Need Analysis of Ethno-STEM-Based Interactive Learning Media Assisted by Articulate Storyline to Facilitate Students’ Creative Thinking Skills on Alternative Energy Material

Abstract

This research is motivated by the urgent need to integrate ethnoscience and STEM approaches into physics learning to support the development of students' creative thinking skills. Considering observational findings that indicate low levels of student engagement due to use of learning media that are not yet interactive, integrating ethnoscience and STEM is essential. To address this problem, this research utilizes the first phase of the Hannafin & Peck model, specifically conducting a needs assessment to create interactive learning media on alternative energy material. Quantitative data were collected from 109 high school students across two schools. Data were gathered through creative thinking tests, physics learning observations, student characteristics analysis, contextual analysis of learning media, learning environment analysis, and learning objectives analysis. The results revealed significant gaps across all evaluated parameters: (1) students' average creative thinking skills were classified as very low, scoring 43.5% and 42.75%; (2) quality of currently used contextual media was only adequate, scoring 53.72%; (3) ethnoscience integration within existing media was very low at 26%; (4) STEM approach integration was similarly deficient at 32.5%; (5) conversely, student enthusiasm for interactive media was very high at 85% and 81%; and (6) current learning objectives lacked the "affective behavior" aspect, scoring 20%. Developing Ethno-STEM-based interactive learning media assisted by Articulate Storyline represents a strategic solution to close the gap between existing school resources and contemporary pedagogical demands. Ultimately, this research provides a vital contribution by establishing a foundational instructional design that enhances students' creative thinking skills for 21st-century education