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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) · pp. 71–86

DOI
10.15294/jpfi.v22i1.37124
ISSN
2355-3812, 1693-1246
Published
2026-06-24
Publisher
Universitas Negeri Semarang
Language
eng

Abstract

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.

Keywords

Collaboration network of the authors

17 authors · 44 co-authorship links · 13 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Sultan Idris Education University
  • Universitas Negeri Padang
  • Indonesia University of Education
  • King Faisal University
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
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
Dary Nasmi FauziahAffiliation unknown1
Fajar Darma UtamaAffiliation unknown1
Harman AmirAffiliation unknown1
Ahmad FauziAffiliation unknown1
Hamdi RifaiAffiliation unknown1
Rastitika DeanitaAffiliation unknown1
Dea Stivani Suherman Dea Stivani SuhermanAffiliation unknown1
Ihsania Ikrima Kinanti Ihsania Ikrima KinantiAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/JPFI/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (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>