Development of an Inquiry-Based Physics Laboratory Module Integrating a Traditional Catapult for Teaching Energy Conservation

Alvina Neratania (Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia)
Lita Rahmasari (Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia)
Sarwanto Sarwanto (Physics Education, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Surakarta, Indonesia)

Jurnal Pemberdayaan Masyarakat

Direct formula-based instruction in physics often limits students' engagement in conceptual discovery and the development of their mathematical, scientific, and literacy skills. The catapult, as a traditional game, has the potential to serve as a contextual learning medium that illustrates physics concepts. This project seeks to create an inquiry-based physics laboratory module that incorporates the traditional catapult game to teach the law of conservation of energy, evaluate its feasibility, and analyze its applicability for 10th-grade students. This study utilizes a Research and Development methodology grounded in the Cennamo and Kalk model, encompassing the steps of definition, design, demonstration, development, and delivery. The result is a printed laboratory module that combines inquiry activities with local cultural contexts. The feasibility test findings were analyzed by professionals using Aiken's V, while practicality was evaluated through student response questionnaires. The findings reveal that the module demonstrated significant validity, as evidenced by an Aiken's V score exceeding the minimal permissible threshold, and considerable practicality. This module supports students in exploring the concept of energy conservation through inquiry-based experiments while promoting cultural literacy. Therefore, the developed module can serve as an innovative and relevant learning resource for students.