Implementation of 5E Cycle-Based Learning Media Assisted by Scratch to Enhance Students' Physics Identity on Renewable Energy Topics

Abstract

Students' persistently low achievement in physics highlights the need for instructional media that better align with learners' characteristics and learning needs, particularly in fostering a sense of identity within the discipline. This study aims to develop an interactive physics learning medium based on the 5E learning cycle model, assisted by a three-dimensional Scratch application, to strengthen students' physics identity on the topic of renewable energy. This research and development study employed the 4D model, comprising the define, design, develop, and disseminate stages. Data were collected through a validation questionnaire assessing content validity, construct validity, media quality, pedagogical suitability, and readability, with five pre-service physics teachers serving as expert validators. The results yielded an average validity score of 3.56, placing the medium in the highly valid category. These findings suggest that the developed Scratch-based learning medium is both feasible and effective for supporting conceptual understanding and cultivating students' physics identity through engaging, interactive learning experiences. This study contributes to the growing body of research on technology-assisted physics instruction and offers practical implications for designing media that connect content mastery with students' identity development in science learning.