Validity of The Ethno-Stem PjBL Model for Optics Learning Based On The Local Context of East Oku

Effendi Effendi; Arini Rosa Sinensis; Thoha Firdaus; Ilham Wijaya Sugiyono

doi:10.30762/ijise.v5i2.9647

Authors

Effendi Effendi Physics Education Study Program, Universitas Nurul Huda, East Ogan Komering Ulu, Indonesia and Physics Education Study Program, Universitas Sriwijaya, Palembang, Indonesia
Arini Rosa Sinensis Physics Education Study Program, Universitas Nurul Huda, East Ogan Komering Ulu, Indonesia
Thoha Firdaus Physics Education Study Program, Universitas Nurul Huda, East Ogan Komering Ulu, Indonesia
Ilham Wijaya Sugiyono Physics Education Study Program, Universitas Nurul Huda, East Ogan Komering Ulu, Indonesia

DOI:

https://doi.org/10.30762/ijise.v5i2.9647

Keywords:

Ethno-STEM; Project-Based Learning; Model Validity; Optics Learning; Local Context

Abstract

This study aims to develop and examine the validity of an Ethno-STEM learning model integrated with Project-Based Learning (PjBL) for optics instruction, incorporating the local wisdom context of East Ogan Komering Ulu (OKU Timur), namely the Komering River, the Perjaya Dam, and the paddy-field irrigation system. This research applies a Research and Development (R&D) approach using the ADDIE model, reported here up to the expert validation stage. The developed products, a project-based learning module and student worksheets (LKPD), were validated by six validators (two content experts, two media experts, and two instructional experts) using a 1-4 scale validation sheet. Results show content feasibility of 89%, instructional suitability of 90%, language clarity of 88%, and display quality of 85%, with an overall average of 88%, categorized as highly valid. These findings indicate that the Ethno-STEM PjBL model is feasible as a contextual alternative for optics learning. Further research is needed to examine its practicality and its effectiveness on students' creative thinking through a quasi-experimental design. The validation instrument was developed based on a teaching-material feasibility grid encompassing four aspects, namely content feasibility, instructional suitability, language clarity, and display quality, each elaborated into specific indicators and items.

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