Journal of Education and Teaching Learning (JETL)
Volume 7, Issue 1, January 2025
Journal Homepage:
http://pusdikra-publishing.com/index.php/jetl

Development of Learning Devices Using the Scientific Inquiry Learning
Model Based on Malay Culture to Increase Student Self Efficacy
Saima Putrini R Harahap1, Nely Kurnila2
1,2 Politeknik Negeri Ketapang, Indonesia
Corresponding Author :
saimaputrini@politap.ac.id
ABSTRACT

Key Word

The goal to be achieved is the increase in student self-efficacy through
the development of learning tools using a scientific inquiry learning
model based on Malay culture. This research is categorized into types
of development research. The developed device uses a 4-D model. This
research was conducted in the Mining Technology Study Program at
the Ketapang State Polytechnic, class 1-B, with 28 students. According
to the results of expert validation, the learning tools that have been
developed in this research are of good quality and meet valid criteria
by the validator, so they are suitable for use as learning tools.
Implementation of learning tools in the practical category (very good).
More than 80% of student responses were positive towards learning.
The average student self-efficacy questionnaire results showed an
increase from pretest to posttest in Trial II, with the pretest score being
83.43 and the posttest score reaching 119.32, out of a maximum score of
140. Based on these results, it can be concluded that student selfefficacy improved after implementing the learning devices using the
scientific inquiry model based on Malay culture, as evidenced by the
increase in scores from the pre-test to the post-test in Trial II.
Scientific Inquiry, Malay Culture, Self-Efficacy.

How to cite

https://pusdikra-publishing.com/index.php/jetl

ARTICLE INFO
Article history:
Received
06 January 2024
Revised
20 January 2024
Accepted
09 February 2024

Doi

10.51178/jetl.v7i1.2304

This work is licensed under a
Creative Commons Attribution-ShareAlike 4.0 International License

INTRODUCTION
Physics is a fundamental subject in education. It helps students
understand the natural world and the principles that govern it. Through
physics, learners develop critical thinking and problem-solving skills. The
subject lays the foundation for advancements in technology and scientific
research. Its importance extends to various fields, including engineering,
medicine, and environmental science. Good mastery of physics concepts is very
necessary so that students can understand the physical phenomena around
them and improve learning outcomes. However, based on initial observations,
it is known that student learning outcomes are still low. It can be seen from the
mid-semester exam scores where only 8 students (28.57%) got satisfactory

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scores. Students still find it difficult to understand physics material. Many
students give up when faced with physics questions. This has an impact on
students' low self-efficacy. Low student self-efficacy is due to ineffectiveness in
learning. It can be seen that in learning, the learning models used are less varied
and tend to use mathematical equations. Incompatibility of learning devices can
cause students to find it difficult to understand the material, which ultimately
reduces their confidence in their academic abilities.
Another challenge in learning physics is the lack of integration between
physics concepts and the culture and environment around students. In Malay
culture, many aspects of daily life can actually be explained by the principles of
physics. However, physics material in schools is often presented in a global or
modern context, without linking it to local phenomena that are closer to
students' lives. For example, the concept of heat transfer will be easier to
understand if it is related to how heat is transferred in everyday life. For
example, when cooking Kekicak (a typical Malay food), when the Kekicak is
boiled and cooked, it will come to the surface. This occurs because of heat
transfer which influences changes in the density of the food material. To
respond to existing problems, the proposed solution is the development of
Malay culture-based learning tools with the aim of increasing student selfefficacyTo respond to this problem, the proposed solution is the development
of learning devices with the aim of increasing student self-efficacy.
Self-efficacy is very important in learning, because self-efficacy influences
motivation, persistence and learning strategies (Syafitri et al., 2017). Students
who have high self-confidence in their abilities tend to be more motivated to
achieve academic goals, persist in the face of difficulties, and use effective
learning strategies (Kamil et al., 2022). Thus, self efficacy acts as an important
predictive factor in achieving optimal learning outcomes (Sen & Vekli, 2016).
However, the ineffectiveness of the learning carried out and the incompatibility
of learning tools with student needs results in a decrease in student learning
outcomes, which in turn causes low student self-efficacy.
Learning tools play a crucial role in the learning process as they serve as
essential instruments for achieving the objectives of the educational curriculum
(Siregar, 2019). The purpose of this is to determine how effectively the learning
material has been delivered, identify the indicators to be achieved, and outline
the follow-up actions to be taken (Wida et al., 2024). So, with good learning
tools, lecturers can more easily carry out innovations with various learning
models as guidelines for classroom learning activities that can be combined
with the students' culture. An effective learning model is the scientific inquiry
approach rooted in Malay culture. Learning outcomes are greatly enhanced

