Development of an Ethno-STEAM-adapted Physics e-Module using a Deep Learning Approach to Improve Disaster Mitigation Literacy in Sikka Regency, Indonesia
This study aimed to develop, validate, and evaluate the effectiveness of a Deep Learning (DL) Physics Teaching e-Module, adapted through an Ethno-STEAM approach, to enhance disaster-mitigation literacy regarding earthquakes and volcanic eruptions among senior high school students in Sikka Regency, East Nusa Tenggara. A Research and Development design based on the Borg and Gall model was employed, integrated with a non-equivalent control group quasi-experimental design for the effectiveness phase. Participants comprised 285 students and 6 teachers from four senior high schools, seWlected through purposive sampling. Instruments included validation sheets (5 experts), student response questionnaires, observation sheets, and a 30-item achievement test (KR-20 = 0.84). Data were analyzed using descriptive statistics, independent t-tests, ANCOVA, exploratory factor analysis, and thematic analysis. The e-module demonstrated strong validity (mean CVI = 0.86, ICC = 0.84) and practicality (91.2% Perceived Pedagogical Relevance factor). Experimental classes achieved significantly higher post-test scores (M = 81.2, SD = 7.4) than control classes (M = 68.9, SD = 8.2), with ANCOVA confirming a large adjusted group effect (F(1,218) = 142.6, p < 0.001, partial η² = 0.395). Descriptive cross-school patterns indicated that implementation conditions differed in teacher ICT competency, principal support, and student access to technology; these school-level factors were not treated as inferential moderators because only three schools were included in the operational test. Thematic analysis of teacher interviews indicated that the e-module supported contextual negotiation between indigenous pire tanah knowledge and modern physics concepts (mechanical waves and Archimedes’ principle). Among the Sikka schools studied, the Ethno-STEAM-adapted DL Physics e-Module was a viable, practical, and effective instructional resource for disaster-mitigation literacy. Its implementation should be interpreted in light of differences in teachers' ICT capacity and school infrastructure. The proposed Synergistic Pedagogical Model (SPM-ESDL) offers a framework for further testing in other cultural and disaster contexts rather than a universally established model.
Keywords: ethnophysics, STEAM, deep learning, disaster mitigation, sikka.
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