Exploring the Need for Ethno-STEM-Based Physics Module Development and Differentiation to Improve Critical Thinking Among High School Students in the Context of Global Warming in South Sumatera
DOI:
10.29303/jppipa.v11i10.13317Published:
2025-10-25Downloads
Abstract
This study aims to identify the empirical needs for developing an Ethno-STEM-based and differentiated physics module to improve critical thinking skills among high school students in South Sumatra, within the context of global warming. A mixed-methods exploratory sequential design was employed, with qualitative data from open-ended questions informing the development of a quantitative Likert-scale questionnaire administered to 81 physics teachers and 1,118 Grade 10 students across five vulnerable districts. Results show that while 100% of teachers express interest in Ethno-STEM, only 24.7% have implemented it, primarily due to the lack of ready-to-use modules (32.4%) and curriculum time constraints (27.0%). Students exhibit diverse learning preferences, with 74.6% favoring hands-on experiments. Furthermore, 83.5% demonstrate analytical skills by identifying causes of environmental problems, but only 61% can compare solutions effectively. These findings reveal a significant gap between awareness and practice, underscoring the urgent need for contextual, culturally responsive, and differentiated learning materials. The study provides a strong empirical foundation for designing a project-based physics module aligned with the Merdeka Curriculum, integrating local wisdom, STEM principles, and learning style differentiation to enhance critical thinking.
Keywords:
Critical thinking Differentiated learning Ethno-STEM Global warming Needs assessmentReferences
Adil, M., & Hadi, D. A. (2018). Kearifan Lokal dalam Perspektif Fikih Lingkungan sebagai Kontribusi Konsep Kebun Raya Sumatera Selatan. Jurnal Misykat, 3(1), 1–12. https://doi.org/10.25217/jm.v3i1.253
Afriana, J., Permanasari, A., & Fitriani, A. (2016). Project Based Learning Integrated to STEM to Enhance Elementary School's Students' Scientific Literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493
Aji, D. P., Akhsan, H., Marlina, L., & Wiyono, K. (2024). Pengaruh Project-Based Learning Berbasis Lingkungan Terhadap Literasi Lingkungan Peserta Didik. Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan, 24(3), 112–125. https://doi.org/10.30651/didaktis.v24i3.24311
Akhsan, H., Ariska, M., Yusuf, M., Muniarti, M., & Kartika S., D. (2023). Pelatihan Pembuatan LKPD Berbasis Projek dengan Pendekatan Kearifan Lokal Topik Energi Terbarukan untuk Guru Fisika MGMP Kabupaten Ogan Ilir. Jurnal Pengabdian kepada Masyarakat, 6(4), Article 5729. https://doi.org/10.29303/jppm.v6i4.5729
Akhsan, H., Muslim, M., Ariska, M., Sapitri, C. L., & Sari, D. K. (2024). Validation of Student Project Based Learning Worksheets with a Non-Parametric Statistical Approach on Greenhouse Effect Material. Journal of Physics: Conference Series, 2866(1), Article 012105. https://doi.org/10.1088/1742-6596/2866/1/012105
Akhsan, H., & Wiyono, K. (2020). Development of Higher-Order Thinking Test Instrument on Fluid Material for Senior High School Students. Journal of Physics: Conference Series, 1467(1), Article 012046. https://doi.org/10.1088/1742-6596/1467/1/012046
Anggraini, N., Prasetyo, A., & Febrianti, R. (2023). Enhancing Student Engagement Through Locally Contextualized Science Modules. Jurnal Penelitian Pendidikan IPA, 9(1), 1–8. https://doi.org/10.29303/jppipa.v9i1.1940
Astuti, N., Rusilowati, A., & Subali, B. (2021). STEM-Based Learning Analysis to Improve Students’ Problem Solving Abilities in Science Subject: A Literature Review. Journal of Innovative Science Education, 10(1), 79–86. https://doi.org/10.15294/jise.v9i2.38505
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th ed.). Sage.
DeVellis, R. F. (2016). Scale Development: Theory and Applications (4th ed.). Sage.
Ennis, R. H. (1987). A Taxonomy of Critical Thinking Dispositions and Abilities. In J. B. Baron & R. J. Sternberg (Eds.), Teaching Thinking Skills: Theory and Practice (pp. 9–26). Freeman.