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through the scientific inquiry model, as students are trained to develop skills in
acquiring and processing information by engaging in critical thinking activities
that follow scientific procedures or methods. (Harahap et al., 2017). Integrating
the scientific inquiry learning model with Malay culture into the learning
process fosters a meaningful and enriched learning environment. This approach
is expected to enhance students' self efficacy and character, empowering them
to tackle problems more effectively.
The solution to addressing ineffective learning models is to implement a
scientific inquiry learning model rooted in Malay culture. This model is
structured to engage students in authentic investigative challenges, guiding
them to explore, Identify challenges or gaps related to concepts or methods
within the field, and develop strategies to address these problems effectively
(Harahap, 2024). Integrating the sciientific inquiry learning model with culturebased learning aims to help students construct meaning and foster creativity,
leading to a deeper understanding of the material. The issue of learning tools
being misaligned with students' character and cultural background can be
addressed by designing tools that incorporate the sciientific inquiry model
grounded in Malay culture. The organization and presentation of material
within these tools will be carefully structured and designed to captivate
students' interest and engagement (Ummi et al., 2017). Developing learning
tools that incorporate the sciientific inquiry model based on Malay culture
creates opportunities for pedagogical innovations rooted in local wisdom. This
approach allows students to learn in ways that align with their own traditions,
while staying connected to the culture inherent in their social system (Wijayanti
& Sudrajat, 2018)(Wijayanti & Sudrajat, 2018). With the development of these
learning tools, it is hoped that it can overcome low learning outcomes and
student self-efficacy. ..................
Muslim & Tapilouw (2015) it can be explained that science process skills
are increased through the implementation of the scientific inquiry approach.
Furthermore, Waziri (2018) concluded from his research Teaching Biology
concepts to class IX students using the scientific inquiry learning model proved
to be more effective compared to traditional methods. Harahap & Kalsum
(2024) explained that scientific inquiry based on Malay culture can improve
student learning outcomes. Students' cultural backgrounds have an influence
on students' learning processes at school (Monoarfa et al., 2023). And Pratama
et al., (2015) stated that students' physics learning outcomes can be improved by
developing modules based on an approach to exploring the natural
environment that is integrated with culture-based learning. (Purnamasari &
Nur Wangid, 2016) explained that the development of learning devices based

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on a scientific approach was effective in building students' caring and
disciplined character.
RESEARCH METHOD
This research was conducted at Ketapang State Polytechnic during the
odd semester of 2024/2025, from July to October 2024. The population in this
research were all students in the Mining Technology Study Program. The
sample for this research was taken from 1 (one) class. Sampling was carried out
using class random sampling. The samples in this research were class B
semester 2, totaling 28 students. This research is categorized as a type of
development research in which the Thiagaraian, Semmel, and Semmel
development models, known as the 4-D model, are used. Development research
focuses on product development, where the process is thoroughly documented,
and the final product is assessed for its effectiveness and quality (Sinaga et al.,
2008). The development process involves activities at each stage of the product's
creation. The final product is assessed based on predefined quality criteria. In
this research, the product is a scientific inquiry model learning tool based on
Malay culture, which is validated, deemed effective, and considered practical.
These learning tools, including semester learning plans, learning outcomes
assessments, and student self-efficacy questionnaires, are developed.
RESULT AND DISCUSSION
Validity of Learning Devices
The learning tools that incorporate the scientific inquiry model based on
Malay culture were evaluated by a team of experts who acted as validators.
Semester learning plan and student self-efficacy questionnaire instruments
were validated by them. The quality of the learning tools, in the form of
semester learning plans, as determined by the expert validation, is summarized
in the table below.
Table 1.
Validity Results of Semester Learning Plan
Validator
Assessment Category
No
Rated aspect
I
Format
1 Clarity of distribution of material
4
Good
I
2 Clear numbering system
5
Very good
3 Space arrangement/layout
4
Good
4 Appropriate font type and size
5
Very good
II
Contents

