Jurnal Pembelajaran IPA dan Aplikasinya (QUANTUM) e-ISSN: 2798-9194 Volume 6.
No.
Februari 2026, hal.
DOI: 10.
46368/qjpia.
University Student Responses to the Maluku Culture-based Ethnophysics eModule on Measurement Material Erlin Eveline1 1Pendidikan Fisika.
Universitas Pattimura.
Indonesia Email: 1erlin.
eveline12@gmail.
Received:28 Februari 2026 Revised: 4 Maret 2026 Accepted: : 10 Maret 2026 Abstract The problem with learning today is that it is often irrelevant to studentsAo needs and This study aims to identify university studentsAo responses to an ethnophysics emodule on measurement material.
The researcher analyzed university studentsAo responses before and after the introduction of the e-module.
The research method used was quantitative Data were analyzed using descriptive techniques, focusing on the categories of availability of teaching materials, student participation and understanding, integration of the ethnophysics context (Maluku regio.
, responsiveness to student needs, material comprehensibility, and student motivation and engagement.
The sample in this study consisted of 10 university students from the Physics Education study program studying measurement concepts in the Basic Physics course.
The results of the study showed a positive response to the developed e-module.
Students stated that the e-module was responsive to the needs, easy to understand, and encouraged motivation and engagement in learning.
Several studentsAo suggestions and opinions were used as a reference point for improving the developed module.
Based on the research results, the development of teaching materials should consider the characteristics, needs, and relevance of the material to studentsAo environment and experiences.
Keywords: e-module, ethnophysics, measurement, studentsAo responses, teaching material INTRODUCTION Effective classroom student learning activities should be designed with consideration of various aspects to create a learning environment that can enhance studentsAo understanding.
The main goal of student learning is studentsAo knowledge and skills.
Students are expected to understand the material well and acquire the required knowledge and skills.
The goal can be achieved if learning is well-designed, and one of the things that needs to be welldesigned is teaching materials for students.
However, classroom learning requires teaching materials that are relevant to the needs and learner characteristics.
Teaching materials should also be contextual.
Muniroh et al.
stated that effective teaching materials should improve studentsAo cognitive, affective, and psychomotor abilities.
If teaching materials are monotonous and non-interactive, students will feel bored and lack motivation in learning.
Additionally, many teaching materials are available in print form, which tend to have simple illustrations and contain only material exercises.
Teaching materials should consider studentsAo needs, characteristics, and contextual factors, such as relating learned concepts to the real world or the studentsAo surrounding environment, and be easily accessible and integrate issues related to the local wisdom or culture of the community around the students.
In addition, the teaching materials need to include examples or illustrations to facilitate understanding, such as those related to their backgrounds and prior knowledge.
Therefore, teaching materials can create a meaningful learning experience for students.
However, classroom instruction, specifically instruction for students in the Physics Education study program, has not fully used teaching materials that are relevant to studentsAo needs and characteristics.
The availability of teaching materials that integrate the local wisdom or ethnophysics of the community around the studentAos environment and that aim to Jurnal Pembelajaran IPA dan Aplikasinya (QUANTUM) Vol.
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meet studentsAo needs and characteristics, as well as contextual, remains limited.
The most frequently used teaching materials by lecturers in the Physics Education Study Program are PowerPoint presentations and textbooks.
Therefore, developing teaching materials is needed to facilitate a connection or relevance between the material learned and the studentsAo environment.
The availability of these teaching materials can be impactful in improving studentsAo understanding of the material and engagement in the classroom.
Consequently, this may improve the accomplishment of learning objectives in the course.
Physics Education Study Program Students in Pattimura University generally come from the Maluku region.
Only a small number of students come from regions outside Maluku, such as Papua and Southeast Sulawesi.
Despite this, these regions share the same characteristics as Maluku.
Thus, students in these regions have similar needs and characteristics to those in the Maluku region.
They live in the archipelagic region.
