Development and Validation of an Ethnoscience-Based Physics Teaching Module Through Flipped Learning to Support Students' Self-Regulation and Creativity
Published:
2026-10-19Downloads
Abstract
This study aims to develop and validate an ethnoscience-based physics teaching module integrated with flipped learning for teaching temperature and heat. The module is designed to support students' self-regulation and creativity through contextual learning activities grounded in local wisdom. This study employed a research and development (R&D) approach using the ADDIE model, limited to the Development stage. The module was evaluated by two subject matter experts, one media expert, and one learning practitioner using Likert-scale instruments. The content expert validation yielded an average score of 91.45%, while the media expert and learning practitioner evaluations resulted in scores of 90.38% and 92.31%, respectively. All scores fell within the very valid category. The ethnoscience context incorporated into the module is the traditional salt-making process, which is relevant to the concepts of temperature and heat. These validation results indicate that the developed module is highly valid and suitable for use as an innovative instructional material. Based on expert evaluations, the module has the potential to support learning activities aimed at fostering students' self-regulation and creativity. Further research is needed to examine its effectiveness through classroom implementation.
Keywords:
Teaching Module Ethnoscience Flipped Learning self-regulation CreativityReferences
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