Conformity of Intellectual Development and Constructivism Textbooks of Science-Based Physics

AMPLITUDO 4(1) (2025) AMPLITUDO: Journal of Science & Technology Innovation https://journals.balaipublikasi.id Conformity of Intellectual Development and Constructivism Textbooks of Science-Based Physics Ridha Amalila Choir1, Siti Ike Nur Jannah Tiara1, Moza Oriana Rahmadinanti1, Adinda Nina Eka Sakti1, Rany Angeline Yulianto1, Amallia Rizky1, Moh. Dimas Feri Hermansyah1, Ima Ainur Rohmah1, I Ketut Mahardika123*, Subiki1 1Bachelor of Physics Education, University of Jember, Jember, East Java, Indonesia. of Science Education, University of Jember, Jember, East Java, Indonesia. 3Doctor of Science Education, University of Jember, Jember, East Java, Indonesia. 2Master Received: July 04, 2024 Revised: December 12, 2024 Accepted: February 20, 2025 Published: February 28, 2025 Corresponding Author: I Ketut Mahardika DOI: 10.56566/amplitudo.v4i1.81 © 2025 The Authors. This open access article is distributed under a (CC-BY License) Abstract: Most students need help understanding physics material, especially Newton's laws. This is due to the thought that physics material is complex and requires memorizing formulas. This study aims to make it easier for students to understand physics material through Scientific-Based Textbooks. The research method uses research and development, which is used to create teaching material products and test product effectiveness. This study uses four stages: defining, designing, developing, and disseminating. The results showed that the teaching materials made in the form of textbooks were valid according to the results of the validation instruments that the validator had validated. The validator instruments include the eligibility of textbooks in the form of material, presentation systematics, language, contextual aspects, accessibility, navigation, communication, display quality, and the overall function of the media. The results of the percentage of validators related to the language feasibility of the Physics Textbook show the average rate by the two validators, namely 88.3% and 85%. The resulting percentage is feasible because the validity coefficient is > 85%. These results indicate that the Scientific Based Physics Textbook can be used after revision. Keywords: Constructivism; Intellectual; Physics; Science-Based Introduction Teaching materials are a device that contains learning materials for achieving the expected goals (Asmara, S. et al., 2020). Teaching materials must be designed by building students' knowledge through what students see and read. With teaching materials, students can study material without the help of educators and can find a concept from material that has been read in teaching materials. From this statement, it is necessary to design teaching materials to help students find concepts from the material (Maiyena, S., et al., 2020). The independent curriculum emphasizes students playing an active role and teachers playing a passive role in learning, so a scientific approach is needed to foster positive responses and improve students' critical thinking. Through a scientific approach, it is expected to achieve competency in the curriculum. One of them can improve students' critical thinking so they can complete a project (Ulandari, F., et al. 2018). The scientific approach, in which students play an active role in learning, raises the high quality of science learning outcomes, especially in physics. (Jannah, M., 2019). In globalization, intellectual development plays a significant role in forming quality Human Resources (HR). Intellectual development can be formed from small to large. This intellectual development is one of the capital to continue higher education equipped with sufficient skills and knowledge. Every child has different intellectual development, so educators can adjust the character of each student to develop their intelligence ___________ How to Cite: Choir, R. A., Tiara , S. I. N. J., Rahmadinanti, M. O., Sakti, A. N. E., Yulianto, R. A., Rizky, A., … Rohmah, I. A. (2025). Conformity of Intellectual Development and Constructivism Textbooks of Science-Based Physics. AMPLITUDO: Journal of Science and Technology Innovation, 4(1), 42–47. https://doi.org/10.56566/amplitudo.v4i1.81 AMPLITUDO: Journal of Science & Technology Innovation (Putriana, S. et al, 2021). Intellectual development is related to the potential of the human brain, which is related to how to gain knowledge from the environment, changes in abilities and patterns of thinking and proficiency in the language. The process of intellectual development in children is like putting together several words into sentences, solving problems, observing what is happening in the environment and telling parents or those closest to them about the experiences they get (Oktavia, S. A., 2021:127). Constructivism is a theory that states that students' understanding is based on how they acquire and shape knowledge naturally through experiences and interactions that are experienced (Yunita. L., et al, 2021). The advantages of constructivism theory in school learning include training students independently, thinking critically, creatively, and innovatively to establish collaboration between students. Based on the process that has been passed, constructivism theory is considered capable of expanding students' cognitive development and providing support for conducive learning process conditions. There are several ways to maximize the application of an approach with constructivism theory, including educators being able to motivate students to learn to develop critical thinking skills, understand concepts by comparing events in everyday life, and carry out learning activities by integrating scientific methods (Agustia, L. dan L. Dwiridal, 2019). The scientific approach, known in the 2013 curriculum, embodies constructivism theory. The scientific approach is the 5M (observing, asking, trying, reasoning, and communicating (Risma, M., et al, 2019). (Kemendikbud, 2014) The scientific approach to learning consists of five main learning experiences: observing, asking, gathering information, associating, and communicating. Learning with a scientific approach is a learning process designed in such a way that students actively construct concepts, laws, or principles through stages of learning that involve process skills such as observing, classifying, measuring, predicting, explaining, and concluding. The scientific approach has several characteristics, including student centers (student-centred), carrying out learning activities by integrating science process skills in constructing concepts, involving cognitive processes with higherlevel thinking to stimulate students' cognitive development, and being able to develop student character (Putri, I et al. 2020). Physics is a natural science that discusses natural phenomena and phenomena. In physics, students must understand the material, principles, concepts, theories and laws, requiring a scientific attitude and critical thi (...truncated)