Meanwhile, the Physics Education study program at Pattimura University has established program-specific courses, namely, marine resources and small island territories management, and archipelagic education and disaster mitigation.
These courses address knowledge related to the achipelagic area and education for the achipelagic area.
Integrating ethnophysics relevant to the archipelagic area across all courses would be better than integrating it only in a few.
Thus, not only do the specific program courses integrate with ethnophysics, but other courses do as well.
This integration can improve the courseAos relevance to studentsAo environments and experiences.
One teaching material that can be developed is a module.
The modules were developed in electronic form to facilitate access and were integrated with the Maluku culture.
It can be more relevant to the learnerAos needs and characteristics.
An electronic module .
-modu.
is a digital teaching resource that is modified from basic materials using technology to make it more engaging.
The e-module must aim to improve studentsAo knowledge.
Thus, it would be best to integrate ethnophysics in module content.
The results show that ethnophysics-based learning has several advantages, such as enhancing studentsAo positive-character (Maharani & Muhtar, 2.
, reading comprehension (Fatmawaty et al.
, 2.
, learning motivation where students learn more enthusiastically (Susanti & Nurhayati, 2.
, learning outcomes (Ramdiah et al.
, 2.
, and knowledge and social behavior (Uge et al.
, 2.
In line with previous studies, the e-module shows flexibility that allows students to learn independently, anywhere and anytime, overcoming the limitations of space and time in conventional instruction (Hartatiana & Wardani, 2024.
Several research have studied studentsAo responses towards the e-module integrated with For example, the e-module contains the ethno-physics of Kalimantan (Mahesa et al.
, 2.
and that of Sumatra Selatan (Hartatiana & Wardani, 2024.
Widayanti et al.
dan Azmi Zakiyah .
conducted a study focusing on studentsAo responses toward the ethnoscience e-module on non-renewable resources and vibration, wave, and sound in traditional musical instruments.
Generally, they applied a qualitative method to analyze the Meanwhile, several researchers conducted research to analyze science materials in the Maluku culture.
The culture of Central Maluku.
Timba Laor, on the topic of force and energy, the culture of North Maluku.
Papeda, on chemistry concepts, and the culture of the Noaulu ethnic group have been analyzed (Limba & Jamarua, 2021.
Nanuayo et al.
, 2023.
Tohe et al.
, 2.
Nevertheless, these studies have not explored university studentsAo responses to the ethnophysics e-module.
Therefore, this study aims to analyze university studentsAo responses to the Maluku culture e-module.
The ethnophysics e-module can help students better understand the course content.
The responses are either positive or negative.
As educators, we can use these responses to provide feedback and evaluate instruction.
Hence, this research intends to analyse university studentsAo responses toward the local wisdom e-module on measurement material.
RESEARCH METHOD
This study was qualitative and aimed to learn university studentsAo responses to the ethnophysics e-module on measurement materials.
The data collection technique was non43 Jurnal Pembelajaran IPA dan Aplikasinya (QUANTUM) Vol.
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test by using a questionnaire instrument.
A questionnaire was administered to assess the relevance of the developed e-module to its intended purposes.
The e-module was evaluated by examining the alignment of the content with physics concepts.
Before administering the questionnaire on studentsAo opinions to the e-module, we administered another questionnaire to gather studentsAo opinions on the ongoing courses in the physics education study program.
The respondents were undergraduate students from the physics education study program who were assigned to the Basic Physics course.
The total number of respondents was 10 out of 19 who responded at the end of basics physics The questionnaire was given to gather feedback on their opinions of the e-module on Maluku culture.
Then, studentsAo responses were categorized.
The questionnaire was distributed via a Google Form and included several statements about the feasibility of the emodule.
Specifically, this study explores studentsAo responses when using the e-module.
Emodule content emphasizes instances of local wisdom from Maluku.
In particular, the researcher was interested in studentsAo responses to: the availability of teaching materials, student participation and understanding, the integration of the ethnophysics context (Maluku regio.
