develop stage focusing on expert validation. The developed instructional package included the Learning Objectives Flow, teaching module, science e-module, Student Worksheets, science process skills assessment instrument, and critical thinking assessment instrument. Product validation was conducted by five purposively selected experts representing science and physics content, instructional design and Problem-Based Learning, ethnoscience, educational assessment, and language. The validation covered content, presentation, and language aspects and was analyzed using Aiken's V coefficient. The results showed that all developed products achieved valid criteria, with Aiken's V values of 0.93 for the ATP, 0.92 for the teaching module, 0.91 for the science e-module, 0.89 for the LKPD, 0.88 for the science process skills assessment instrument, and 0.89 for the critical thinking assessment instrument. These findings indicate that the developed instructional materials satisfy the required quality standards (valid) and are appropriate for subsequent practicality and effectiveness testing before wider classroom implementation.
Downloads
Download data is not yet available.
References
[1] D. Islamiyati, Mahrus, J. Rokhmat, and Y. A. S. Anwar, “Pengembangan LKPD Kearifan Lokal Berbasis Augmented Reality untuk Meningkatkan Keterampilan Proses Sains dan Berpikir Kreatif: Systematic Literature Review,” Kappa J., vol. 8, no. 2, pp. 301–306, 2024, doi: 10.29408/kpj.v8i2.27312.
[2] P. A. Bunayya, J. ‘Ardhuha, J. Rokhmat, and Sutrio, “Pengaruh Model Pemnelajaran Creative Problem Solving Terhadap Kemampuan Berpikir Kritis Fisika Peserta Didik,” J. Pendidikan, Sains, Geol. dan Geofis., vol. 5, no. 4, pp. 973–977, 2024, [Online]. Available: 10.29303/geoscienceed.v5i4.264
[3] E. Triani, Darmaji, and Astalini, “Identifikasi Keterampilan Proses Sains dan Kemampuan Berargumentasi,” J. Pendidik. Dan Pembelajaran IPA Indones., vol. 13, no. 1, pp. 9–16, 2023, doi: 10.23887/jppii.v13i1.56996.
[4] A. Husna, N. Ilmi, and G. Gusmaneli, “Strategi Pembelajaran Berbasis Masalah dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik,” Katalis Pendidik. J. Ilmu Pendidik. Dan Mat., vol. 2, no. 2, pp. 76–86, 2025, doi: 10.62383/katalis.v2i2.1532.
[5] Y. Yanarti, J. Jumadi, I. Lelita, and W. Rosiningtias, “Development Of Archimedes Law Material E-Module On Motion Systems To Improve Student’s Concept Understanding,” J. Penelit. Pendidik. IPA, vol. 8, no. 4, pp. 2145–2153, 2022, doi: 10.29303/jppipa.v8i4.1905.
[6] L. P. Humairah, S. Wahyuni, U. Nuha, and D. Wahyuni, “Pengembangan E-Modul IPA Berbasis Flipbook Digital Untuk Meningkatkan Literasi Sains Siswa SMP,” Sch. J. Pendidik. Dan Kebud., vol. 14, no. 01, pp. 26–34, 2024, doi: 10.24246/j.js.2024.v14.i01.p26-34.
[7] A. Barta, L. A. Fodor, B. Tamas, and I. Szamoskozi, “The Development of Students Critical Thinking Abilities and Dispositions Through the Concept Mapping Learning Method – A Meta-Analysis,” Educ. Res. Rev., vol. 37, no. 100481, pp. 1–17, 2022, doi: 10.1016/j.edurev.2022.100481.
[8] S. D. Rahmadani and Nurmasyitah, “Kajian Konsep Gelombang Bunyi Berbasis Etnofisika Aceh Pada Permainan Seurune On U,” GRAVITASI J. Pendidik. Fis. dan Sains, vol. 5, no. 02, pp. 30–36, 2022, doi: 10.33059/gravitasi.jpfs.v5i02.6597.
[9] S. W. R. Nasution, H. N. Nasution, and U. S. Z. Nasution, “Kajian Etnofisika Materi Gerak pada Tari Tortor di Tapanuli Selatan dalam Pembelajaran Fisika,” J. Educ. Dev., vol. 12, no. 3, pp. 359–362, 2024, doi: 10.37081/ed.v12i3.6362.
