Development of an Inquiry-Based Basic Physics Lab Module to Improve the Scientific Process Skills of UNTL Students

Claudia Mariska M. Maing; Oktavianus Ama Ki`i; Maria Gorette A. Da Silva; Donatus de Fátima Ude

doi:10.30822/magneton.v4i2.5506

Authors

Claudia Mariska M. Maing Universitas Katolik Widya Mandira
Oktavianus Ama Ki`i Universitas Katolik Widya Mandira
Maria Gorette A. Da Silva National University of East Timor
Donatus de Fátima Ude National University of East Timor

DOI:

https://doi.org/10.30822/magneton.v4i2.5506

Keywords:

Laboratory Module; Inquiry; Basic Physics; Science Process Skills; ADDIE Model; UNTL

Abstract

This study aims to develop Inquiry-Based Lab Modules for the Basic Physics 1 and Basic Physics 2 courses to improve the Science Process Skills (SPS) of students in the Physics Education Program at the National University of Timor-Leste (UNTL). The low level of students’ SPS, as indicated by an average pretest score of 42.8 (SD = 8.1), and the lack of contextual inquiry-based lab modules form the background of this study. The study employed the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation) with 64 first- and third-semester students from the 2026 academic year as research subjects. Validation was conducted by three expert validators (content, instructional design, and language). Effectiveness was tested using a one-group pretest-posttest design, while practicality was measured through a student response questionnaire. The validation results showed an average acceptability of 87.6% (highly acceptable). Practicality received an average student response score of 87.7% (very good). The effectiveness test yielded an average N-Gain of 0.64 (moderate) and a Cohen’s d of 1.87 (very large). The greatest improvements occurred in the aspects of formulating hypotheses (N-Gain = 0.72) and analyzing data (N-Gain = 0.67). The module proved to be valid, practical, and effective in improving the science process skills of UNTL Physics Education students within the context of limited university resources

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