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No

Validator
Category
Assessment
4
Good
4
Good

Rated aspect
1
2

The truth of the content/material
Grouped into logical sections
Conformity of Study Program
3 Learning Achievements with Course
5
Very good
Achievements
The selection of approaches, models,
methods and learning tools is carried
4
5
Very good
out appropriately, thereby enabling
students to actively learn
Lecturer activities and student
activities are formulated clearly and
5 operationally, so that they are easy
4
Good
for lecturers to implement in the
classroom learning process
Suitability for learning using a
6 scientific inquiry model based on
3
Very good
Malay culture
7 Suitability of material sequence
3
Very good
8 Suitability of time allocation used
4
Good
9 Feasibility as a learning tool
4
Good
Language
1 Grammatical correctness
4
Good
2 Simplicity of sentence structure
4
Good
III
3 Clarity of instructions and directions
4
Good
The communicative nature of the
4
5
Very good
language used
Good
Average
4,18
The quality of the semester learning plan is assessed based on 3 aspects,
namely format, content and language. The format section consists of clarity in
the division of material, numbering system, space/layout arrangement,
suitability of type and size of letters. The content section consists of the
correctness of the content/material, grouped into logical parts, the suitability of
the learning achievements of study program graduates with the course
achievements, the selection of approaches, models, methods and learning
facilities carried out appropriately, so as to enable students to actively learn,
lecturers and other activities. Students are formulated clearly and operationally,
so that it is easy for lecturers to implement in the learning process in class,
suitability for learning using the Malay culture-based scientific inquiry model,
suitability of the sequence of material, suitability of the time allocation used,
suitability as a learning tool. Meanwhile, the language part consists of

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grammatical correctness, simplicity of sentence structure, clarity of instructions
and directions, communicative nature of the language used. Next, validation of
the student self-efficacy instrument was carried out. The results can be seen in
the following table.
Table 2.
Self-Efficacy Questionnaire Validation Results
Validator Assessment for Each Question Item
1
2
3
4
5
6
7
8
9
10 11 12 13 14
V V R V V V V V V V V V V V
15 16 17 18 19 20 21 22 23 24 25 26 27 28
R V V V V V V V V V V V V V
Note:
V = Valid ; R = Revision
It can be seen that the validator provides an assessment of the validity of
the content in the student self-efficacy questionnaire, namely with a valid
assessment. Next, the recommendation is with a slight revision. These results
show that all questions designed meet the valid criteria by the validator. The
suggestions for revising student self-efficacy have been corrected in accordance
with the validator's suggestions and scribbles. The conclusion from the
validator assessment results can be seen in the following table.
Table 3.
Validity Results of Learning Devices
No
Device
Validation Results
1
Semester Learning 4.18 (Good)
Plan
2
Self
Efficacy Valid
(with
minor
Questionnaire
revisions)
Instrument
According to Table 3, the total average value of the Semester Learning
Plan validation is 4.18. This value is then compared to the established validity
criteria, placing it within the "good" category, indicating that the Semester
Learning Plan meets the required validity standards. The validator concluded
that the Semester Learning Plan could be used with minor revisions.
Additionally, the validator evaluated the content validity of the student selfefficacy questionnaire, particularly the language and phrasing of the questions,
and determined that they were highly understandable and appropriately
written. The recommendations suggest only minor revisions. These results
indicate that all the questions designed meet the valid criteria set by the
validator. Based on the validation results for all the developed learning tools, it

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can be concluded that the tools meet the validity criteria as determined by the
validator.
The developed learning tools are deemed practical based on (1)
evaluations from experts and practitioners, who confirmed that the tools are
usable with little to no revisions needed; and (2) the observation results of the
implementation of the learning tools, which achieved at least the "good"
category. The average observation score for the implementation of the learning
tools during Trial I was 2.92. According to the assessment scale used for
evaluating the implementation of learning, the average score falls within the
sufficient category (2 ≤ P̅ ≤ 3). This indicates that the Malay culture-based
scientific inquiry model learning tools developed still require revision in terms
of their implementation. Following this, Trial II was conducted, and the average
observation score for the implementation of the learning tools was 4.39, which
falls within the very high category (4 ≤ P̅ ≤ 5).
In Trial II, the results from the student self-efficacy attitude questionnaire
were gathered. The questionnaire was administered at both the beginning and
the end of the trial to evaluate any changes in students' self-efficacy attitudes.
The data from the student self-efficacy attitude questionnaire in Trial II were
analyzed to determine the increase in student self-efficacy. This was achieved
by comparing the average scores of students before and after the
implementation of the learning, as indicated by the results of the questionnaire.
The improvement in student self-efficacy can also be evaluated using the Ngain formula. The table below shows whether there has been an increase in
student self-efficacy and categorizes the magnitude of this improvement.
Table 4.
Student Self-Efficacy N-gain
Pre Test Post Test
Total
2336
3341
Average
83.43
119.32
N-gain
0.63
Medium
Category
The analysis of the pretest and posttest scores revealed a moderate
increase in students' self-efficacy. Based on Table 18, it can be concluded that
the average score of the student self-efficacy questionnaire increased from the
pretest to the posttest in Trial II. The pretest score was 83.43, while the posttest
score was 119.32, with a maximum score of 140. These findings clearly
demonstrate that there was a significant improvement in student self-efficacy
from the pretest to the posttest, which can be attributed to the implementation
of the learning tools specifically designed using the Malay culture-based