Fitriani, R., Nugroho, D. A., & Saputra, A. (2023). Culturally Responsive Science Education in Indonesian Classrooms. Jurnal Penelitian Pendidikan IPA, 9(5), 567–574. https://doi.org/10.29303/jppipa.v9i5.2123
Halawa, S., Lin, T.-C., & Hsu, Y.-S. (2024). Exploring Instructional Design in K-12 STEM Education: A Systematic Literature Review. International Journal of STEM Education, 11, Article 43. https://doi.org/10.1186/s40594-024-00503-5
Intergovernmental Panel on Climate Change (IPCC). (2023). IPCC Sixth Assessment Report – Synthesis Report. https://doi.org/10.59327/IPCC/AR6-9789291691647
Kemendikbudristek. (2022). Kurikulum Merdeka: Panduan Implementasi. Jakarta: Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. Retrieved from https://kurikulum.kemdikbud.go.id/
Lestari, P., Putri, R. M., & Susanti, D. (2023). Statistical Methods for Climate Variability Analysis: A Review. Jurnal Penelitian Pendidikan IPA, 9(3), 211–220. https://doi.org/10.29303/jppipa.v9i3.2055
Mahendra, M. S., As-syakur, A. R., & Pramudya, B. (2023). Flood Vulnerability Assessment in Riau Province Using Remote Sensing and GIS. Jurnal Penelitian Pendidikan IPA, 9(1), 33–40. https://doi.org/10.29303/jppipa.v9i1.1945
Marlina, L., Dariyani, N., Rolipa, R., Sriyanti, I., Sudirman, S., & Meilinda, M. (2024). Differentiated Learning in SMA Negeri 3 Banyuasin III. AIP Conference Proceedings, 3004(1), Article 020006. https://doi.org/10.1063/5.0201822
Minangkabau, L., S. P., Djafar, S., & Nurdin, N. (2024). Literature Review: Pembelajaran Berdiferensiasi untuk Meningkatkan Kemampuan Berpikir Kritis Matematika. Kognitif: Jurnal Riset HOTS Pendidikan Matematika, 4(2), 846–858. https://doi.org/10.51574/kognitif.v4i2.1961
Nugroho, D. A., Setiawan, B., & Wijayanti, D. P. (2023). Detection of MJO Signals in Indonesian Rainfall Using Spectral Analysis. Jurnal Penelitian Pendidikan IPA, 9(6), 678–685. https://doi.org/10.29303/jppipa.v9i6.2144
Nurhasnah, N. F., Azhar, M., Yohandri, N. F., & Arsih, F. (2022). Etno-STEM dalam Pembelajaran IPA: A Systematic Literature Review. Kwangsan: Jurnal Teknologi Pendidikan, 10(2), 147–163. https://doi.org/10.31800/jtp.kw.v10n2.p147--163
Othman, O., Iksan, Z. H., & Yasin, R. M. (2022). Creative Teaching STEM Module: High School Students' Perception. European Journal of Educational Research, 11(4), 2127–2137. https://doi.org/10.12973/eu-jer.11.4.2127
Prasetyo, A., Febrianti, R., & Utomo, E. S. (2023). Daily Rainfall Extremes in Tropical Asia: Trends and Drivers. Jurnal Penelitian Pendidikan IPA, 9(4), 453–460. https://doi.org/10.29303/jppipa.v9i4.2102
Putra, D. S., & Suryadi, F. X. (2024). Non-Parametric Approaches for Assessing Climate Mode Impacts on Rainfall. Jurnal Penelitian Pendidikan IPA, 10(1), 1–8. https://doi.org/10.29303/jppipa.v10i1.264
Rochman, C., Nasrudin, D., Rokayah, R., Hermita, N., Malik, A., & Suhada, I. (2018). Integration of Local Wisdom in Science Learning. Proceedings of the 4th International Conference on Education and Training (ICET 2018) (pp. 424–428). Atlantis Press. https://doi.org/10.5220/0007305504240428
Setiawan, B., Adiprabowo, S. R., & Wijayanti, D. P. (2021). Spectral Analysis of Rainfall in Java Island. Jurnal Penelitian Pendidikan IPA, 7(4), 321–328. https://doi.org/10.29303/jppipa.v7i4.1580
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners (2nd ed.). ASCD.
Winarto, W., Kristyaningrum, D. H., Rahayu, R., Hayu, W. R. R., Jumini, S., & Dewi, N. D. L. (2025). Analisis Gaya Belajar Siswa untuk Meningkatkan Hasil Belajar pada Jenjang SMA Menurut Psikologi Pendidikan. Jurnal Pengabdian Masyarakat dan Riset Pendidikan, 3(4), 88–102. https://doi.org/10.31004/jerkin.v3i4.744
License
Copyright (c) 2025 Hamdi Akhsan, Ismet, Kistiono
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
