Tia Sarawati, Ismail Fikri Natadiwijaya
Science education often relies on conventional teaching materials that lack cultural relevance, which can reduce student engagement and critical thinking. A promising solution is the use of digital modules within an Inquiry-Based Learning (IBL) framework, integrated with local wisdom. This study aimed to evaluate the effectiveness of a science e-module incorporating the Mega Mendung batik-making tradition in enhancing students' critical thinking and cultural awareness. The study employed a quasi-experimental design with a pretest-posttest control group, involving 61 eighth-grade students (30 in the experimental group and 31 in the control group) selected through random sampling. Data were collected using critical thinking and cultural awareness tests and analyzed using paired and independent sample t-Tests, along with effect size calculations. The results showed a very large effect size for critical thinking (d=3.14) and cultural awareness (d=2.31) in the experimental group. These findings suggest that integrating local cultural heritage into digital science modules within an IBL framework significantly promotes both cognitive and affective development. This approach offers a contextualized and culturally responsive model for 21st-century science education, bridging scientific literacy with cultural identity. © 2025 IEEE.
Yogyakarta State University, Science Education Department, Yogyakarta, Indonesia
