Development and Validation of Multi-Methods Discovery Based Physics Learning Devices to Enhance Critical Thinking in Senior High School Students

Abstract

The development of critical thinking skills remains a significant challenge in senior high school physics education. Innovative learning approaches based on multi-method discovery strategies hold promise for enhancing students’ conceptual understanding and cognitive abilities more effectively. This study aimed to develop and validate physics learning materials grounded in a multi-method discovery framework to improve critical thinking skills among high school students. A descriptive research approach was utilized to assess the feasibility and validity of the instructional materials, which encompassed teaching modules, lesson plans, student worksheets, and instructional media. Validation was conducted by three experts specializing in physics education, instructional technology, and multimedia learning, employing expert validation sheets and quantitative analysis through Aiken’s V coefficient. The results indicated that all components of the learning materials attained Aiken’s V values above 0.77, classifying them as valid and suitable for implementation with minor revisions. Constructive feedback from the validators informed the refinement process to ensure alignment with discovery learning principles and the current curriculum standards. This study provides valuable contributions to the creation of interactive and innovative physics learning tools that foster critical thinking skills essential for 21st-century education.