Needs Analysis of STEM-PBL E-Module on Newton^s Law to Enhance Problem Solving and Self-Regulated Learning
Aina Fatmah Mustafidah (a*), Suharno (a), Dewanto Harjunowibowo (a)

Department of Physics Education, Universitas Sebelas Maret
Ir. Sutami No. 36A, Surakarta 57126, Indonesia
*ainafatmahm[at]student.uns.ac.id

Abstract

This study aims to analyze the need for developing a STEM-PBL-based electronic module with an in-depth learning approach on Newton^s Laws to improve students^ problem-solving and self-regulated learning (SRL) abilities so that researchers can identify and provide follow-up from the researcher to teachers in implementing the learning. The needs analysis studied were an analysis of learning module needs, an analysis of students^ problem-solving abilities, and an analysis of students^ self-regulated learning. This study used a descriptive qualitative method involving physics teachers and high school students from three schools. Data were collected using a questionnaire and analyzed using descriptive qualitative techniques. The results showed that 100% of teachers relied on conventional learning materials and expressed a need for electronic modules, while 66.7% experienced difficulties in developing materials independently. From the students^ perspective, 91.6% preferred interactive electronic modules and 71.2% found physics difficult. Problem-solving abilities were still moderate, with 64% of students able to follow the steps to solve the problem, but 81.6% often made errors due to a lack of accuracy. In terms of Self-Regulated Learning (SRL), 63.2% of students rarely monitor their learning, 51.6% show low motivation when faced with multiple assignments, and 59.4% lack regular study habits. Therefore, the development of STEM-PBL e-modules with an immersive learning approach is crucial to support physics learning.

Keywords: STEM, Problem Based Learning, Learning Module, Problem Solving, and Self-Regulated Learning

Topic: Physics Education