DEVELOPMENT, FEASIBILITY, AND EFFECTIVENESS OF INCLUSIVE STEM MODULE BASED ON SDGS FOR SLOW LEARNERS
DOI:
https://doi.org/10.59052/edufisika.v10i3.49875Keywords:
Inclusive STEM Module, SDGs, Slow LearnerAbstract
Teaching slow-moving learners the abstract science concepts such as Elements, Compounds, and Mixtures can be difficult as they need concrete instructions and less cognitive load. The learning materials available cannot be expected to have the particular accessibility elements that can bridge this cognitive divide. The current study attempts this integration for the first time, combining Universal Design for Learning and a STEM-SDGs approach specifically to support slow learners. The study aimed to create a valid, usable, beneficial-inclusive module for Phase D (Grade VIII) students using the R & D approach (ADDIE model). The study incorporated six expert validators, a practicality trial to slow learners (N=10) and a quasi-experimental field study with 73 learners (Experimental N=34 vs Control N=39). The module had a rating of V-Aiken of 0.87 (Very Valid) and 92.1% was rated as Very Practical. Effectiveness testing showed that the module had a significant positive differentiating factor as the experimental group had evidence of a “High” N-Gain (0.78) as opposed to the Medium (0.40) of the control group. The findings of the study attest that the module based on UDL was effective in bridging difficult concepts and can be an adaptative resource to attain Equity in Science Education.Downloads
References
Afwina, D. A., P, P. D. A., & Budiarso, A. S. (2021). Pengembangan modul berbasis STEM (Science, Technology, Engineering, and Mathematics) pokok bahasan alat-alat optik dalam pembelajaran IPA di SMP. Jurnal Literasi Pendidikan Fisika, 2(2), 126–132. http://jurnal.fkip.unmul.ac.id/index.php/JLPF
Aisyah, E., Diniya, & Susilawati. (2023). Pengembangan modul pembelajaran IPA SMP/ MTs berbasis ICARE (Introduction, Connection, Application, Reflection, Extension) pada materi interaksi makhluk hidup dengan lingkungan. Journal of Natural Science Learning, 02(02), 38–60. https://jom.uin-suska.ac.id/index.php/JNSL
Alhamuddin, Fanani, A., & Rohman, A. (2022). Developing a project-based learning model for slow learners in higher education. Jurnal Pendidikan Islam Indonesia, 6(2). https://doi.org/10.35316/jpii.v6i2.404
Assaf, J. C., Mortada, Z., Rezzoug, S., Maache-rezzoug, Z., Debs, E., & Louka, N. (2024). Comparative review on the production and purification of bioethanol from biomass : A focus on corn. Processes, 12, 1001. https://doi.org/10.3390/pr12051001
Botutihe, S. P., Abdullah, G., Arif, R. M., Isnanto, & Nurfailah. (2025). Pengembangan media pembelajaran mystequest untuk meningkatkan hasil belajar siswa di sekolah dasar. Jurnal Riset Ilmiah, 2(3), 1455–1466. https://doi.org/10.62335
Chew, S. L., & Cerbin, W. J. (2021). The cognitive challenges of effective teaching. The Journal of Economic Education, 52(1), 17–40. https://doi.org/10.1080/00220485.2020.1845266
Cleugh, mary F. (2021). Teaching the slow learner in the special school. Taylor & Francis.
Dini, A., Rahmatan, H., Nurmaliah, C., Muhibbuddin, & Safrida. (2023). Application of the e-module combined with the guided inquiry learning model to increase student motivation and learning outcomes on the structure and function of plant tissues. Jurnal Penelitian Pendidikan IPA, 9(6), 4768–4776. https://doi.org/10.29303/jppipa.v9i6.3857
English, L. D. (2023). Ways of thinking in STEM‑based problem solving. ZDM Mathematics Education, 55(7), 1219–1230. https://doi.org/10.1007/s11858-023-01474-7
Firdaus, K. H. C., Setyosari, P., & Praherdhiono, H. (2024). Universal design for learning in assistive technology. Advances in Social Science, Education and Humanities Research, 873, 779–786. https://doi.org/10.2991/978-2-38476-301-6_85
Fovet, F. (2021). Handbook of research on applying universal design for learning across disciplines: Concepts, case studies, and practical implementation. IGI Global. https://doi.org/10.4018/978-1-7998-7106-4
Garvin, D. A. (2000). Learning in action: A guide to putting the learning organization to work. harvard Business Press.
