DESIGN OF AN ELECTRONIC STUDENT WORKSHEET ON STATIC FLUIDS BASED ON INQUIRY LEARNING, SUPPORTED BY SIMPLE EXPERIMENTS AND INTEGRATING LOCAL WISDOM TO FACILITATE STUDENTS’ CRITICAL THINKING SKILLS

Abstract

The critical thinking skills of 11th-grade students at SMAN 1 Sutera in physics class fall into the low category (29.98%). The worksheets used do not include independent inquiry activities, and experimental activities are limited due to inadequate facilities. This study aims to produce a valid and practical prototype of an inquiry-based electronic student worksheet on Static Fluids, supported by simple experiments and integrated with local wisdom, to facilitate critical thinking skills. This study employed Plomp’s Educational Design Research (EDR) model, limited to the preliminary research and prototyping phases; the assessment phase and effectiveness testing were not conducted. The electronic student worksheet was designed to follow the five phases of inquiry (orientation, conceptualization, investigation, conclusion, and discussion) using simple experiments with readily available materials and phenomena from the local wisdom of the South Coast as the context for investigation. Validity was assessed by five physics lecturers and analyzed using Aiken’s V index. Practicality was assessed via a questionnaire completed by two physics teachers and nine students (in a small group), following one-on-one testing with three students, and then analyzed as a percentage. The average Aiken’s V score was 0.93 (valid). The practicality percentage was 93.82% based on teacher responses and 90.23% based on student responses, both of which were categorized as very high. Thus, the electronic student worksheet prototype was deemed valid and highly practical in a limited test with a small sample. Its effectiveness in fostering critical thinking skills has not yet been tested and needs to be investigated during the assessment phase.