Validity of a Problem-Based Learning Science E-Module Integrated with Ethnophysics to Support Science Process Skills and 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.