JISE 13 (2) (2024): 83-91

Journal of Innovative Science Education

https://journal.unnes.ac.id/journals/jise/

The Effectiveness of Contextual-Approach Science E-Module

Integrated with Local Wisdom on Pressure Topic to
Improve Critical Thinking Skills

Edy Hidayat , Putut Marwoto, Arif Widiyatmoko

Master of Science Education Program, Faculty of Mathematics and Natural Sciences, Universitas
Negeri Semarang, Indonesia

Article Info Abstract

Article History : Integrating local wisdom into science materials is a crucial effort to create
February 2024 contextual learning and instill noble values and a sense of cultural appreciation.
Accepted
Each region requires education tailored to its unique characteristics for effective
April 2024
Published educational development, necessitating a contextual approach. Incorporating
August 2024 local wisdom values is an essential step in this process. This study aims to
Keywords: develop a contextual science e-module that integrates local wisdom to enhance
E-module; contextual ap- students' critical thinking skills. The research employed a Research and
proach; local wisdom;
Development (R&D) approach, specifically using the Sugiyono model. The
pressure; critical thinking;
creative results indicated that the e-module received a validation score of 97% from
material experts, categorized as very valid, and 96% from media experts, also
categorized as very valid. The practicality test assessment yielded a value of
98% and was rated as very practical, and student feedback resulted in a score
of 98%, which was deemed very good. Additionally, the effectiveness of the e-
module was evaluated through the N-Gain score for critical thinking skills,
which averaged 0.83, placing it in the high category. The N-Gain value for
students' critical thinking skills was 89.95%, classified as effective. Based on the
validation, readability, practicality, and effectiveness assessments, the
contextual-approach science e-module integrated with local wisdom is deemed
feasible as a learning resource.


correspondence: p-ISSN 2252-6412
Gedung D5 Lantai 1 Kampus Sekaran, Jl. Sekaran Raya, Sekaran,
Gunungpati, Semarang City, Central Java 50229, Indonesia e-ISSN 2502-4523
E-mail: edihidayat030@gmail.com
 Edy Hidayat et al. / Journal of Innovative Science Education 13 (2) (2024): 83-91

INTRODUCTION students' knowledge and shape their characters

(Utari et al., 2023). According to this curriculum,
The Merdeka Curriculum is a learning science education aims to help students master
approach designed to give students the freedom to scientific concepts and principles. Appropriate
develop their potential and creativity. The Pancasila teaching materials, such as an e-module, are
Student Profile within the Merdeka Curriculum essential to foster critical thinking skills and improve
reflects the goals of national education. It intends to character.
cultivate students to be devout in their faith, possess An e-module is structured electronic teaching
noble character, and shape healthy, knowledgeable, materials, making it easily accessible anytime and
capable, creative, independent, engaged, anywhere, thus facilitating independent learning
democratic, and responsible citizens. The Pancasila (Iman et al., 2023). The advantages of using e-
Student Profile encompasses six dimensions: 1) modules include reducing paper usage and the
belief in and reverence for God Almighty and ability to display animations and learning videos on
possessing noble character, 2) independence, 3) a computer or laptop, which can engage students
collaboration, 4) critical thinking, and 5) creativity. more effectively (Mutmainnah et al., 2021).
The Pancasila Student Profile aligns with the Advances in technology also allow e-modules to be
scientific attitudes emphasized in the Natural accessed via smartphones, making them highly
Sciences (IPA). A scientific attitude is essential accessible at any time and place (Zinnurain, 2021).
when conducting experiments, encompassing traits For e-modules to be effective, they must be
like curiosity, the pursuit of reasons behind contextual, incorporating the surrounding
processes, critical, objective, open-minded, environment to enhance students' understanding of
unbiased, skeptical, diligent, patient, humble, anti- the material. Integrating local wisdom into teaching
authoritarian, creative, and honest thinking materials is a way to ensure that science education
(Riswakhyuningsih, 2022). According to the is relevant and connected to students' environments.
Ministry of Education and Culture's guidelines, the Integrating local wisdom into science
Learning Achievements (Capaian Pembelajaran/CP) materials is crucial for creating contextual learning,
for junior high school science subjects should instilling noble values, and fostering a sense of
support student character development in line with appreciation for regional culture (Rahmatih et al.,
the Pancasila Student Profile, particularly in 2020). This approach is also emphasized in the
fostering critical thinking skills. Regulation of the Minister of Education and Culture
Science learning involves critical thinking No. 81A of 2013, which addresses curriculum
skills essential for solving problems and analyzing implementation. It states that education must align
natural phenomena (Wulandari et al., 2023). with the characteristics of each region to support
Students are trained to identify assumptions, educational development, necessitating a contextual
evaluate arguments, and make decisions based on approach (Nasir, 2013). Therefore, incorporating
logical and rational thinking. These critical thinking local wisdom values is an essential step in this
skills help students develop emotional intelligence, process.
the courage to face challenges, and the capacity to One effective approach to facilitate student
make sound decisions (Rofi'ud et al., 2023). learning is to use contextual science learning media
Additionally, science learning encourages creative by integrating local wisdom (Jufrida et al., 2019).
thinking as students are prompted to recognize Contextual learning media incorporating local
unconventional relationships between concepts, wisdom is a form of culturally grounded education
discover new solutions, and generate innovative (Anzelina, 2023). Culture encompasses a complex
ideas. These abilities enhance students' character by and intricate set of elements, including knowledge,
fostering independence, encouraging beliefs, arts, laws, morals, customs, and habits
unconventional thinking, and equipping them to individuals develop within their societal roles.
adapt to changes (Ramdani et al., 2020). Bima, located in the eastern part of NTB, is
The Merdeka Curriculum emphasizes a rich in cultural traditions and local wisdom,
student-centered learning process to enhance including the traditional game of bedi o,o, or

