Developing an e-Module about Sound Waves with a STEM Approach to Improve Students' Critical Thinking Skills

Aslamiyah Rambe; Syahruddin Aritonang; Malika Ritonga; Nur Hasanah

doi:10.33394/j-ps.v14i1.17375

Authors

Aslamiyah Rambe Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Tapanuli Selatan
Syahruddin Aritonang Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Tapanuli Selatan
Malika Ritonga Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Tapanuli Selatan
Nur Hasanah Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Tapanuli Selatan

DOI:

https://doi.org/10.33394/j-ps.v14i1.17375

Keywords:

critical thinking, e-module, ICT, STEM, physics

Abstract

The integration of information and communication technology (ICT) into education has encouraged the development of innovative learning resources, particularly electronic modules (e-modules), to support interactive and independent learning. Physics, despite its fundamental role in fostering analytical and critical thinking, is often perceived as abstract and difficult, with conventional instruction limiting student engagement and higher-order thinking. To address these challenges, this study developed a STEM-based e-module on sound waves aimed at enhancing students' critical thinking skills. This study employed a 4D development model—define, design, develop, and disseminate—with 34 11th-grade students from SMAN 6 Padangsidimpuan as participants. Instruments included expert validation (content, media, and language), teacher and student questionnaires, and a pretest-posttest assessment of critical thinking. This electronic module achieved a validity score of 96.66% (very valid), a practicality rating of 96.36% from teachers and 85.95% from students (very practical), and effectiveness was demonstrated by a significant increase in students' posttest scores (M = 85.59) compared to pretest scores (M = 36.76), exceeding the minimum competency. The results of the paired t-test showed t = 17.89 and df = 33, p < 0.001, with a very large effect size (Cohen's d = 3.26). The results of the study show that the use of STEM-based e-modules is effective in improving students' critical thinking skills. Results dissemination shows involvement of active students and ability adaptation across the board. These findings confirm that this STEM -based electronic module is valid, practical, and effective, and provides an innovative solution to support critical thinking, problem-solving, and technological literacy in 21st-century physics education.

References

Abdullah, A., Herdini, H., & Putri, TS (2024). Validity and Practicality of Phenomenon-Based Learning E-Modules Using Articulate Storyline on Colligative Properties of Solutions. Journal of Science Education Research , 10 (2), 764–775. https://doi.org/10.29303/jppipa.v10i2.5837

Abdulrahaman, MD, Faruk, N., Oloyede, AA, Surajudeen-Bakinde, NT, Olawoyin, LA, Mejabi, O. V, Imam-Fulani, YO, Fahm, AO, & Azeez, AL (2020). Multimedia tools in the teaching and learning process: A systematic review. Heliyon , 6 (11), e05312. https://doi.org/https://doi.org/10.1016/j.heliyon.2020.e05312

Akon-Yamga, G., Funkor, G., Tsey, K., Kingsford-Adaboh, R., Quaye, W., & Ntewusu, D.A. (2024). Students' and teachers' perspectives on the challenges of teaching and learning STEM subjects in Ghana. Frontiers in Education , 9 (April), 1–16. https://doi.org/10.3389/feduc.2024.1288413

Ammar, M., Al-Thani, N.J., & Ahmad, Z. (2024). The role of pedagogical approaches in fostering innovation among K-12 students in STEM education. Social Sciences & Humanities Open , 9 , 100839. https://doi.org/https://doi.org/10.1016/j.ssaho.2024.100839

Anchunda, H.Y., & Kaewurai, W. (2025). Development of inquiry-based and problem-based learning models to improve teamwork and collaborative problem-solving competencies of prospective teachers. Social Sciences & Humanities Open , 11 , 101480. https://doi.org/https://doi.org/10.1016/j.ssaho.2025.101480

Arifin, Z., Sukarmin, Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students' critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education , 21 (3). https://doi.org/10.29333/ejmste/15988

Arizona, K., Sucilestari, R., Nirmala, BMA, & Meiliyadi, LAD (2025). Project-Based Science-Physics E-Book to Train Students' Creativity. Journal of Science Education Research , 11 (6), 718–725. https://doi.org/10.29303/jppipa.v11i6.11112

Asfiya, N., Razi, P., Hidayati, & Sari, SY (2024). Development of e-Modules for Independent Learning of Physics Material Based on Independent Curriculum. International Journal of Information Technology and Education , 14 (5), 761–769. https://doi.org/10.18178/ijiet.2024.14.5.2100

Bao, L., & Koenig, K. (2019). Physics education research for 21st-century learning. Disciplinary and Interdisciplinary Science Education Research , 1 (1), 2. https://doi.org/10.1186/s43031-019-0007-8

