M. Misbah, Ida Hamidah, Siti Sriyati, Achmad Samsudin, Nor Farahwahidah Abdul Rahman
This study aims to design and develop a fluid physics e-module based on the argumentation-driven inquiry laboratory (ADIL) to develop critical thinking skills and problem-solving abilities in prospective physics teachers. This study used four steps of design-based research (DBR): needs analysis, design planning, development, and reflection of usage results. At the development stage, the product was validated by nine expert validators. Data collection was done through interviews, observations, literature studies, and documentation. The results indicated that the preparation of the fluid physics e-module based on ADIL has validity in a very good category. This module has several advantages, including being structured based on ADIL syntax and containing ethnoscience reviewed from physics, chemistry, and biology. In addition, there are several aspects: a virtual laboratory to construct the knowledge of prospective physics teachers, the existence of interactive media (such as video displays via YouTube) to link local wisdom, and the existence of barcodes to carry out practical activities and collect reports or assignments. This e-module is expected to train critical thinking skills and the abilities of prospective physics teachers. Furthermore, this e-module can be continued to the next stage, namely limited trials on certain subjects. This e-module can be an alternative that makes it easier for prospective physics teachers to understand physics material, especially about fluids. © School of Engineering, Taylor’s University.
Universitas Pendidikan Indonesia, Bandung, Indonesia; Universitas Lambung Mangkurat, Banjarmasin, Indonesia; Universiti Teknologi Malaysia, Johor Bahru, Malaysia
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