Suci Prihatiningtyas, Noly Shofiyah, Sitti Rahma Yunus, Iin Baroroh Ma’arif, Ino Angga Putra, Heny Ekawati Haryono

Transforming Physics Education in Boarding Schools: Development of STEM-Q-Based E-Modules to Improve Science Literacy

Introduction

Transforming physics education in boarding schools: development of stem-q-based e-modules to improve science literacy. Improve science literacy in Indonesian Islamic boarding schools with STEM-Q-based e-modules for physics education. This study develops and tests an innovative digital tool integrating scientific and Qur'anic values.

Abstract

Digital transformation in education is a key effort by the Indonesian government to enhance the quality of national education. This study aims to develop and implement a STEM-Q (Science, Technology, Engineering, Mathematics, and Qur'an) e-Module as an innovative solution to improve science literacy in Islamic boarding schools (pesantren) The e-Module integrates scientific concepts with Qur'anic values, providing students with a contextual and relevant learning experience. The research employs a Research and Development (R&D) approach with the 4D model (Define, Design, Develop, Disseminate). Data analysis techniques involve media validity/feasibility tests using quantitative (Likert scale) and qualitative analyses based on expert assessments, calculated by percentage. A practicality test was conducted through student response questionnaires, which were analyzed with quantitative descriptive methods to evaluate material, benefits, and media suitability. An implementation test with a one-group pretest-posttest design was analyzed using descriptive statistics and the N-Gain test. Evaluation procedures include expert validation, practicality testing, and analysis of science literacy outcomes using pretest and posttest data. Expert validation results indicate that the e-module is highly quality regarding content, usefulness, ease of use, and media suitability. Practicality tests show positive reception in the field, varying scores across participating schools. Data analysis showed a significant increase in students' science literacy after applying the electronic module, with an N-Gain value in the medium category. Developing and implementing the STEM-Q e-module effectively enhances science literacy in pesantren-based schools.

Review

The proposed study, "Transforming Physics Education in Boarding Schools: Development of STEM-Q-Based E-Modules to Improve Science Literacy," addresses a highly relevant and timely topic within the current landscape of educational reform, particularly in Indonesia. The integration of digital transformation efforts with a unique pedagogical approach, STEM-Q (Science, Technology, Engineering, Mathematics, and Qur'an), to enhance science literacy in Islamic boarding schools (pesantren) is particularly commendable. This innovative solution offers a promising pathway to bridge modern scientific understanding with spiritual and cultural values, providing a contextual and relevant learning experience for a specific student demographic. The research employs a robust Research and Development (R&D) methodology, specifically the 4D model (Define, Design, Develop, Disseminate), which provides a structured and comprehensive framework for the e-module's creation and evaluation. The multi-faceted evaluation strategy, encompassing expert validity/feasibility tests, practicality tests via student response questionnaires, and an implementation test using a one-group pretest-posttest design with N-Gain analysis, demonstrates a thorough approach to assessing the e-module's quality and effectiveness. The abstract reports strong positive findings, including high expert validation for content and usability, positive student reception, and a significant increase in students' science literacy, as evidenced by a medium N-Gain value. These results strongly support the efficacy of the developed STEM-Q e-module in achieving its stated objectives within pesantren-based schools. While the abstract provides a compelling overview of a successful intervention, a more detailed elaboration in the full paper could further enrich its contribution. For instance, exploring the factors contributing to the "varying scores across participating schools" in the practicality test would offer valuable insights into implementation nuances and potential contextual dependencies. Additionally, a deeper dive into the specific pedagogical mechanisms by which Qur'anic values are integrated with scientific concepts within the physics e-module would be beneficial, illustrating the unique 'Q' component of STEM-Q in practice. Further discussion on the long-term sustainability and scalability of this e-module across a broader range of pesantren, and its implications for national curriculum development in Islamic education, would also strengthen the study's impact. Nevertheless, this work presents a significant and well-executed effort in addressing a critical educational need.

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