Integrating Web-Based Physics E-Book and Problem-Based Learning to Enhance Critical Thinking and Learning Independence in Multicultural Classrooms

Abstract

The integration of educational technology and culturally responsive pedagogy is essential in enhancing 21st-century skills among students. This study aims to develop and evaluate a web-based physics e-book supported by a Problem-Based Learning (PBL) model to foster critical thinking and self-regulated learning in the topic of static fluids. The study, conducted in a multicultural senior high school setting in Indonesia, follows the ADDIE development model: Analyze, Design, Develop, Implement, and Evaluate. The sample included students from grade XI MIPA at SMA Negeri 1 Banguntapan, divided into one experimental and two comparison groups. Instruments included expert validation checklists, essay-based critical thinking tests, and self-regulated learning questionnaires. Feasibility was evaluated through expert judgment and student readability feedback, while effectiveness was assessed using Generalized Linear Model (GLM) and Eta Square statistics. Results show that the e-book is highly feasible and significantly effective in improving students' critical thinking and learning independence. Importantly, the design also considers diverse cultural learning needs, supporting equity and inclusion in science education. The findings highlight the potential of integrating web-based media and PBL in promoting culturally inclusive, autonomous, and higher-order thinking education.