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pletokan (Aksa & Nurhayati, 2020). This traditional originality. Due to limitations in time and resources,
game was widely popular before modern technology the research up to step 7 is often sufficient to test the
reached Bima and continued to be a favorite among validity and feasibility of the developed media. Steps
children. The game of bedi o,o can be an engaging 8 and 9, which involve large-scale field tests and
tool for teaching science concepts, leveraging local revisions, are costly, and therefore, researchers,
cultural elements to enhance learning. particularly those working on theses or dissertations,
Bedi o,o is a traditional game in which players typically limit their work to step 7. Dissemination
use a tool made from small cylindrical bamboo to and implementation are achieved by publishing
shoot projectiles (Nuriyah et al., 2021). The articles in a journal. The stages of Sugiyono's
projectiles, or "bullets," are typically made from research procedure are illustrated in Figure 1.
moistened paper. The bamboo for shooting is
generally around 30 cm long with thick walls (Dian
et al., 2021). A bamboo pusher, which has one end
fashioned from bamboo roots or intentionally
widened bamboo, is used to push the paper bullets.
The length of the bamboo pusher that enters the hole
is reduced by 2 cm from the end to prevent the paper
wad from falling out during the push. A unique
feature of this traditional game is that it can produce
sound energy (Ali et al., 2021).
Bedi o,o is one local wisdom that can be
further investigated regarding its mechanism of use.
A brief explanation of bedi o,o indicates fairly simple
Figure 1. The Procedure of Development
physics principles and can be used as examples in
the learning process. Therefore, the authors are
highly motivated to research the effectiveness of The data searching and collection stages were
integrating local wisdom, particularly on the conducted to identify the needs and describe the
pressure materials, to improve students' critical conditions of the science teaching and learning
thinking skills. process at SMP Negeri 1 Lambitu, Bima Regency,
West Nusa Tenggara Province. The findings
METHODS revealed that educators commonly used only printed
books and student worksheets as learning media.
The type of research employed is Research During the planning stage, various types of
and Development (R&D) development research. information about learning multimedia that could
R&D is a research method used to create specific address the identified problems were collected.
products and assess their effectiveness (Sugiyono, S., Researchers gathered information from journals,
& Lestari, 2021). The design utilized in this study books, and the Internet. The researchers proposed a
follows the Sugiyono model, which comprises ten solution to address the issues at SMP Negeri 1
stages simplified to meet the researchers' needs. Lambitu: creating a science e-module with a
These stages are (1) Data collection and analysis; (2) contextual approach that integrates local wisdom.
Media design; (3) Initial product development; (4) After completing the observations and
Initial field trials; (5) Revision based on initial field planning, the next step is to design and develop a
trial results; (6) Main field trials; (7) Revision of the contextual science e-module using the Canva
operational products; (8) Field implementation tests; application that integrates local wisdom into the
(9) Final product refinement; (10) Dissemination pressure material. The reference sources for the
and implementation. development of this e-module are drawn from
The above explanation indicates that the materials that include Basic Competencies,
R&D steps can be simplified and adapted based on Competency Standards, Competency Achievement
the researchers' needs, available time, and

