STEM-5E Integration and Local Wisdom of Geblek Making in Physics E-Books: Its Impact on Students' Digital Literacy Profiles
DOI: https://doi.org/10.26618/965apf29
Digital literacy, Ethnoscience, Geblek Local Wisdom, Physics E-Book, STEM-5E Learning Cycle
Abstract
In the contemporary physics education landscape, the transition of students' digital literacy from a supplementary skill to a core cognitive requirement is paramount. This study investigates the impact of an interactive Physics E-Book, integrated with the Science, Technology, Engineering, and Mathematics (STEM)-5E learning cycle and the local wisdom of geblek making, on the digital literacy profiles of 10th-grade students. Employing a quasi-experimental design with a Pretest-Posttest Control Group pattern, the research involved 108 students divided into an experimental group (STEM-5E E-Book), contrast group 1 (3E E-Book), and contrast group 2 (conventional textbooks). Data were collected using a 14-item multiple-choice test validated through Aiken’s V and Rasch Analysis. Results indicated a significant enhancement in the experimental group, which achieved a mean Normalized Gain (N-Gain) of 67,33% (Moderately Effective), outperforming contrast group 1 (55%) and contrast group 2 (44,67%). Notably, information literacy emerged as the most improved aspect, reaching an "Effective" category with an 82% increas5. Characterization through T-Score analysis revealed that the intervention propelled 67% of experimental students into the "High" literacy category while eliminating "Low" proficiency levels. This research underscores the novelty of framing digital literacy as a culturally grounded competency, demonstrating that the synergy between ethnoscience and the STEM-5E framework effectively bridges the gap between digital native proficiency and academic scientific inquiry
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Copyright (c) 2026 Ayu Mar'ati Barokatun N, Supahar, Reny Afifah
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