Barta, A., Fodor, L.A., Tamas, B., & Szamoskozi, I. (2022). Developing students' critical thinking skills and dispositions through the concept mapping learning method – A meta-analysis. Educational Research Review , 37 , 100481. https://doi.org/https://doi.org/10.1016/j.edurev.2022.100481

Barua, L., & Lockee, B.B. (2024). A review of strategies for incorporating flexibility into higher education course design. Discover Education , 3 (1), 127. https://doi.org/10.1007/s44217-024-00213-8

Bhardwaj, V., Zhang, S., Tan, Y.Q., & Pandey, V. (2025). Redefining learning: Student-centered strategies for academic and personal growth. Frontiers in Education , 10 (February), pp. 1–15. https://doi.org/10.3389/feduc.2025.1518602

Bhuttah, T.M., Xusheng, Q., Abid, M.N., & Sharma, S. (2024). Enhancing critical thinking and student learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports , 14 (1), 24362. https://doi.org/10.1038/s41598-024-75379-0

Bozzi, M., Raffaghelli, J.E., & Zani, M. (2021). Peer Learning as a Key Component of Integrated Teaching Methods: Addressing the Complexities of Teaching Physics in Large Classes. Educational Sciences , 11 (2). https://doi.org/10.3390/educsci11020067

Castillo, J.F.V., Santiago, L.B., & García, S.M. (2025). Optimizing Physics Learning Through Immersive Virtual Reality: A Study of the Efficacy of Serious Games. Applied Sciences , 15 (6). https://doi.org/10.3390/app15063405

Chen, J.-C., & Liu, C.-Y. (2025). Developing Interdisciplinary Practical Learning Activities with the 6E Model to Enhance Students' STEM Knowledge, Learning Motivation, and Creativity. Journal of Computer-Assisted Learning , 41 (3), e70031. https://doi.org/https://doi.org/10.1111/jcal.70031

Dahl, J.E., & Mørch, A. (2025). A theoretical and empirical analysis of the tension between learning objects and constructivism. Education and Information Technology . https://doi.org/10.1007/s10639-025-13636-z

Errabo, DD, & Ongoco, AA (2024). The effect of an interactive mobile learning module on student engagement and understanding in genetics. Journal of Research in Innovative Teaching and Learning , 17 (2), 327–351. https://doi.org/10.1108/JRIT-01-2024-0023

Fatmawati, DA, & Murtinugraha, RE (2024). E-Module Development: Learning Innovation to Improve Students' Understanding of Building Materials Science. Journal of Engineering Education and Pedagogy , 2 (1), 16–23. https://doi.org/10.56855/jeep.v2i1.1034

Fütterer, T., Scheiter, K., Cheng, X., & Stürmer, K. (2022). Quality trumps frequency? Investigating students' learning efforts when introducing technology in the classroom. Contemporary Educational Psychology , 69 , 102042. https://doi.org/https://doi.org/10.1016/j.cedpsych.2022.102042

Golden, B. (2023). Supporting the development of critical thinking in higher education through the use of structured planning tools. Irish Educational Studies , 42 (4), 949–969. https://doi.org/10.1080/03323315.2023.2258497

Guerrero-Zambrano, M., Sanchez-Alvarado, L., Valarezo-Chamba, B., & Lamilla-Rubio, E. (2025). Transforming Physics Teacher Training Through ChatGPT: A Study of Its Usability and Impact. In Educational Sciences (Vol. 15, Issue 7). https://doi.org/10.3390/educsci15070887

Halawa, S., Lin, T.-C., & Hsu, Y.-S. (2024). Exploring instructional design in K-12 STEM education: a systematic literature review. International Journal of STEM Education , 11 (1), 43. https://doi.org/10.1186/s40594-024-00503-5

Haleem, A., Javaid, M., Qadri, M.A., & Suman, R. (2022). Understanding the role of digital technology in education: A review. Sustainable Operations and Computers , 3 , 275–285. https://doi.org/https://doi.org/10.1016/j.susoc.2022.05.004

Hidayati, A., Munasir, M., & Sudibyo, E. (2024). Development of a Problem-Based Learning Model (PBM) of Physics Teaching Aids to Improve High School Students' Critical Thinking Skills. IJORER: International Journal of Current Educational Research , 5 (1), 77–89. https://doi.org/10.46245/ijorer.v5i1.496

Huang, B., Siu-Yung Jong, M., Tu, Y.-F., Hwang, G.-J., Chai, C.S., & Yi-Chao Jiang, M. (2022). Trends and exemplary practices of STEM teacher professional development programs in K-12 contexts: A systematic review of empirical studies. Computers & Education , 189 , 104577. https://doi.org/https://doi.org/10.1016/j.compedu.2022.104577

Imtinan, N., & Kuswanto, H. (2023). The Use of Phyphox Applications in Physics Experiments: A Literature Review. JIPF (Journal of Physics Education) , 8 (2), 183. https://doi.org/10.26737/jipf.v8i2.4167

Jannah, M., Faelasup, F., Sangatta, S., & Timur, K. (2025). Conceptual Analysis of Learning Material Design: Principles, Characteristics, and Steps . 04 (02), 657–666.