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Indicators, and Learning Objectives in accordance Pancasila Student Profile and its characteristics; (6)
with the Merdeka Curriculum. Core competencies and basic competencies; (7)
In the initial field trial stage, the assessment Table of contents; (8) List of images; (9) Concept
focuses on whether the design of the science e- map; (10) Material content; (11) Summary; (12)
module, as a supporting teaching material for Evaluation; (13) Bibliography. According to Laili et
science learning, is rationally better and more al. (2019), E-modules should be used to improve
effective than the previous learning media. This was understanding of a material or subject. The
done by seeking evaluations from experienced illustration of the development is presented in Figure
experts. The design validation included four aspects: 2.
content, presentation, graphics, and language
feasibility.
The initial product revision stage was
conducted after receiving assessments from experts.
All input, criticism, suggestions, and
recommendations from experts and experienced
teachers were recorded and used to improve the
design of the product being developed. Validation
from these experts helped identify the product’s
weaknesses, which were then addressed by refining
the design. The revised product is declared valid
upon receiving positive feedback and is worthy of Figure 2. The E-Module Display
proceeding to the next stage: product testing.
After that, the finished product was tested in The contextual-approach science e-module
learning activities. This trial aimed to gather integrated with local wisdom features lesson content
information about the developed e-module. The interwoven with traditional community games,
contextual science e-module, which integrates local highlighting the connection between local wisdom
wisdom into the pressure material, was tested in two and scientific principles. Unlike previous e-modules,
ways: practicality tests and small group trials. which rarely link material to a contextual approach
Product revisions were made based on the integrating local wisdom, this e-module offers a
initial trial results. The field trial provided distinctive approach. The contextual approach in
qualitative information about the program or the e-module is illustrated through the phenomenon
product being developed. If weaknesses are of waterfalls, which relates to the topic of liquid
identified during the product trial with students, pressure. Additionally, the integration of local
additional evaluations may be necessary to address wisdom is showcased through the traditional game
these issues. Product revisions were carried out to of bedi o,o, which connects to the topic of solid
address any remaining weaknesses and refine the pressure.
product before its final implementation. This science e-module also includes videos
designed to provide additional explanations related
RESULTS AND DISCUSSION to the subject matter. These videos offer an
alternative for students who may feel disengaged
The Characteristics of the Developed E-Module from reading, allowing them to switch to watching
The contextual science e-module, which and listening. The incorporation of videos is
integrates local wisdom on pressure material, was intended to enhance student engagement and
created using the Canva application. This e-module appeal.
was designed to meet students' needs as a learning Furthermore, the e-module aims to serve as a
resource for pressure-related topics. The e-module comprehensive learning guide, enabling students to
includes the following sections: (1) Cover; (2) study independently in line with 21st-century
Foreword; (3) Content and technical use of the e- learning criteria. The videos are clickable,
module; (4) Characteristics of the e-module; (5) encouraging students to utilize technology as part of

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their learning process. Designed as a supportive tool simplifies learning materials for students by
for education, this e-module aligns with incorporating familiar contexts, such as the
recommendations from Suttrisno & Rofi’ah (2023), traditional game of bedi o,o and natural phenomena
which suggested that a contextual approach like waterfalls. According to Ketut et al. (2021), this
integrating local wisdom can effectively support the contextual approach makes science concepts more
achievement of learning objectives. concrete and relevant, helping students connect
theory to real-life experiences, thereby making
The Effectiveness of the Developed E-Module explanations simpler and easier to understand.
In Improving Students’ Critical Thinking Skills Cristiana et al. (2021) also noted that contextual-
Based on the pretest and posttest results, there based learning links educational materials to
was a noticeable improvement before and after the students' real lives, indirectly engaging them in
treatment was administered. The average scores solving their problems. Regarding the indicator of
after using the e-science module increased providing simple explanations, the percentage of
significantly, indicating that the e-science module students in the low category decreased from 42%
effectively enhanced students' critical thinking skills. before treatment to 10% after treatment. In
The average percentage for each indicator of critical comparison, those in the very high category
thinking skills is detailed in Table 1. increased from 0% to 90%. This represents a 48%
improvement in critical thinking skills related to
Table 1. The Pretest and Posttest Results on Each providing simple explanations due to the
Indicator of Critical Thinking Skills intervention.
Indicator Pretest Category Posttest Category In the indicator of basic skills building, the
Average Average percentage of students in the low category decreased
Providing Low Very
from 41% before treatment to 7% after treatment. In
simple 42 90 High
explanations comparison, those in the very high category
increased from 0% to 93%. This represents a 52%
Building Low Very improvement in students' critical thinking skills
basic skills 41 93 High
related to basic skills building following the
Concluding 38 Low 89 Very intervention. This improvement demonstrates that
High students have effectively developed their basic skills.
Providing Low The basic skills-building indicator consists of two
advanced 27 83 High
sub-indicators: evaluating the credibility of sources
explanations
and observing and analyzing the results of
Strategies 27 Low 80 High observations. In the e-science module, students
and tactics engaged in practical activities, such as observing the
phenomenon of waterfalls and participating in
The increase in critical thinking skills is traditional bedi o,o games. Through these activities,
particularly evident from comparing the pretest and students learned to describe observations in detail,
posttest results across several indicators, including discuss their findings, and express opinions, which
providing simple explanations, building basic skills, stimulated critical thinking. Fauzan et al. (2022)
drawing conclusions, making further explanations, found that group discussion methods effectively
and employing strategies and tactics. The indicator enhance students' critical thinking skills because
for providing straightforward explanations they provide opportunities for social interaction,
comprises three sub-indicators: focusing, analyzing, engagement, and positive member interactions,
and asking and answering questions. improving individual quality. Observations train
students to focus on details and build basic skills by
The science e-module, which utilizes a identifying key elements of a phenomenon, such as
contextual learning approach integrating local the impact of bamboo length and surface area on
wisdom, is closely related to the indicator of pressure in the bedi o,o game, and the effect of
providing simple explanations. This approach waterfall height on pressure. Agus ( 2019) also