Guedes, L. S., Zanardi, I., Mastrogiuseppe, M., Span, S., & Landoni, M. (2024). Scaffolding for inclusive co-design: Supporting people with cognitive and learning disabilities bt - universal access in human-computer interaction (M. Antona & C. Stephanidis (ed.); hal. 151–170). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-60881-0_10
Hendry, R. F. (2006). Elements, compounds, and other chemical kinds. Philosophy of Science, 73(5), 864–875. https://doi.org/10.1086/518745
Indriyati, T. N., Dike, D., & Sekarwinahyu, M. (2024). Pengembangan e-modul interaktif berbasis STEM materi unsur, senyawa, campuran untuk meningkatkan keterampilan abad 21 siswa SMP kelas VIII. VOX Edukasi: Jurnal Ilmiah Ilmu Pendidikan, 15(November), 339–349. https://doi.org/10.31932/ve.v15i2.4021
Iryana, R., Hidayat, S., & Mulyadi, S. (2024). Learning model management for slow learners in an inclusive classroom setting at an elementary school. Indonesian Journal of Primary Education, 8(2), 129–136. http://ejournal.upi.edu/index.php/IJPE/index
Ivshina, I. B., Kuyukina, M. S., Krivoruchko, A. V, Elkin, A. A., Makarov, S. O., Cunningham, C. J., Peshkur, T. A., Atlas, R. M., & Philp, J. C. (2015). Oil spill problems and sustainable response strategies through new technologies. Environmental Science: Processes & Impacts, 17(7), 1201–1219. https://doi.org/10.1039/C5EM00070J
Janssen, F. J. J. M., Westbroek, H. B., & van Driel, J. H. (2014). How to make guided discovery learning practical for student teachers. Instructional Science, 42(1), 67–90. https://doi.org/10.1007/s11251-013-9296-z
Kariman, D., Harisman, Y., Sovia, A., & Prahmana, R. C. I. (2019). Effectiveness of guided discovery-based module: a case study in padang city , indonesia. Journal on Mathematics Education, 10(2), 239–250.
Kimianti, F. (2019). Pengembangan e-modul IPA berbasis Problem Based Learning untuk meningkatkan kemampuan berpikir kritis dan literasi sains. Universitas Negeri Yogyakarta.
Lederman, N. G., Zeidler, D. L., & Lederman, J. S. (2023). Handbook of research on science education (Volume III). Routledge. https://doi.org/10.4324/9780367855758
Li, M., & Wang, Y. (2024). Research on integration of the sustainable development goals and teaching practices in a future teacher science education course. Sustainability, 16(12), 4982. https://doi.org/10.3390/su16124982
Li, R., Cao, Y., Tang, H., & Kaiser, G. (2024). Teachers’ scaffolding behavior and visual perception. International Journal of Science and Mathematics Education, 22(2), 333–352. https://doi.org/10.1007/s10763-023-10379-6
Liana, D. E., Muzzazinah, & Indrowati, M. (2022). Development of guided inquiry-based science e-modules to improve students ’ critical thinking ability. Jurnal Penelitian Pendidikan IPA, 8(3), 1368–1375. https://doi.org/10.29303/jppipa.v8i3.1668
Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice. CAST Professional Publishing.
Mohammad, T. Z., & Mahmoud, A. M. (2014). Clustering of slow learners behavior for discovery of optimal patterns of learning. International Journal of Advanced Computer Science and Applications, 5(11), 102–109.
