Needs Analysis for a STEM-Integrated Guided Inquiry Learning-Based E-Module on Newtons Laws
Salmaa Anisah Rodhiyah (a*), Suharno (a), Dwi Teguh Rahardjo (a)

Department of Physics Education Universitas Sebelas Maret
Ir. Sutami No. 36A, Surakarta 57126, Indonesia

Abstract

Physics learning in senior high schools still faces challenges related to students low critical thinking skills and scientific literacy, particularly on the topic of Newtons Laws, which is abstract and requires deep conceptual understanding. This study aims to determine the need for learning tools in the form of a STEM-integrated Guided Inquiry Learning-based e-module to improve students critical thinking skills and scientific literacy. Through this needs analysis, researchers are expected to identify existing learning problems and provide follow-up support for teachers in implementing effective learning strategies. The needs analysis conducted in this study included analyses of teaching module needs, Newtons Laws materials, critical thinking skills, and scientific literacy. The participants of this study consisted of physics teachers and Grade 11 of students from three senior high schools implementing the Merdeka Curriculum. This study employed a quantitative descriptive research method. Data were collected through observations, questionnaires, documentation, and literature studies. The results of the needs analysis showed that: (1) 87.50% of teachers experienced difficulties in independently developing e-modules, although 91.67% showed strong interest in developing innovative e-modules. (2) Newtons Laws were considered important and relevant to daily life, yet 87.50% of teachers reported that students found the topic difficult to understand. (3) 83.33% of teachers experienced challenges in improving students critical thinking skills, while 79.17% experienced difficulties in enhancing students scientific literacy. (4) Teachers needed an e-module that supports the development of both critical thinking skills and scientific literacy. Therefore, the development of a STEM-integrated Guided Inquiry Learning-based e-module is necessary to promote more interactive, contextual, and meaningful physics learning on Newtons Laws.

Keywords: Guided Inquiry Learning, STEM, e-module, critical thinking skills, scientific literacy, Newtons Laws

Topic: Physics Education