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Development of A STEM-Integrated Guided Inquiry E-Module on Global Warming to Enhance Students’ Conceptual Understanding

Jurnal Pendidikan Fisika Indonesia · Vol. 22 No. 1 (2026) · hlm. 71–86

DOI
10.15294/jpfi.v22i1.37124
ISSN
2355-3812, 1693-1246
Terbit
2026-06-24
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

This study developed a Guided Inquiry-Based Electronic Module (E-Module) on Global Warming integrated with STEM to enhance students' conceptual understanding. This is a design-based research with three stages: introduction, prototyping, and assessment. The Plomp model was used for development. The third stage involved high school students in Indonesia. The E-Module was rated Highly Valid with an overall Aiken score of V, indicating excellent content and construct validity. The practicality test was rated highly practical by both teachers and students, meaning it was easy to use and understand. The quasi-experimental findings demonstrated significant improvements in conceptual understanding with large effect sizes. This reduced misunderstandings and promoted correct understanding. Results showed that the experimental group performed significantly better than the control group, indicating that the intervention was effective in promoting conceptual change. This study offers an empirical foundation for the synergistic integration of guided inquiry-based learning and STEM education through a digital platform. Once validated, this framework allows for the use of this approach to address complex scientific concepts and demonstrates its utility in educational contexts.

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  • Sultan Idris Education University
  • Universitas Negeri Padang
  • Indonesia University of Education
  • King Faisal University
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Rekan penulisOrganisasiArtikel bersama
Siew Wei ThoSultan Idris Education University1
Faridah Lisa SupianSultan Idris Education University1
Y. Y. WongSultan Idris Education University1
Mohd Syahriman Mohd AzmiSultan Idris Education University1
Nurul Jannah HosmanSultan Idris Education University1
Abdullah Faisal Al NaimKing Faisal University1
Dea Stivani Suherman Dea Stivani SuhermanAfiliasi tidak diketahui1
Ihsania Ikrima Kinanti Ihsania Ikrima KinantiAfiliasi tidak diketahui1
Hamdi RifaiUniversitas Negeri Padang1
Rastitika DeanitaUniversitas Negeri Padang1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JPFI/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Development of A STEM-Integrated Guided Inquiry E-Module on Global Warming to Enhance Students’ Conceptual Understanding</dc:title>
	<dc:creator xml:lang="en">Lailatul Rahmi</dc:creator>
	<dc:creator xml:lang="en">Ratnawulan, Ratnawulan</dc:creator>
	<dc:creator xml:lang="en">Fachreza, Ardian </dc:creator>
	<dc:subject xml:lang="en">STEM-education, guided inquiry, e-module development, conceptual understanding, global warming</dc:subject>
	<dc:description xml:lang="en">This study developed a Guided Inquiry-Based Electronic Module (E-Module) on Global Warming integrated with STEM to enhance students' conceptual understanding. This is a design-based research with three stages: introduction, prototyping, and assessment. The Plomp model was used for development. The third stage involved high school students in Indonesia. The E-Module was rated Highly Valid with an overall Aiken score of V, indicating excellent content and construct validity. The practicality test was rated highly practical by both teachers and students, meaning it was easy to use and understand. The quasi-experimental findings demonstrated significant improvements in conceptual understanding with large effect sizes. This reduced misunderstandings and promoted correct understanding. Results showed that the experimental group performed significantly better than the control group, indicating that the intervention was effective in promoting conceptual change. This study offers an empirical foundation for the synergistic integration of guided inquiry-based learning and STEM education through a digital platform. Once validated, this framework allows for the use of this approach to address complex scientific concepts and demonstrates its utility in educational contexts.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2026-06-24</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/JPFI/article/view/37124</dc:identifier>
	<dc:identifier>10.15294/jpfi.v22i1.37124</dc:identifier>
	<dc:source xml:lang="en">Jurnal Pendidikan Fisika Indonesia; Vol. 22 No. 1 (2026); 71-86</dc:source>
	<dc:source>2355-3812</dc:source>
	<dc:source>1693-1246</dc:source>
	<dc:source>10.15294/jpfi.v22i1</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/JPFI/article/view/37124/10227</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Jurnal Pendidikan Fisika Indonesia</dc:rights>
</oai_dc:dc>