Development and Validation of a PBL-Based Physics Module Integrating PhET and Local Contexts for Parabolic Motion to Foster Students' Critical Thinking

Hamdi Akhsan; Fitri Nisa; Kistiono

doi:10.30872/jlpf.v7i1.6005

Authors

Hamdi Akhsan Magister of Physics Education, Sriwijaya University, South Sumatera, Indonesia
Fitri Nisa Magister of Physics Education, Sriwijaya University, South Sumatera, Indonesia
Kistiono Magister of Physics Education, Sriwijaya University, South Sumatera, Indonesia

DOI:

https://doi.org/10.30872/jlpf.v7i1.6005

Keywords:

Ethnoscience, Parabolic Motion, Critical Thinking Skills, Merdeka Curriculum, Problem-Based Learning, PhET Simulation

Abstract

This study aims to develop a Problem-Based Learning (PBL) based physics teaching module that integrates PhET simulations and local contexts to support students’ critical thinking skills in learning about Parabolic Motion. A physics teaching module is defined as a structured resource integrating concept explanations, problem-based activities, simulations, and contextual examples to facilitate self-directed and guided learning. The approach used is research and development based on the ADDIE model, limited to the validation and small-scale implementation stages. The module was validated by three experts and tested through one-on-one and small-group trials involving 10th-grade students. Data collection was conducted using validation sheets, student response questionnaires, and interviews. The results showed that the module achieved a validity level of 88.75% (Highly Valid) and a practicality level of 89.62% (Highly Practical). The novelty of this research lies in the integration of PBL, PhET simulations, and local cultural contexts to produce meaningful learning.

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