Development of An Ethnophysics-Based Flipbook E-Module Using Lato-Lato to Improve Students’ Conceptual Understanding of Momentum and Impulse

Abstract

This study aimed to develop and evaluate an ethnophysics-based digital flipbook e-module integrating the traditional lato-lato game and Problem-Based Learning (PBL) to enhance high school students’ conceptual understanding of momentum and impulse. The study employed the 4D development model, comprising the Define, Design, Develop, and Disseminate stages. Three expert validators assessed the e-module's validity in terms of content, media, and language, while its practicality was evaluated through individual testing (n = 3) and small-group testing (n = 10). Changes in conceptual understanding were examined using a one-group pretest–posttest design involving 35 students and a 25-item conceptual understanding test (Cronbach's alpha = 0.70). Expert validation yielded an overall mean score of 3.88 on a four-point scale, while the individual and small-group practicality tests produced scores of 66% and 78%, respectively. The mean test score increased from 53.8 to 83.1, with a normalized gain (N-gain) of 0.64, indicating a moderate improvement. A paired-samples t-test revealed a statistically significant within-group difference, t(34) = −21.67, p < 0.001, with a standardized mean change of Cohen's  ≈ 3.67. These findings support the validity and practicality of the developed e-module and indicate improved students' conceptual understanding scores during implementation. Integrating culturally familiar collision phenomena, PBL activities, and digital learning support offers a contextualized approach to teaching momentum and impulse. However, the absence of a comparison group limits causal interpretations of the observed improvement.