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highlighted that contextual methods effectively wisdom through activities such as the bedi o,o
improve students' critical thinking and process skills. game and the waterfall phenomenon, helps
In the previous assessment, 38% of students students better understand the relevant local
were categorized as having low critical thinking context. According to Nia et al. (2022), teaching
skills, while 89% were in the very high category materials based on contextual modules
following the intervention. This represents a 51% effectively improve students' critical thinking
improvement in students' critical thinking skills skills and enhance their learning activities across
after the treatment, demonstrating their enhanced cognitive, affective, and psychomotor aspects.
ability to make sound conclusions. The indicator for This approach facilitates a deeper understanding
making further explanations includes three sub- of pressure concepts by relating them to familiar
indicators: making and considering deductive real-life contexts. Students can more effectively
results, making and considering inductive results, explain how pressure operates in these contexts
and making and evaluating decision values. The by linking pressure concepts with practical
science e-module, developed using a contextual examples like the bedi o o game and the waterfall
approach and integrating local wisdom, includes phenomenon. Contextual-based learning helps
group discussion activities that train students to students connect the knowledge they acquire
consider various viewpoints and refine their with real-life situations (Muhartini et al., 2023),
conclusions based on feedback from other groups. making it easier for them to provide detailed
Research by Fauzan et al. (2022) indicated that explanations based on their everyday
group discussions effectively improve students' experiences.
critical thinking skills. These discussions provide In the indicators for strategy and tactics,
students with social space to express their ideas, 27% of students were initially in the low
encourage their involvement, and foster positive category, but this increased to 80% in the high
interactions among group members, thereby category following the intervention. This
enhancing individual quality. During the activities, represents a 53% improvement in students'
each group was tasked with creating a bedi o,o and critical thinking skills, demonstrating that they
a waterfall model and analyzing how the concept of are now better at developing effective strategies
pressure applies to these traditional games and the and tactics. The strategy and tactics indicators
waterfall phenomenon. This practical analysis focus on deciding on appropriate actions. Using
allowed students to understand how the concept of a contextual approach has encouraged the
pressure is applied in everyday life. According to students to solve specific problems during
research by Muhartini et al. (2023), contextual- experiments, such as understanding how the
based learning helps students connect the height of a waterfall affects pressure. Planning
knowledge they acquire with real-life situations. actions are closely linked to problem-solving
This approach aids in developing critical thinking skills, which are strongly connected to critical
skills, ultimately helping students better understand thinking skills. Implementing contextual-based
the concepts they are learning. learning can enhance these skills (Syeriduni,
In the indicator for making further 2020). This approach allows students to refine
explanations, 27% of students were initially in their critical thinking abilities by identifying
the low category, but this increased to 83% in the suitable solutions and deciding on appropriate
high category following the intervention. This actions.
represents a 56% improvement in students' The developed e-module was deemed very
critical thinking skills, demonstrating that the e- valid and subsequently implemented in the learning
module enhances critical thinking among process for class VIII on pressure topic at SMP
students at SMP Negeri 1 Lambitu. The indicator Negeri 1 Lambitu. This implementation phase
for making further explanations comprises two aimed to test the effectiveness of the e-module in
sub-indicators: defining terms and identifying enhancing students' critical thinking skills by
assumptions. The e-module, which uses a administering critical thinking ability test questions.
contextual approach and incorporates local

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Students' critical thinking skills were assessed based sincerely appreciate, who played a significant role in
on both their knowledge and competencies. completing this study.

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