Muhammad, R. R., Lawson, D., Aslam, F., & Crawford, M. (2013). Indonesian curriculum 2013 ten years on : its impact on mathematics teaching. Journal of Research in Science, Mathematics and Technology Education. https://doi.org/10.31756/jrsmte.616SI
Novak, K. (2022). UDL now!: A teacher’s guide to applying universal design for learning (3rd ed.). CAST Professional Publishing.
Nurhasanah, & Nida, Q. (2016). Character building of students by guidance and counseling teachers through guidance and counseling services. Jurnal Ilmiah Peuradeun: International Multidisiplinary Journal, 4(1), 65–76. https://doi.org/10.13140/RG.2.1.3085.4160
Nurhayati, E., Andayani, Y., & Hakim, A. (2021). Pengembangan e-modul kimia berbasis STEM dengan pendekatan etnosains. Mandalika Mathematics and Educations Journal, 4(2). https://doi.org/10.29303/cep.v4i2.2768
Nuswowati, M., Harjito, Jabbar, A., & Taufiq, M. (2024). Buku ajar kimia lingkungan: Terintegrasi kompetensi Education for Sustainable Development (ESD) (M. Nasrudin (ed.); 1 ed.). PT Nasya Expanding management.
Oksaviona, V., Islami, N., & Nasir, M. (2023). Development of PBL-based sound wave interactive multimedia using lumi for class XI high school students. Jurnal Penelitian Pendidikan IPA, 9(10), 8008–8015. https://doi.org/10.29303/jppipa.v9i10.4426
Oktariani, Febliza, A., & Sari, Y. (2020). Konten materi kimia dalam kompetensi dasar pembelajaran IPA di SMP berdasarkan K-13. Perspektif Pendidikan dan Keguruan, 11(2), 11–16.
Ortigara, A. R. C., Kay, M., & Uhlenbrook. (2018). A review of the sdg 6 synthesis report 2018 from an education, training, and research perspective. MDPI, 6. https://doi.org/10.3390/w10101353
Oyewo, O. A., Ramaila, S., & Mavuru, L. (2022). Harnessing project-based learning to enhance STEM students’ critical thinking skills using water treatment activity. Educ. Sci, 12(11), 780. https://doi.org/10.3390/educsci12110780
Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right (1 ed.). John Wiley & Sons.
Poniyati, Zahra, A., & Setyawan, F. (2024). Development of e-worksheet with guided discovery for slow learners. International Journal on Emerging Mathematics Education, 8(1), 75–90. https://doi.org/10.12928/ijeme.v8i1.29587
Purwaningsih, S., Yennita, Y., & Wulandari, S. (2025). Preliminary research: SDGs-based STEM approach for middle school students. Journal of Mathematics, Science, and Computer Education, 5(2), 130–140. https://doi.org/10.20527/jmscedu.v5i2.15407
Rasmi, D. P., Hendri, M., & Azriyanti, R. (2023). Analysis of the need for development of teaching materials in the form of stem-based electronic modules. 9(6), 4135–4141. https://doi.org/10.29303/jppipa.v9i6.2683
Ridha, A. A. (2021). Memahami perkembangan siswa slow learner (S. Wulandari (ed.); Pertama). Syiah Kuala University Press. Memahami Perkembangan Siswa Slow Learner
Rusdi, M., Sirajuddin, H., & Alfah, R. (2022). Implementation of the addie model (analysis, design, development, implementation, evaluation) in PHP-Based E-learning in the era of pandemic. JTIULM: Jurnal Teknologi Informasi Universitas Lambung Mangkurat, 7(1), 49–56. https://doi.org/10.20527/jtiulm.v7i1.74
Salend, S. J. (2016). Creating inclusive classrooms: Effective, differentiated and reflective practices (8th ed.). Pearson.
