<![CDATA[This study aimed to develop and evaluate a STEM (Science, Technology, Engineering, and Mathematics)-oriented physics instructional tool on sound waves to improve collaboration skills in an inclusive high school setting. Using the ADDIE model, the development process included need analysis, instructional design, expert validation, and limited classroom implementation. The product consists of a syllabus, lesson plans, a student module, worksheets, and assessment instruments tailored for diverse learners, including students with Special Educational Needs (SEN). Expert validation involving material, media, and instructional tool reviewers resulted in scores within the “very good” category (average >3.25). Classroom implementation involved 28 students, including one deaf student, who engaged in group-based activities. Student responses showed high acceptance (mean score = 0.74), particularly regarding contextual learning and fair task distribution. Observation using Brookhart’s collaboration rubric, showed medium-to-high improvement (average normalized gain = 0.67). Notably, the deaf student actively contributed to group tasks, highlighting the product’s inclusivity. These findings suggest that STEM-based instructional tools can effectively support collaborative learning in inclusive physics classrooms. The study recommends further large-scale implementation to validate impact on broader student populations.]]>
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