Ramli Ramli, Irma Sakti, Syamsuriana Basri, Reski Idamyanti, Yusdarina Yusdarina

PENGEMBANGAN BAHAN AJAR FISIKA BERBASIS KEARIFAN LOKAL PADA PESERTA DIDIK KELAS X DI SMAN 4 MAROS

Introduction

Pengembangan bahan ajar fisika berbasis kearifan lokal pada peserta didik kelas x di sman 4 maros. Pengembangan bahan ajar fisika berbasis kearifan lokal untuk siswa kelas X SMAN 4 Maros. Modul terbukti valid, reliabel, tingkatkan pemahaman konsep & dapatkan respons positif.

Abstract

Development of Local Wisdom-Based Physics Teaching Materials for Grade X Students at SMAN 4 Maros. Aims to assess the validity and reliability of physics teaching materials based on local wisdom, as well as evaluate students' conceptual understanding and responses to these materials. The research and development method used is the 4-D model, which includes defining, designing, developing, and disseminating. However, dissemination was not conducted in this study due to time and budget constraints. The product was validated by media experts, subject matter experts, and physics teachers, with the research subjects being tenth-grade students at SMAN 4 Maros. The product's instrument sheets were tested for validity and reliability, and the assessment results were analyzed descriptively. Several findings indicate that the evaluation of the teaching materials showed high validity in the material aspect with a score of 3.5 (Very Valid) and a reliability of 0.947 (Very Strong), as well as in the media aspect with a score of 3.55 (Very Valid) and a reliability of 0.947 (Very Strong). The average evaluation score of the students was 13.125 (Very Good). Additionally, the questionnaire results indicated a "Very Positive" response to the physics teaching materials by 87% of the 40 participating students. Based on these assessments, the developed module is deemed highly suitable for use.

Review

This research paper, titled "PENGEMBANGAN BAHAN AJAR FISIKA BERBASIS KEARIFAN LOKAL PADA PESERTA DIDIK KELAS X DI SMAN 4 MAROS," presents a compelling development of physics teaching materials that integrate local wisdom for Grade X students. The study's primary objective to assess the validity, reliability, conceptual understanding, and student responses to these innovative materials is well-articulated. Employing a robust 4-D research and development model (Define, Design, Develop), the authors have taken a commendable approach to creating contextually relevant educational resources. The initial findings, indicating high validity and reliability of the materials alongside positive student responses and improved conceptual understanding, suggest a promising contribution to the field of science education, particularly in culturally sensitive pedagogical approaches. The methodological rigor applied to the validation process is a significant strength, involving evaluation by media experts, subject matter experts, and physics teachers. The quantitative results strongly support the quality of the developed materials: the material aspect achieved a "Very Valid" score of 3.5 with a "Very Strong" reliability of 0.947, mirrored by the media aspect with a "Very Valid" score of 3.55 and identical reliability. Furthermore, the average student evaluation score of 13.125 (categorized as "Very Good") and the overwhelmingly positive response from 87% of 40 participating students underscore the high suitability and acceptance of these local wisdom-based materials. These data points collectively indicate that integrating local wisdom into physics education not only enhances the quality of teaching materials but also significantly boosts student engagement and comprehension, offering a valuable model for educational development. While the study presents a strong case for the developed materials, a noted limitation is the omission of the "disseminate" phase of the 4-D model due to time and budget constraints. This suggests that the study, while excellent in its development and initial evaluation, currently lacks a broader implementation and impact assessment. Future research could beneficially extend this work by conducting the dissemination phase, perhaps through piloting in multiple schools or comparing learning outcomes with traditional materials to further substantiate the long-term effectiveness and generalizability of the module. Despite this limitation, the meticulously developed and positively received module represents a highly suitable and valuable resource, offering a culturally relevant approach to physics education. This work is a significant step forward and is recommended for publication, with a clear acknowledgment of the scope and potential for future expansion.

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