Development of Digital Teaching Materials Integrating Ethnophysics and PBL on Fluids to Enhance Students' Critical Thinking
DOI:
https://doi.org/10.59944/postaxial.v4i3.1741Keywords:
Environmental Education, Integrated Science Learning, Science Process SkillsAbstract
Critical thinking is a central competency in physics learning, yet preliminary evidence in this study showed that students' skills remained low while digital teaching materials, local cultural contexts, and structured problem-based learning were not optimally integrated. This study aimed to develop digital teaching materials integrating ethnophysics and Problem-Based Learning (PBL) on fluid topics and to evaluate their validity, practicality, and effectiveness. The study employed Research and Development using the ADDIE model. Three expert validators assessed the product, with validity analyzed using Aiken's V. Practicality was evaluated through student and teacher response questionnaires, while effectiveness was examined using pretest-posttest data from experimental and control classes through N-Gain analysis, the Mann-Whitney test, and effect-size analysis. The developed materials integrate fluid concepts with West Sumatran cultural phenomena and include learning materials, worksheets, videos, simulations, exercises, evaluation, and reflection activities. The mean Aiken's V value was 0.78, indicating that the materials met the validity criterion. Student practicality reached 93.92%, corresponding to the very practical category, while all indicators assessed by teachers were also categorized as very practical. The experimental class achieved a critical-thinking N-Gain of 0.613, categorized as moderate, compared with 0.085 in the control class, categorized as low. The Mann-Whitney test showed a significant difference in posttest scores between the two classes (p < 0.001), accompanied by a very large effect size (r = 0.859). Based on these validation, practicality, and effectiveness indicators, the developed digital teaching materials met the criteria for validity and high practicality and demonstrated effectiveness in improving students' critical thinking on fluid topics within contextual physics learning.
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