Siti Humaira, Ngadimin Ngadimin, Agus Wahyuni, Nurulwati Nurulwati, Musdar Musdar

DEVELOPMENT OF ETHNOPHYSICS-BASED E-MODULE ON SOUND WAVES

Introduction

Development of ethnophysics-based e-module on sound waves. Developed an ethnophysics-based e-module on sound waves to improve physics education in Indonesia. This module, integrating local culture, was found highly valid and practical for engaging students.

Abstract

Physics education in Indonesia often struggles to present abstract concepts in a way that is easily understood and engaging, leading to learning difficulties among students. Integrating ethnophysics—contextualizing physics within local cultural practices and knowledge systems—offers a promising approach, especially in culturally rich regions. Sound waves, as a fundamental topic, provide opportunities for such integration through instructional modules. This study aims to evaluate the feasibility of an ethnophysics-based electronic module (e-module) on sound wave material through a research and development (R&D) approach. The development process followed the ADDIE model, limited to the stages of analysis, design, and development, and was followed by a limited-scale trial. Data were collected using expert validation sheets and student and teacher response questionnaires. Four validators participated, comprising two subject matter experts and two media experts. The limited-scale trial was conducted with 11th-grade students (class F-6) at SMA Negeri 1 Darul Imarah, Aceh Besar. The validation results indicated high validity, with expert scores of 0.81 (subject matter) and 0.87 (media). Content validity scored 0.86, construct validity 0.85, and language validity 0.66, yielding an overall score of 0.84—classified as highly valid. Student and teacher response rates were 84.8% and 90.3%, respectively, indicating strong practicality. These findings suggest that the developed ethnophysics-based e-module is both valid and practical, with strong potential to support culturally relevant and effective physics instruction.

Review

This paper presents a timely and relevant study on the development and preliminary evaluation of an ethnophysics-based e-module for teaching sound waves in Indonesian physics education. Addressing the persistent challenge of making abstract physics concepts engaging and accessible, the authors propose a promising solution by integrating local cultural practices and knowledge systems. The research employs a research and development (R&D) approach, following the initial stages of the ADDIE model, and demonstrates strong findings regarding the module's validity and practicality. Expert validation yielded high scores (0.81-0.87) for subject matter, media, content, and construct validity, while student and teacher responses indicated high practicality (84.8% and 90.3% respectively). These results underscore the significant potential of the developed e-module to foster more culturally relevant and effective physics instruction, particularly in diverse educational settings. While the initial validation and practicality scores are highly encouraging, the methodological scope of the study, limited to the analysis, design, and development stages of the ADDIE model, means that a full assessment of its impact on learning outcomes is not yet available. The abstract notes a lower language validity score (0.66) compared to other validity metrics; while still deemed "highly valid" overall, further clarification on the specific aspects contributing to this lower score and how they were addressed would be beneficial. Furthermore, the description of the "limited-scale trial" with 11th-grade students would benefit from additional detail, such as the precise number of participating students and the specific nature of their interaction with the e-module beyond responding to questionnaires. Elucidating the specific ethnophysics examples incorporated into the module would also enhance the understanding of its contextualization. Overall, this study makes a valuable contribution by developing a highly promising educational tool that bridges the gap between conventional physics pedagogy and culturally relevant learning experiences. The successful integration of ethnophysics within an e-module format offers an innovative pathway to address learning difficulties and enhance student engagement. Future research should extend beyond validation and practicality to include the implementation and comprehensive evaluation stages of the ADDIE model, focusing on direct measures of student learning achievement and conceptual understanding. Investigating the long-term impact of this e-module and its generalizability to other physics topics and cultural contexts would further solidify its significance. This work sets a strong foundation for advancing culturally sensitive and effective physics education.

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