, responsiveness to student needs, the comprehensibility of the material , and student motivation and engagement.
RESULTS AND DISCUSSION
The module was developed in electronic form and contains ethnophysics in Maluku on measurement materials, as shown in Figure 1.
It included two activities, with the first on physics measurement and the second on quantities and units.
Every activity has an explanation of each subtopic, a practice section, a summary, and a key answer to the Figure 1.
Ethnophysics e-Module on Measurement Student response categories related to the availability of teaching materials, student participation and understanding, the integration of the ethnophysics context, responsiveness to student needs, the comprehensibility of the material, and student motivation and StudentsAo responses regarding the availability of teaching materials are shown in Table 1.
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Table 1.
University StudentsAo Responses Results toward the Availability of Teaching Material Statements The lecturer provides teaching materials The lecturer provides Basic Physics course materials The lecturer provides course materials that integrate the context into the local environment .
sland and marine Relevant learning resources are available Yes (%) No (%) The researcher aims to find out the extent to which lecturers provide teaching materials relevant to the Maluku regionAos context.
Based on Table 1, it can be concluded that all lecturers provide the teaching materials during classroom learning.
However, only half of the total respondents state that the provided teaching materials are connected to studentsAo surrounding environment.
Those statements show that the contextual teaching materials have not yet been optimized for learning.
Similarly, the availability of relevant teaching materials is not yet optimal .
,3%).
The remaining respondents .
,7%) stated that the teaching materials were not available.
This result suggests that students still perceive that the relevance of learning sources is low.
Even though the teaching materials are available, they are less contextual and relevant to the studentsAo characteristics in the marine and island Students living in a maritime area have distinctive characteristics, such as a marine area that is more extensive than the land area.
Hence, examples related to the maritime context should be integrated into learning.
Contextual learning can make students participate more actively and become more motivated (Putri et al.
, 2025a.
Widyaswarani et al.
, 2.
, as well as enhance their conceptual understanding (Dewi & Primayana, 2019.
Wahyuningtyas & Wuryadi, 2.
Moreover, contextual learning can create meaningful, adaptive, and inclusive learning.
Repeated contextual learning enables learners to develop competence in relating course content to their lived experiences over time (Junarti & Rauf, 2.
Table 2.
University StudentsAo Participation and Understanding Statements Yes (%) No (%) Students feel less active when the lectures are not engaging Students find it difficult to understand the material if it is not related to their environment Table 2 aims to demonstrate the urgency of developing an ethnophysics e-module.
Based on Table 2, 75% of students felt less active when lecturers were not interesting and found it difficult to understand the material when it was not related to their environment.
It means that the majority of students are influenced by the attractiveness of learning and needed contextual learning approach to comprehend the course content.
Unengaging lectures negatively affect studentsAo participation in learning.
This result highlights the importance of the learning approach.
The learning approach should be contextual and based on real Similar research findings indicate that contextual learning is effective because it associates learning content with real-world experience (Putri et al.
, 2025.
Various physics concepts can be linked to the real world, among them are ocean waves, buoyant forces acting on boats, and sea breeze.
Thus, it is necessary to design learning based on local problems and case studies.
The findings of this study indicate that designing learning materials is important for engaging students in learning activities.
Additionally, students find it difficult to grasp the material if it is not related to daily life examples.
This finding aligns with the concept of contextual learning, which emphasizes the importance of linking material to real-life experiences to create meaningful learning (Solin, 2.
Another finding of this study relates to the integration of the context of island marine The results of the study showed a gap between the need for the material in learning Jurnal Pembelajaran IPA dan Aplikasinya (QUANTUM) Vol.
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and its implementation.
Half of the students .
%) reported that the material was connected to the island marine environment, whereas the rest .
%) reported that the material did not integrate the island marine context.
It means that not all courses cover ethnophysics.
The content depends on the particular lecturers or the course, and there is a gap between studentsAo needs and implementation.