[10] H. Mahyudin and S. N. Hasan, “Etnofisika Permainan Tradisional Dodorobe Sebagai Pengembangan Bahan Ajar Fisika,” JIPFRI (Jurnal Inov. Pendidik. Fis. dan Ris. Ilmiah), vol. 8, no. 2, pp. 82–91, 2024, doi: 10.30599/jipfri.v8i2.3790.
[11] N. Lestari, “Konsep Fisika pada Sumpit Dayak dari Kalimantan sebagai Bahan Ajar berbasis Etnofisika,” J. Pendidik. MIPA, vol. 13, no. 2, pp. 551–556, 2023, doi: 10.37630/jpm.v13i2.1014.
[12] Hartati, N. Azmin, M. Nasir, and Andang, “Keterampilan Proses Sains Siswa melalui Model Pembelajaran Problem Based Learning (PBL) pada Materi Biologi,” JIIP-Jurnal Ilm. Ilmu Pendidik., vol. 5, no. 12, pp. 5795–5799, 2022, doi: 10.54371/jiip.v5i12.1190.
[13] M. N. Aufa, Rusmansyah, M. Hasbie, A. Jaidie, and A. Yunita, “The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes,” J. Penelit. Pendidik. IPA, vol. 7, no. 3, pp. 401–407, 2021, doi: 10.29303/jppipa.v7i3.732.
[14] Thiagarajan, Sivasailam, D. S. Semmel, and Melvyn, Instructional Development for Training Teacher of Expectional Children. Minneapolis, Minnesota: Leadershi Training Instute/Special Education, University of Minnesota., 1974.
[15] E. S. Utaminingsih, B. Yoan Intania, H. Aida, and I. M. Sukma, “Designing an Innovative Educational Framework for ‘How We Live and Grow’ Using the 4D Model,” 103.23.102.168, vol. 12, no. 1, pp. 42–52, 2024.
[16] W. Arafani, Mahrus, and L. Zulkifli, “Validitas E-Modul IPA Berbasis PBL Berbantuan Heyzine Flipbooks untuk Meningkatkan Kemampuan Penalaran Ilmiah dan Literasi Sains Peserta Didik,” J. Classr. Action Res., vol. 7, no. 1, pp. 149–155, 2025, doi: 10.29303/jppipa.v6i1.264.
[17] M. Rijal, A. G. Mastuti, D. Safitri, S. Bachtiar, and S. Samputri, “Differences In Learners’ Critical Thinking by Ability Level in Conventional, NHT, PBL, and Integrated NHT-PBL Classrooms,” Int. J. Eval. Res. Educ., vol. 10, no. 4, pp. 1133–1139, 2021, doi: 10.11591/ijere.v10i4.21408.
[18] I. M. Darwati and I. M. Purana, “Problem Based Learning (PBL): Suatu Model Pembelajaran Untuk Mengembangkan Cara Berpikir Kritis Peserta Didik,” Widya Accarya, vol. 12, no. 1, pp. 61–69, 2021, doi: 10.46650/wa.12.1.1056.61-69.
[19] F. Yusmar, P. D. A. Putra, N. Ahmad, and S. R. D. Astuti, “Development of Flipbook-Based E-Module Integrated with External Features to Facilitate Student Self-Learning,” J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran dan Pembelajaran, vol. 10, no. 3, pp. 988–1000, 2024, doi: 10.33394/jk.v10i3.12520.
[20] E. Aldilla and Usmeldi, “Validity and Practicality of the Physics E-Module Based on the Orientation, Identify, Discussion, Decision, and Engage in Behavior Model to Improve Students’ 21st Century Skills,” J. Penelit. Pendidik. IPA, vol. 10, no. 8, pp. 5768–5774, 2024, doi: 10.29303/jppipa.v10i8.7719.
[21] R. M. Logan, C. E. Johnson, and J. W. Worsham, “Development Of An E-Learning Module To Facilitate Student Learning And Outcomes,” Teach. Learn. Nurs., vol. 16, no. 2, pp. 139–142, 2021, doi: 10.1016/j.teln.2020.10.007.
[22] G. S. Dewi, Nizaruddin, and Y. H. Murtianto, “Development of Rocky E-Module Wolfram Mathematica to Improve Students’ Critical Thinking Skills,” Phenom. J. Pendidik. MIPA, vol. 12, no. 2, pp. 242–254, 2022, doi: 10.21580/phen.2022.12.2.12680.
