Bridging the GAP in Middle School Physics: A Multi-Stakeholder Need Analysis for the Systematic Development of Guided Inquiry-Based Modules

Authors

  • Ana Della Della
  • Tri Ariani Physics Education, PGRI Silampari University, Lubuklinggau, Indonesia
  • Endang Lovisia Physics Education, PGRI Silampari University, Lubuklinggau, Indonesia

DOI:

https://doi.org/10.23960/jpf.v13i2.6

Keywords:

Needs Analysis, Physics Modules, Guided Inquiry

Abstract

This study considering the above description, this study presents an initial needs assessment focused on a pilot case study in developing physics modules for eighth-grade science learning using a guided inquiry approach. The method used is qualitative descriptive with the research subjects being a science teacher and three students representing high, medium, and low abilities. Data were collected through interviews and analyzed descriptively to obtain an overview of the learning conditions at school. The results showed that science learning was still teacher-cantered, specifically lacking the visualization of abstract concepts like (Hydrostatic pressure) and dominated by lectures, while teaching materials were limited to textbooks and student worksheets. Teachers faced significant barriers in aligning laboratory availability with curriculum demands, leading to a reliance on rote memorization. Students expressed a critical need for teaching materials that transition from static text to visual inquiry-based illustrations. This study concludes that developing guided inquiry-based physics modules is essential to foster active investigation. This analysis provides a replicable framework for schools facing laboratory resource constraints, offering a pedagogical model to enhance students’ scientific reasoning in resource-limited environments.

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Published

2026-04-18

Issue

Vol. 13 No. 2 (2025): Jurnal Pembelajaran Fisika (on process)

Section

Original Research Papers

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