The main objective of this study was to analyze studentsAo responses to the developed ethnophysics e-module.
The two forms of student response are closed response, in which students respond to statements with provided answer choices, and open response, in which students respond freely.
The statements are shown in Table 4.
Results show that all students responded positively to the developed ethnophysics e-module.
Students agreed that the emodule addressed their needs and was linked to real-life examples in their surrounding In the development stage of teaching materials, the materialsAo responsiveness to studentsAo needs is an important consideration.
For example, in the ADDIE development model (Analysis.
Design.
Development.
Implementation, and Evaluatio.
At the Analysis stage, developers of teaching materials need to identify studentsAo needs and characteristics (Hidayat et al.
, 2.
Additionally, students argue that the material in the e-module promotes studentsAo understanding.
It shows that e-modules are not only a source of learning, but also a means of improving studentsAo understanding.
This finding is supported by PiagetAos theory, which states that knowledge is constructed by individuals through active interaction with their environment.
When physics concepts are linked to real situations around students, as in the developed e-module, then studentsAo understanding processes become more optimal (Pakpahan & Saragih, 2.
Furthermore, e-modules encourage student motivation, activity, and participation.
Students stated that they will be more motivated and active when learning with the e-modules.
Lestari & Sumartiningsih .
noted that motivation is stimulated when individuals are interested in what they learn.
The results of the study revealed that the developed e-module was able of drawing studentsAo interest.
Meanwhile, learning materials that align with studentsAo experiences can encourage them to participate actively in learning activities.
Thus, the developed ethnophysics e-module is feasible to use as a learning resource for physics.
Table 3.
Questionnaire Items for University StudentsAo Responses to the Ethnophysics e-Module Statements The e-module serves as a learning resource that addresses my needs as I live in an island-marine region The e-module provides material related to the islandAos marine area.
The material in the e-module is related to a lot of examples around the environment I live in .
sland-marine regio.
The physics e-module provides learning materials that are relevant/appropriate to my local environment The learning material in the e-module provides local environment examples of measurement concepts I will understand the material more easily when the learning material is connected to examples from my environment.
I will be active in lectures when the learning material is connected to examples from my environment.
e-modules shared/given by lecturers make me interested The e-modules can help me actively participate in a basic physics course.
The e-modules shared by lecturers can make me motivated to learn the basic physics course The most common teaching materials used in lectures are modules.
PowerPoint presentations, and books.
There is already an integration of the local context into the lecture, but it remains limited to certain courses.
The integration of ethnophysics in learning needs to be enhanced.
Some studentsAo suggestions regarding e-modules: e-modules should use or add original images as illustrations to explain concepts.
Students also suggested making the module look more appealing.
For instance, the original measuring device is shown in the Jurnal Pembelajaran IPA dan Aplikasinya (QUANTUM) Vol.
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original picture.
StudentsAo comments on the e-module were incorporated into the lecture process of the Basic Physics I course to make the lectures more relevant by including examples and cases relevant to the island marine area.
Another comment was that students wish these kinds of e-modules continue to be developed.
The results of this study affirm the importance of the relevance between the taught material and examples from studentsAo surrounding environment or experiences.
With the integration of the ethnophysics context into the course material, students no longer view learning material as abstract or difficult to understand.
In addition, teachers need to develop and implement ethnophysics-based teaching materials and reinforce contextual examples to ensure learning is responsive to studentsAo needs and relevant to them.
Nevertheless, this study did not use a large number of research subjects.
Therefore, further research is recommended to explore opinions more deeply regarding e-modules and their influence on students, with a larger number of respondents.
CONCLUSION
Etnophysics e-modul on measurement material received a positive response from the Students stated that the e-module was responsive to the needs, easy to understand, and encouraged motivation and engagement in learning.
This suggests that integrating the ethnophysics of island marine areas can make the material more relevant to studentsAo experiences.
The study revealed that the development of teaching materials should consider the characteristics, needs, and relevance of the material to studentsAo environment.
REFERENCES