[23] R. Rebecca M. Logan, PhD, R. Cynthia E. Johnson, PhD, and M. Jeremy W. Worsham, MEd, “Development of an E-Learning Module to Facilitate Sudent Learning and Outcomes,” Teach. Learn. Nurs., vol. 16, no. 2, pp. 139–142, 2021, doi: 10.1016/j.teln.2020.10.007.
[24] A. Syuzita, Susilawati, and A. Sukarso, “Validation Of E-Module Based On Argument-Driven Inquiry Using 3D Page Flip Professional To Improve Students’ Generic Science, Critical Thinking And Scientific Argumentation Abilities,” J. Penelit. Pendidik. IPA, vol. 9, no. 8, pp. 6272–6277, 2023, doi: 10.29303/jppipa.v9i8.4947.
[25] D. F. Nuryah, U. Nuha, and S. Wahyuni, “The Development of De Djawatan Local Potential-Based E-Module for Science Learning to Improve Science Process Skills of Junior High School Students,” Phenom. J. Pendidik. MIPA, vol. 12, no. 1, pp. 63–76, 2022, doi: 10.21580/phen.2022.12.1.11822.
[26] R. C. Katauhi, W. Widodo, and D. A. P. Sari, “Implementation Of The Science E-Module Based On Guided Inquiry With The Flipped Classroom Strategy To Improve Students Science Process Skills,” J. Pijar Mipa, vol. 17, no. 5, pp. 657–665, 2022, doi: 10.29303/jpm.v17i5.3701.
[27] A. M. Fadilah, A. Muhlisin, and R. Ismawati, “Development of an Ethnoscience-Based Integrated Science Module with RIAS Learning Model to Improve Students’ Critical Thinking Ability,” Phenom. J. Pendidik. MIPA, vol. 13, no. 2, pp. 264–282, 2023, doi: 10.21580/phen.2023.13.2.16931.
[28] R. H. Ennis, The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. University of Illinois, 2011.
[29] H. R. Ennis, Theory Into Practice Critical Thinking Assessment. England: University of Birmingham., 2013.
[30] Y. M. V. Marta, Asrizal, and Ramli, “Development of Physics E-Module Integrated with STEM Approach to Promote Students’ Critical and Creative Thinking Skills,” J. Penelit. Pendidik. IPA, vol. 11, no. 1, pp. 761–769, 2025, doi: 10.29303/jppipa.v11i1.4829.
[2] P. A. Bunayya, J. ‘Ardhuha, J. Rokhmat, and Sutrio, “Pengaruh Model Pemnelajaran Creative Problem Solving Terhadap Kemampuan Berpikir Kritis Fisika Peserta Didik,” J. Pendidikan, Sains, Geol. dan Geofis., vol. 5, no. 4, pp. 973–977, 2024, [Online]. Available: 10.29303/geoscienceed.v5i4.264
[3] E. Triani, Darmaji, and Astalini, “Identifikasi Keterampilan Proses Sains dan Kemampuan Berargumentasi,” J. Pendidik. Dan Pembelajaran IPA Indones., vol. 13, no. 1, pp. 9–16, 2023, doi: 10.23887/jppii.v13i1.56996.
[4] A. Husna, N. Ilmi, and G. Gusmaneli, “Strategi Pembelajaran Berbasis Masalah dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik,” Katalis Pendidik. J. Ilmu Pendidik. Dan Mat., vol. 2, no. 2, pp. 76–86, 2025, doi: 10.62383/katalis.v2i2.1532.
[5] Y. Yanarti, J. Jumadi, I. Lelita, and W. Rosiningtias, “Development Of Archimedes Law Material E-Module On Motion Systems To Improve Student’s Concept Understanding,” J. Penelit. Pendidik. IPA, vol. 8, no. 4, pp. 2145–2153, 2022, doi: 10.29303/jppipa.v8i4.1905.
[6] L. P. Humairah, S. Wahyuni, U. Nuha, and D. Wahyuni, “Pengembangan E-Modul IPA Berbasis Flipbook Digital Untuk Meningkatkan Literasi Sains Siswa SMP,” Sch. J. Pendidik. Dan Kebud., vol. 14, no. 01, pp. 26–34, 2024, doi: 10.24246/j.js.2024.v14.i01.p26-34.
