MAPACCING: Development of a STEM–Design Thinking Physics Learning Module Based on Local Materials to Improve the Problem-Solving Skills of Coastal Senior High School Students in Majene
DOI:
https://doi.org/10.59110/edutrend.1013Keywords:
Design Thinking, Local Materials, Problem-Solving Skills, Physics Education, STEMAbstract
Coastal water quality problems are very close to the everyday lives of students in Majene Regency, yet they have not been optimally used as a context for physics learning to develop students' problem-solving skills. This study aimed to develop the MAPACCING Learning Module, based on STEM–Design Thinking and using local materials, and to determine its validity, practicality, and initial effectiveness in improving students' problem-solving skills. The study used the Research and Development (R&D) method with the 4D model, consisting of the define, design, develop, and disseminate stages. The initial field effectiveness test used a nonequivalent pretest–posttest control group quasi-experimental design involving 22 students in the experimental group and 20 students in the control group at SMA Negeri 3 Majene. The results showed that the module was valid (moderate category), with Aiken's V coefficients ranging from 0.72 to 0.79. The mean student response score was 116.6 (good), while the practitioner response score was 120.67 (very good). The problem-solving skills instrument consisted of 12 valid items with a reliability coefficient of 0.72. The mean N-gain was 0.42 (moderate) in the experimental group and 0.29 (low) in the control group. An independent-samples t-test showed a significant difference in the improvement of problem-solving skills between the experimental and control groups (t = 5.09, p < 0.001), with a Cohen's d of 1.57. These findings provide initial evidence of the effectiveness of the MAPACCING module in supporting students' problem-solving skills through STEM–Design Thinking physics learning contextualized in coastal water quality and local materials.
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