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scientific inquiry model during Trial II. This improvement highlights the
effectiveness of integrating cultural elements with an inquiry-based learning
approach in fostering students' confidence and belief in their abilities to engage
with and master the learning material.
Discussion
The results of the validation for the learning tools using the developed
Malay culture-based scientific inquiry model revealed that the learning tools,
including the Semester Learning Plan and selfefficacy questionnaire, were
deemed valid and demonstrated a good level of validity. This indicates that the
developed learning tools have met the required validity criteria, which were
determined through expert evaluations. The validity of the learning tools was
achieved due to several factors, including the fact that the learning tool,
utilizing the scientific inquiry model based on Malay culture, fulfilled the
content validity requirements. This indicates that the development of the
learning tools aligns with the requirements of the existing curriculum. These
requirements are related to the learning outcomes that students are expected to
achieve, which are tailored to the lesson content and adapted to the steps of the
Malay culture-based scientific inquiry model.……………….
Second, the learning tools developed using the Malay culture-based
scientific inquiry model have met construct validity. This indicates that the
development of the learning tools aligns with the concepts and indicators of
self-efficacy, which are then integrated with learning activities following the
scientific inquiry model based on Malay culture.
The novelty of the research is to develop A strategy for organizing and
delivering material in learning tools is designed to ensure it is well-structured
and engaging for students. It is expected that meaning will be created and
creativity will be fostered through the combination of the scientific inquiry
learning model with Malay culture-based learning, leading to a deep
understanding of the material studied.
Moreover, the practicality of the learning tools was evaluated through
assessments from experts and practitioners, who concluded that the developed
tools could be used with minimal or no revisions. The expert evaluations
indicated that the components of the learning tools, such as Semester Learning
Plan and student self-efficacy questionnaires, are practical and can be
effectively used with only minor revisions. ………
To evaluate the practicality, the implementation of the learning tools in the
classroom was observed, and the results were categorized as either high (3 ≤ P̅ <
4) or very high (4 ≤ P̅ < 5). The instrument is considered effective if it has a
reliability coefficient of ≥0.75 or ≥75%. The practicality criteria based on the

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implementation of the learning tools in this research were met. In Trials I and II,
the implementation of the learning tools reached the very high category (4 ≤ P̅ <
5). Additionally, the reliability of the learning tool instruments in both trials
achieved the required standard, with a reliability coefficient of ≥0.75 or ≥75%,
indicating the instrument’s good quality. While some students in the first trial
were initially surprised by the learning tools, which required active
participation, by the second trial, students had adjusted and found the tools
more engaging and enjoyable.
The results of the posttest analysis of the student self-efficacy attitude
questionnaire in Trial II indicate an increase in student self-efficacy. This
improvement is reflected in the average scores from the self-efficacy
questionnaires completed by students. The increase is also evident in each of
the following indicators: (1) personal ability judgment (self), (2) regulation of
mastery and skills, and (3) self-discipline indicators. Mentoring programmes
based on cultural values have also proved effective in providing support and
guidance to students in dealing with academic and social challenges. Besides, a
culturally inclusive school environment also plays an important role in
strengthening self-efficacy (Faizah et al., 2024). Self-efficacy relates to students'
beliefs in their own ability to complete school assignments. Self-efficacy
influences the use of students' skills and influences students' critical thinking
skills (Sukma & Priatna, 2021). Incorporating cultural values into learning can
clearly explains the details of the learning material, classroom, environment
learning, learning methods, and culture-based learning approaches (Ratih et al.,
2024).
Lestari et al., (2024) applies the IB NOSA learning model in 8th grade
junior high school learning. IB NOSA is "inquiry based nature of science
argumentation. Based on the results of the research, it was found that the IBNOSA learning model is more effective in improving students' scientific literacy
skills compared to the discovery learning model. It is suggested that science
teachers should have a deep understanding of the Nature of Science (NOS) and
how to teach NOS through explicit reflective learning within an instructional
model. Developing learning tools using the PMRI approach can improve
student learning outcomes. Student learning outcomes are taken by providing
worksheets with a total of 10 questions. So the score obtained from group A is
100 while group B is 90 (Zahara et al., 2020).
Culture-based learning brings local culture which has not had a place in
the school curriculum, including in the learning process of various subjects at
school. The Banten Culture-based learning tool developed is suitable for use in
learning on theme 5 in grade 5 in elementary schools (Syafani & Wuryastuti,