[7] A. Barta, L. A. Fodor, B. Tamas, and I. Szamoskozi, “The Development of Students Critical Thinking Abilities and Dispositions Through the Concept Mapping Learning Method – A Meta-Analysis,” Educ. Res. Rev., vol. 37, no. 100481, pp. 1–17, 2022, doi: 10.1016/j.edurev.2022.100481.
[8] S. D. Rahmadani and Nurmasyitah, “Kajian Konsep Gelombang Bunyi Berbasis Etnofisika Aceh Pada Permainan Seurune On U,” GRAVITASI J. Pendidik. Fis. dan Sains, vol. 5, no. 02, pp. 30–36, 2022, doi: 10.33059/gravitasi.jpfs.v5i02.6597.
[9] S. W. R. Nasution, H. N. Nasution, and U. S. Z. Nasution, “Kajian Etnofisika Materi Gerak pada Tari Tortor di Tapanuli Selatan dalam Pembelajaran Fisika,” J. Educ. Dev., vol. 12, no. 3, pp. 359–362, 2024, doi: 10.37081/ed.v12i3.6362.
[10] H. Mahyudin and S. N. Hasan, “Etnofisika Permainan Tradisional Dodorobe Sebagai Pengembangan Bahan Ajar Fisika,” JIPFRI (Jurnal Inov. Pendidik. Fis. dan Ris. Ilmiah), vol. 8, no. 2, pp. 82–91, 2024, doi: 10.30599/jipfri.v8i2.3790.
[11] N. Lestari, “Konsep Fisika pada Sumpit Dayak dari Kalimantan sebagai Bahan Ajar berbasis Etnofisika,” J. Pendidik. MIPA, vol. 13, no. 2, pp. 551–556, 2023, doi: 10.37630/jpm.v13i2.1014.
[12] Hartati, N. Azmin, M. Nasir, and Andang, “Keterampilan Proses Sains Siswa melalui Model Pembelajaran Problem Based Learning (PBL) pada Materi Biologi,” JIIP-Jurnal Ilm. Ilmu Pendidik., vol. 5, no. 12, pp. 5795–5799, 2022, doi: 10.54371/jiip.v5i12.1190.
[13] M. N. Aufa, Rusmansyah, M. Hasbie, A. Jaidie, and A. Yunita, “The Effect of Using e-module Model Problem Based Learning (PBL) Based on Wetland Environment on Critical Thinking Skills and Environmental Care Attitudes,” J. Penelit. Pendidik. IPA, vol. 7, no. 3, pp. 401–407, 2021, doi: 10.29303/jppipa.v7i3.732.
[14] Thiagarajan, Sivasailam, D. S. Semmel, and Melvyn, Instructional Development for Training Teacher of Expectional Children. Minneapolis, Minnesota: Leadershi Training Instute/Special Education, University of Minnesota., 1974.
[15] E. S. Utaminingsih, B. Yoan Intania, H. Aida, and I. M. Sukma, “Designing an Innovative Educational Framework for ‘How We Live and Grow’ Using the 4D Model,” 103.23.102.168, vol. 12, no. 1, pp. 42–52, 2024.
[16] W. Arafani, Mahrus, and L. Zulkifli, “Validitas E-Modul IPA Berbasis PBL Berbantuan Heyzine Flipbooks untuk Meningkatkan Kemampuan Penalaran Ilmiah dan Literasi Sains Peserta Didik,” J. Classr. Action Res., vol. 7, no. 1, pp. 149–155, 2025, doi: 10.29303/jppipa.v6i1.264.
[17] M. Rijal, A. G. Mastuti, D. Safitri, S. Bachtiar, and S. Samputri, “Differences In Learners’ Critical Thinking by Ability Level in Conventional, NHT, PBL, and Integrated NHT-PBL Classrooms,” Int. J. Eval. Res. Educ., vol. 10, no. 4, pp. 1133–1139, 2021, doi: 10.11591/ijere.v10i4.21408.
[18] I. M. Darwati and I. M. Purana, “Problem Based Learning (PBL): Suatu Model Pembelajaran Untuk Mengembangkan Cara Berpikir Kritis Peserta Didik,” Widya Accarya, vol. 12, no. 1, pp. 61–69, 2021, doi: 10.46650/wa.12.1.1056.61-69.
