Validity of a Project Based Learning Based Physics Teaching Module on Dynamic Fluids to Enhance Students’ Creative Thinking
DOI:
https://doi.org/10.22373/p-jpft.v12i1.32725Keywords:
Physics teaching modul, Project-based learning, Deep learning, Dynamic fluids, Creative thinkingAbstract
This study develops a physics teaching module based on Project-Based Learning (PjBL) integrated with a deep learning approach to improve students’ creative thinking in dynamic fluid concepts. The development addresses the limited exploration and investigative learning opportunities caused by teacher-centered instruction. The research employed a Research and Development (R&D) design using the 4D model (Define, Design, Develop, and Disseminate), with implementation focused on the Develop stage. Three expert validators assessed the module’s validity, while practicality was evaluated through One to One and Small Group Evaluations involving eleventh-grade students. Validation scores were 80% to 100%, which means very high validity in form of content correctness, presentation good appearance, and language design. Utility percentage scores were as high as 89.63% and 91.8%, which was rated very useful. These results demonstrate that the module is user friendly, fun and useful to lead students through project work with supported reflection tasks. This makes the module as a valid teaching materials and easy to use in Merdeka Curriculum.
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