Jeli, & Chandra, AN (2025). Development of a Simple Pyphox-Based Uniform Linear Motion Lab Tool. Impulse: Journal of Physics Education Research and Innovation , 4 (2), 107–117. https://doi.org/10.14421/impulse.2024.42-04

Junita, O., Sanlan, S., & Khusnani, A. (2024). Development of a Physics Experiment Guidebook Using Smartphones Assisted by the Phyphox Application. Journal of Physics Education and Technology , 10 (1), 29–35. https://doi.org/10.29303/jpft.v10i1.6679

Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). Student-centered approach using modern technologies in distance learning: a systematic review of the literature. Intelligent Learning Environments , 10 (1), 61. https://doi.org/10.1186/s40561-023-00280-8

Kooloos, JGM, Bergman, EM, Scheffers, MAGP, Schepens-Franke, AN, & Vorstenbosch, MATM (2020). The Effect of Passive and Active Educational Methods Applied in Repetitive Activities on Anatomical Knowledge Retention. Anatomical Science Education , 13 (4), 458–466. https://doi.org/10.1002/ase.1924

Kranz, J., Baur, A., & Möller, A. (2023). Learners' challenges in understanding and conducting experiments: a systematic review of the literature. Studies in Science Education , 59 (2), 321–367. https://doi.org/10.1080/03057267.2022.2138151

Kumandaş-Öztürk, H., & Ulu-Kalın, Ö. (2025). The Impact of Critical Thinking, Creative Thinking, Metacognitive Thinking, and Empathy Skills on High and Low Academic Achievement of Prospective Teachers. Journal of Intelligence , 13 (4). https://doi.org/10.3390/jintelligence13040050

Kwangmuang, P., Jarutkamolpong, S., Sangboonraung, W., & Daungtod, S. (2021). Development of learning innovations to improve higher-order thinking skills for junior high school students in Thailand. Heliyon , 7 (6), e07309. https://doi.org/https://doi.org/10.1016/j.heliyon.2021.e07309

Lampropoulos, G., & Kinshuk. (2024). Virtual reality and gamification in education: a systematic review. Educational Technology Research and Development , 72 (3), 1691–1785. https://doi.org/10.1007/s11423-024-10351-3

Lestari, S., & Nugraheni, AS (2022). The Effect of Google Classroom in Improving Students' Learning Motivation and Critical Thinking Skills. AL-ISHLAH: Journal of Education , 14 (1), 61–70. https://doi.org/10.35445/alishlah.v14i1.973

Loyens, S.M.M., van Meerten, J.E., Schaap, L., & Wijnia, L. (2023). Situating Higher-Order, Critical, and Critical-Analytical Thinking in Problem- and Project-Based Learning Environments: A Systematic Review. Educational Psychology Review , 35 (2), 39. https://doi.org/10.1007/s10648-023-09757-x

Major, L., Francis, G.A., & Tsapali, M. (2021). The effectiveness of technology-based personalized learning in low- and middle-income countries: A meta-analysis. British Journal of Educational Technology , 52 (5), 1935–1964. https://doi.org/https://doi.org/10.1111/bjet.13116

Manggul, FCM, & Pratiwi, HY (2025). Integration of Wayang Kulit Ethnoscience in Guided Inquiry E-Module to Strengthen Critical Thinking in Learning Light and Optical Tools Integration of Wayang Kulit Ethnoscience in Guided Inquiry E-Module to Strengthen Critical Thinking in Learning . 8 (1), 220–233.

Manlapig, E. (2024). Enhancing Students' Physics Learning Motivation Through Interactive Physics Education Technology (PhET) Simulations. Schrödinger: Journal of Physics Education , 5 (3), 88–97. https://doi.org/10.37251/sjpe.v5i3.1025

Margot, KC, & Kettler, T. (2019). Teachers' perceptions of integration and STEM education: a systematic literature review. International Journal of STEM Education , 6 (1), 2. https://doi.org/10.1186/s40594-018-0151-2

Maziyah, KN, & Hidayati, FH (2022). Development of an e-module with a STEM approach to facilitate students' critical thinking skills in trignometry material. Jurnal Tadris Matematika , 5 (2), 241–256.