Sánchez-García, R., & Reyes-de-Cózar, S. (2025). Enhancing Project-Based Learning: A framework for optimizing structural design and implementation - A systematic review with a sustainable focus. Sustainability, 17(11), 4978. https://doi.org/10.3390/su17114978
Septiana, L., Alim, J. A., & Marhadi, H. (2024). Identifikasi peserta didik berkebutuhan khusus (PDBK) slow learner di sekolah dasar. Journal of Social Humanities and Education, 3(4), 189–211. https://doi.org/10.55606/concept.v3i4.1647
Sholikhah, A. N. Y., & Arif, S. (2024). Pengembangan modul berbasis stem 3D untuk meningkatkan kemampuan berpikir kritis siswa. Jurnal Tadris IPA Indonesia, 04(01), 127–140. http://ejournal.iainponorogo.ac.id/index.php/jtii
Sweller, J. (1993). Some cognitive processes and their consequences for the organisation and presentation of information. Australian Journal of Psychology, 45(1), 1–8. https://doi.org/10.1080/00049539308259112
Syahida, A., & Irwandi, D. (2015). Analisis keterampilan berpikir tingkat tinggi pada soal ujian nasional kimia. Edusains, 7(1), 77–87. https://doi.org/10.15408/es.v7i1.1404
Syahirah, M., Anwar, L., & Holiwarni, B. (2020). Pengembangan modul berbasis STEM (Science, Technology, Engineering and Mathematics) pada pokok bahasan elektrokimia. Jurnal Pijar MIPA, 15(4), 317–324. https://doi.org/10.29303/jpm.v15i4.1602
Wales, C. E., & Stager, R. A. (1980). The guided design approach. In D. G. Langdon (Ed.), The Instructional Design Library (2 ed.). Educational Technology Publications.
Wildana, A. A., Aristya, P. D., & Budiarso, A. S. (2023). Pengembangan modul flipbook digital berbasis STEM materi sistem pencernaan manusia untuk meningkatkan literasi sains. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 13(1), 57–66. https://doi.org/10.24929/lensa.v13i1.294
Wintribrata, B. H., Amelia, R. N., & Listiaji, P. (2025). Thermolab for STEM : An interactive 3d virtual lab to strengthen students’ computational thinking in heat, temperature, and expansion. Jurnal Penelitian Pendidikan Sains, 14(2), 138–156. https://doi.org/10.26740/jpps.v14n2.p138-156
Wirawan, P. R., & Putri, A. S. (2025). The effect of deep learning-based contextual problem on science concept understanding in slow learners at inclusive schools. Jurnal Phi: Jurnal Pendidikan Fisika dan Terapan, 12(1), 9–15. https://doi.org/10.22373/p-jpft.v12i1.31448
Yulastri, A., Hidayat, H., Ganefri, Islami, S., & Edya, F. (2017). Developing an entrepreneurship module by using product-based learning approach in vocational education a asmar. International Journal of Environmental & Science Education, 12(5), 1097–1109. http://creativecommons.org/licenses/by/4.0/
Zahro, F., Hariyono, E., Setiawan, B., & Plant, I. A. (2024). Inovasi pembelajaran STEM melalui desain prototipe sistem penyiraman tanaman otomatis berbasis IoT untuk siswa SMP. Seminar Nasional Pendidikan Biologi IX: Biologi dan Pendidikan untuk Mendukung Pencapaian SDGs, 1–100.
Zulaiha, F., & Kusuma, D. (2020). Pengembangan modul berbasis STEM untuk siswa SMP. Jurnal Pendidikan Fisika dan Teknologi, 6(2). https://dx.doi.org/10.29303/jpft.v6i2.2182
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Kiki Ayu Winarni, Hamdi Akhsan, Kistiono Kistiono, Putri Anggelina
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
![](<a href="https://doaj.org/toc/2477-7935" target="_blank" style="display: block; width: 150px; height: auto;"><img src="https://doaj.org/static/doaj/images/logo/seal.png"/></a>){kind=logo}