[19] F. Yusmar, P. D. A. Putra, N. Ahmad, and S. R. D. Astuti, “Development of Flipbook-Based E-Module Integrated with External Features to Facilitate Student Self-Learning,” J. Has. Penelit. dan Kaji. Kepustakaan di Bid. Pendidikan, Pengajaran dan Pembelajaran, vol. 10, no. 3, pp. 988–1000, 2024, doi: 10.33394/jk.v10i3.12520.
[20] E. Aldilla and Usmeldi, “Validity and Practicality of the Physics E-Module Based on the Orientation, Identify, Discussion, Decision, and Engage in Behavior Model to Improve Students’ 21st Century Skills,” J. Penelit. Pendidik. IPA, vol. 10, no. 8, pp. 5768–5774, 2024, doi: 10.29303/jppipa.v10i8.7719.
[21] R. M. Logan, C. E. Johnson, and J. W. Worsham, “Development Of An E-Learning Module To Facilitate Student Learning And Outcomes,” Teach. Learn. Nurs., vol. 16, no. 2, pp. 139–142, 2021, doi: 10.1016/j.teln.2020.10.007.
[22] G. S. Dewi, Nizaruddin, and Y. H. Murtianto, “Development of Rocky E-Module Wolfram Mathematica to Improve Students’ Critical Thinking Skills,” Phenom. J. Pendidik. MIPA, vol. 12, no. 2, pp. 242–254, 2022, doi: 10.21580/phen.2022.12.2.12680.
[23] R. Rebecca M. Logan, PhD, R. Cynthia E. Johnson, PhD, and M. Jeremy W. Worsham, MEd, “Development of an E-Learning Module to Facilitate Sudent Learning and Outcomes,” Teach. Learn. Nurs., vol. 16, no. 2, pp. 139–142, 2021, doi: 10.1016/j.teln.2020.10.007.
[24] A. Syuzita, Susilawati, and A. Sukarso, “Validation Of E-Module Based On Argument-Driven Inquiry Using 3D Page Flip Professional To Improve Students’ Generic Science, Critical Thinking And Scientific Argumentation Abilities,” J. Penelit. Pendidik. IPA, vol. 9, no. 8, pp. 6272–6277, 2023, doi: 10.29303/jppipa.v9i8.4947.
[25] D. F. Nuryah, U. Nuha, and S. Wahyuni, “The Development of De Djawatan Local Potential-Based E-Module for Science Learning to Improve Science Process Skills of Junior High School Students,” Phenom. J. Pendidik. MIPA, vol. 12, no. 1, pp. 63–76, 2022, doi: 10.21580/phen.2022.12.1.11822.
[26] R. C. Katauhi, W. Widodo, and D. A. P. Sari, “Implementation Of The Science E-Module Based On Guided Inquiry With The Flipped Classroom Strategy To Improve Students Science Process Skills,” J. Pijar Mipa, vol. 17, no. 5, pp. 657–665, 2022, doi: 10.29303/jpm.v17i5.3701.
[27] A. M. Fadilah, A. Muhlisin, and R. Ismawati, “Development of an Ethnoscience-Based Integrated Science Module with RIAS Learning Model to Improve Students’ Critical Thinking Ability,” Phenom. J. Pendidik. MIPA, vol. 13, no. 2, pp. 264–282, 2023, doi: 10.21580/phen.2023.13.2.16931.
[28] R. H. Ennis, The Nature of Critical Thinking: An Outline of Critical Thinking Dispositions and Abilities. University of Illinois, 2011.
[29] H. R. Ennis, Theory Into Practice Critical Thinking Assessment. England: University of Birmingham., 2013.
[30] Y. M. V. Marta, Asrizal, and Ramli, “Development of Physics E-Module Integrated with STEM Approach to Promote Students’ Critical and Creative Thinking Skills,” J. Penelit. Pendidik. IPA, vol. 11, no. 1, pp. 761–769, 2025, doi: 10.29303/jppipa.v11i1.4829.
Published
2026-07-06
How to Cite
Damayanti, I., Rokhmat, J., & muntari, M. (2026). Validity of a Problem-Based Learning Science E-Module Integrated with Ethnophysics to Support Science Process Skills and Critical Thinking Abilities. KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA, 11(01), 22-31. https://doi.org/https://doi.org/10.20414/konstan.v11i01.940
Section
Articles