Mena-Guacas, A.F., López-Catalán, L., Bernal-Bravo, C., & Ballesteros-Regaña, C. (2025). Transforming education through new technologies: a critical review of scientific impact on learning. Educational Sciences , 15 (3). https://doi.org/10.3390/educsci15030368

Mhlongo, S., Mbatha, K., Ramatsetse, B., & Dlamini, R. (2023). Challenges, opportunities, and prospects for the adoption and use of intelligent digital technologies in learning environments: An iterative review. Heliyon , 9 (6), e16348. https://doi.org/https://doi.org/10.1016/j.heliyon.2023.e16348

Monib, W.K., Qazi, A., & Apong, R.A. (2025). Microlearning beyond boundaries: A systematic review and a new framework for improving learning outcomes. Heliyon , 11 (2), e41413. https://doi.org/https://doi.org/10.1016/j.heliyon.2024.e41413

Morris, D.L. (2025). Rethinking Science Education Practice: Shifting from Investigation-Centered to Comprehensive, Inquiry-Based Learning. Education Sciences , 15 (1). https://doi.org/10.3390/educsci15010073

Mulyono, Y. (2018). Critical Thinking Skills of Physics Education Students Yatin Mulyono. Science, Engineering, Education, and Development Studies , 2 (1), 65–76.

Nilimaa, J. (2023). A New Testing Approach for Real-World Creativity and Problem-Solving Skills in Mathematics. Trends in Higher Education , 2 (3), 477–495. https://doi.org/10.3390/higheredu2030028

Nuriyah, D., Sutarto, & Prihatin, J. (2020). Development of a STEM-CP-based environmental change textbook to improve problem-solving skills in high school biology learning. Journal of Physics: Conference Series , 1563 (1). https://doi.org/10.1088/1742-6596/1563/1/012054

Pansri, B., Thongchotchat, V., Kurashige, K., Watanabe, S., & Sato, K. (2025). Self-Directed Learning in Action: Empowering the Physics Curriculum with ICT and Practical Approaches. Technology, Knowledge, and Learning . https://doi.org/10.1007/s10758-025-09854-6

Pardo, D.C.G. (2017). Self-Reported Physics Difficulty as a Predictor of Student Achievement. International Journal of Scientific & Engineering Research , 8 (3), 1134–1138. https://doi.org/10.14299/ijser.2017.03.005

Pollarolo, E., Størksen, I., Skarstein, T.H., & Kucirkova, N. (2023). Children's critical thinking skills: Norwegian early childhood educators' perceptions. European Journal of Early Childhood Education Research , 31 (2), 259–271. https://doi.org/10.1080/1350293X.2022.2081349

Raharja, EP, Irianti, M., Lestari, RD, & Kabes, Y. (2024). Development of a smartphone sensor-based physics experiment module in the field of mechanics for high school students. Journal of Physics Education Research and Studies , 11 (1), 1–10. https://doi.org/10.12928/jrkpf.v11i1.634

Rahma, VN, Rustana, CE, & Umiatin. (2021). Development of Electronic Physics Learning Module with Phet Simulation (Physical Education and Technology) on Elasticity and Hooke's Law Material in Grade XI Senior High School. Journal of Physics: Conference Series , 2019 (1), 12047. https://doi.org/10.1088/1742-6596/2019/1/012047

Rambe, A., Darwis, M., A., Abidan, A.A., & Sahor Bangun Ritonga, M. (2023). Development of Physics Learning Device Modules Based on Inquiry Models with Concept Map Techniques to Improve Student Learning Outcomes. KnE Social Sciences , 2023 , 125–133. https://doi.org/10.18502/kss.v8i4.12891

Ramdhani, EP, Khoirunnisa, F., & Siregar, NAN (2020). Integrated multi-representation electronic effectiveness module on chemical bonding material. Journal of Research and Technology , 6 (1), 162–167.