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2023). Researchers develop ethnomathematics-based learning tools in the
culture of the Tulehu community, so that students are interested because what
they learn is in their daily activities (Rahim et al., 2016).
Development of Banten culture-based learning tools in the form of
learning implementation plans, teaching materials, student worksheets, and test
instruments (grids, test questions, scoring guidelines, and answer keys). The
advantage of the resulting product is that it presents learning tools based on
local wisdom, so that students can learn through presenting the culture in their
own region and learning becomes meaningful (Sarta & Wuryastuti, 2023).
The development of role-playing method learning tools based on local
culture "Sirondo-Rondoi" at Fathinah Kindergarten, Majene Regency has met
the criteria for validity, practicality and effectiveness. This research confirms
that the development of learning tools based on local culture can help in
achieving learning goals, especially in building healthy social relationships in
early childhood (Ulfah et al., 2024). The application of culture-based learning
can provide many benefits. This can create a sensitive learning environment so
that every student feels respected and heard (Akmalia et al., 2023). Culturebased learning can make a major contribution to forming a generation with
character and respect for Indonesia's cultural diversity (Hayati et al., 2024).
Coastal culture-based learning tools for teachers were developed. The
learning tools introduced become a reference for implementing the
Independent Curriculum in order to prepare syllabi, Learning Implementation
Plans, teaching materials, learning media, and evaluation, according to school
characteristics. This activity aims to improve the competency of teachers who
teach at the Karimunjawa Island Elementary School (Zaenuri et al., 2023).
Cultural based learning or cultural responsive education is a positive thing in
developing character and cognitive values. This is in line with the diversity that
exists in Indonesia, so that a variety of learning content can be implemented
(Patras et al., 2023).
Mathematics education that incorporates cultural elements is gaining
attention as a potential way to enhance students' math skills. However, prior
studies have not shown any conflicting results about its effectiveness when
compared to traditional teaching methods (Zuliana et al., 2025). The research
findings, derived from a random effects model, reveal a significant overall
effect size of 𝑔 = 0.93 and 𝑝 = 0.00. The data strongly supports the conclusion
that culture-based learning significantly enhances the mathematical learning
process, proving to be a more effective alternative to traditional teaching
methods. The findings from the heterogeneity analysis of moderator variables
reveal that factors such as the type of skill, education level, country, year of

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publication, and the diversity within culture-based learning all play a role in the
variance observed in the results.
This highlights that implementing learning tools designed with the
Javanese culture-based scientific inquiry model positively influences the
improvement of student self-efficacy. From the explanation above, it can be
concluded that collaboration encourages students to stay motivated in tackling
complex tasks, enhances opportunities for shared inquiry and discussion, and
supports the growth of independent learning skills. In summary, the scientific
inquiry learning model significantly improves students' self-efficacy compared
to conventional teaching methods. Thus, it can be concluded that learning tools
integrating the Malay culture-based scientific inquiry model are effective in
boosting student self-efficacy.
CONCLUSION
The integration of Malay culture in the scientific inquiry model creates a
learning environment that is more contextual, meaningful and relevant for
students. Through this approach, students not only understand scientific
concepts in more depth, but also develop self-confidence in solving academic
problems. The main factors that contribute to increasing self-efficacy include
cultural links to learning experiences, the use of inquiry methods that
encourage active exploration, and social and emotional support that is
strengthened through Malay cultural values. Thus, the learning tools developed
are able to increase students' self-confidence in applying scientific skills in
various contexts, both academic and everyday life.
The advantages of this research include the fact that the developed
learning tools have met the validity criteria. This is reflected in the validator
assessments, where all validators confirmed that the tools were of good quality
and suitable for trials. Additionally, the learning tools produced were based on
Malay culture, further enhancing their relevance and applicability.
This model was developed in the Malay cultural context, so the results
may not be completely generalizable to other cultures. Further research can
explore the application of this model in different cultures to see the extent of its
effectiveness in increasing student self-efficacy. Other actors such as differences
in student learning styles, socio-economic backgrounds, and lecturers' readiness
to implement this model have not been fully explained. Further studies can
investigate how these external factors influence the effectiveness of the Malay
culture-based scientific inquiry model.

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