Reddy, MVB, & Panacharoensawad, B. (2017). Students' Problem-Solving Difficulties and Their Implications in Physics: An Empirical Study of Influencing Factors. Journal of Education and Practice , 8 (14), 59–62. www.iiste.org

Redish, E.F., & Burciaga, J.R. (2004). Teaching Physics with Physics Suite. American Journal of Physics , 72 (3), 414. https://doi.org/10.1119/1.1691552

Rezai, A., Ahmadi, R., Ashkani, P., & Hosseini, G.H. (2025). Applying an active learning approach to increase motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners. Acta Psychologica , 253 , 104704. https://doi.org/https://doi.org/10.1016/j.actpsy.2025.104704

Rivas, S.F., Saiz, C., & Ossa, C. (2022). Metacognitive Strategies and the Development of Critical Thinking in Higher Education. Frontiers in Psychology , 13 , 913219. https://doi.org/10.3389/fpsyg.2022.913219

Rizki, IA, Mirsa, FR, Islamiyah, AN, Saputri, AD, Ramadani, R., & Habibbulloh, M. (2025). Virtual physics simulation enhanced with ethnoscience and augmented reality with inquiry learning: Its impact on students' creativity and motivation. Thinking Skills and Creativity , 57 , 101846. https://doi.org/https://doi.org/10.1016/j.tsc.2025.101846

Schuster, D., Cobern, W.W., Adams, B.A.J., Undreiu, A., & Pleasants, B. (2018). Learning Core Disciplinary Ideas: A Comparison of the Efficacy of Two Different Modes of Science Learning. Research in Science Education , 48 (2), 389–435. https://doi.org/10.1007/s11165-016-9573-3

Siller, HS, & Ahmad, S. (2024). Analyzing the impact of a collaborative learning approach on sixth-grade students' mathematics achievement and attitudes. Eurasia Journal of Mathematics, Science and Technology Education , 20 (2). https://doi.org/10.29333/ejmste/14153

Simonovic, B., Vione, K., Stupple, E., & Doherty, A. (2023). It's not what you think, it's how you think: A critical thinking intervention improves argumentation, analytical thinking, and metacognitive sensitivity. Thinking Skills and Creativity , 49 , 101362. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101362

Sinaga, CE, Silaban, YE, Naibaho, KS, & Simamora, RO (2025). Analysis of Problems in Physics Learning, Evaluation, and Assessment and Solutions to Overcome Them: A Literature Review . 10 (3), 167–186.

Soriano-Sánchez, JG (2025). The Impact of ICT on Elementary School Students' Science Learning in Support of Diversity: A Meta-Analysis. Educational Sciences , 15 (6). https://doi.org/10.3390/educsci15060690

Syukri, M., Herliana, F., Aksa, Y., Muliyati, D., Ngadimin, N., Artika, W., & Iswadi, I. (2024). Flipbook E-Module Based on STEM Approach on Renewable Energy Topic as Physics Learning Media. Journal of Physics: Conference Series , 2866 (1). https://doi.org/10.1088/1742-6596/2866/1/012116

Tartiyoso, S. (2025). Development of STEM-Based E-Modules to Improve Science Literacy and Science Process Skills in Chemistry Learning. Journal of Science Education Research , 11 (4), 1124–1132. https://doi.org/10.29303/jppipa.v11i4.10844

Thiagarajan, S., Semmel, D.S., & Semmel, M.I. (1974). Instructional development for the training of teachers of children with special needs: A sourcebook . Indiana University.

Timotheou, S., Miliou, O., Dimitriadis, Y., Sobrino, S.V., Giannoutsou, N., Cachia, R., Monés, A.M., & Ioannou, A. (2023). The impact of digital technologies on education and factors influencing schools' digital capacity and transformation: A literature review. Education and Information Technology , 28 (6), 6695–6726. https://doi.org/10.1007/s10639-022-11431-8

Wardani, HK, Pramartaningthyas, EK, Rohman, T., & Alimin, A. (2025). Development of Interactive E-Modules to Cultivate EFL Students' Critical Thinking in Essay Writing. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kependidikan dalam Lapangan Pendidikan , 11 (1), 190. https://doi.org/10.33394/jk.v11i1.13577

Yani, NLS, Rusdarti, & Oktarina, N. (2024). STEM-Based E-Modules to Improve Students' Critical Thinking Skills in Economics Learning. Journal of Thinking Skills and Creativity , 7 (1), 115–121. https://doi.org/10.23887/tscj.v7i1.73518

Yannier, N., Hudson, S.E., & Koedinger, K.R. (2020). Active Learning Beyond Hands-On: A Mixed Reality AI System to Support STEM Education. International Journal of Artificial Intelligence in Education , 30 (1), 74–96. https://doi.org/10.1007/s40593-020-00194-3

Yaseen, H., Mohammad, A.S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A.-A.A. (2025). Impact of Adaptive Learning Technology, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability , 17 (3). https://doi.org/10.3390/su17031133

Yilmaz, M.M., Bekirler, A., & Sigirtmac, A.D. (2024). Stimulating a Passion for Science from an Early Age: The Impact of Hands-On Activities on Children's Motivation. ECNU Review of Education , 7 (4), 1033–1053. https://doi.org/10.1177/20965311241265413