International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 13, Issue 2 (February 2026), Pages: 29-37

----------------------------------------------

 Original Research Paper

Integrating the STEMQ approach and digital flipbooks to enhance students’ science and digital literacy in basic physics courses

 Author(s): 

 Yusri Handayani 1, *, Rahmawati Rahmawati 1, Salwa Rufaida 1, Widiasih Widiasih 2, Mutahharah Hasyim 3, Ria Ristiani 4

 Affiliation(s):

  1Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar, Makassar, Indonesia
  2Faculty of Teacher Training and Education, Universitas Terbuka, South Tangerang, Indonesia
  3Faculty of Mathematics and Natural Science, Universitas Negeri Makassar, Makassar, Indonesia
  4Faculty of Teacher Training and Education, Universitas Cendrawasi, Jayapura, Indonesia

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0001-5139-5768

 Digital Object Identifier (DOI)

  https://doi.org/10.21833/ijaas.2026.02.004

 Abstract

The integration of digital technology into physics education has created new opportunities to improve teaching effectiveness and student engagement, particularly in complex subjects such as basic physics. This study examined instructional needs for developing flipbook-based digital teaching materials using the STEMQ approach, which integrates science, technology, engineering, mathematics, and Qur’anic values. A descriptive survey method was employed, with data collected from 20 lecturers and 95 pre-service physics teachers through questionnaires, interviews, and concept mastery tests. The results showed that lecturers had strong digital readiness, while students expressed a high demand for interactive, accessible, and spiritually relevant learning materials. Electricity and magnetism were identified as the most difficult topics in basic physics, which was confirmed by diagnostic test results revealing substantial conceptual gaps across different academic levels. The institutional infrastructure was found to be adequate, with sufficient digital facilities and internet access to support digital learning. The study concludes that developing flipbook-based digital teaching materials using the STEMQ approach is both pedagogically appropriate and contextually relevant. This needs analysis indicates that the proposed model has the potential to enhance digital and scientific literacy while integrating moral and spiritual values, in line with the objectives of Islamic higher education.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

 Digital physics education, Flipbook-based learning, STEMQ approach, Conceptual understanding, Islamic higher education

 Article history

 Received 30 August 2025, Received in revised form 16 January 2026, Accepted 27 January 2026

 Acknowledgment

We thank the participants, both students and lecturers, for their enthusiastic participation in this study. We are also grateful to Lembaga Penelitian Pengembangan dan Pengabdian kepada Masyarakat (LP3M) Universitas Muhammadiyah for their moral support, which made the successful completion of this study possible. We also thank Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM), Direktorat Jenderal Riset dan Pengembangan, Kementerian Pendidikan Tinggi, Sains, dan Teknologi, Republik Indonesia, through the Regular Fundamental Research funding scheme in 2025. 

 Compliance with ethical standards

 Ethical considerations

Ethical principles were observed throughout the study. Participation was voluntary, and informed consent was obtained from all participants prior to data collection. Participants were informed of the study’s purpose and their right to withdraw at any time without penalty. Responses were treated confidentially and analyzed anonymously, with no personally identifiable information collected. The study involved no physical, psychological, or social risk and was conducted in accordance with institutional guidelines and accepted ethical standards for educational research.

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

 Handayani Y, Rahmawati R, Rufaida S, Widiasih W, Hasyim M, and Ristiani R (2026). Integrating the STEMQ approach and digital flipbooks to enhance students’ science and digital literacy in basic physics courses. International Journal of Advanced and Applied Sciences, 13(2): 29-37

  Permanent Link to this page

 Figures

  Fig. 1  Fig. 2  Fig. 3  Fig. 4  Fig. 5  Fig. 6  Fig. 7 

 Tables

  Table 1  Table 2

----------------------------------------------   

 References (29)

  1. Ayata S, Oylumluoglu G, and Alpaslan MM (2024). Contributions of epistemological beliefs on energy literacy in lower-secondary school students in Turkey. Journal of Baltic Science Education, 23(3): 421-431.  https://doi.org/10.33225/jbse/24.23.421    [Google Scholar]
  2. Bakirci H, Kirici MG, and Kara Y (2022). The effectiveness of STEM-supported inquiry-based learning approach on conceptual understanding of 7th graders: Force and energy unit. Journal of Science Learning, 5(3): 452-468.  https://doi.org/10.17509/jsl.v5i3.43647    [Google Scholar]
  3. Bitar N and Davidovich N (2024). Transforming pedagogy: The digital revolution in higher education. Education Sciences, 14(8): 811.  https://doi.org/10.3390/educsci14080811    [Google Scholar]
  4. Bouchée T, de Putter-Smits L, Thurlings M, and Pepin B (2022). Towards a better understanding of conceptual difficulties in introductory quantum physics courses. Studies in Science Education, 58(2): 183-202.  https://doi.org/10.1080/03057267.2021.1963579    [Google Scholar]
  5. Chinwong S, Nedkun P, Photharin S, Hirankittiwong P, Thaoyabut P, Pongphaw N, Sanonok P, Buaphan P, and Maneesai K (2025). Enhancing attitudes and engagement in first‐year computer engineering students: Integrating TinkerCAD and physical experiments for learning angular acceleration, torque, and moment of inertia. Computer Applications in Engineering Education, 33(3): e70020.  https://doi.org/10.1002/cae.70020    [Google Scholar]
  6. de la Hoz MC, Solé-Llussà A, Haro J, Gericke N, and Valls C (2022). Student primary teachers’ knowledge and attitudes towards biotechnology—Are they prepared to teach biotechnological literacy? Journal of Science Education and Technology, 31: 203-216.  https://doi.org/10.1007/s10956-021-09942-z    [Google Scholar]
  7. Elbashir AM, Alkhair S, and Al-Thani NJ (2024). Fostering STEM learning: Exploring the integration of design thinking in Islamic STEM education. QiST: Journal of Quran and Tafseer Studies, 3(3): 411-432.  https://doi.org/10.23917/qist.v3i3.6138    [Google Scholar]
  8. Faresta RA, Nicholas TZS B, Chi Y, Sinambela IAN, and Mopoliu AZ (2024). Utilization of technology in physics education: A literature review and implications for the future physics learning. Lensa: Jurnal Kependidikan Fisika, 12(1): 1-27.  https://doi.org/10.33394/j-lkf.v12i1.11676    [Google Scholar]
  9. Feng Z and Liang M (2024). Design and development of small modular courses for “education-training integration” in vocational colleges: A case study. Journal of Contemporary Educational Research, 8(4): 10-15.  https://doi.org/10.26689/jcer.v8i4.6653    [Google Scholar]
  10. Gopinathan S, Kaur AH, Veeraya S, and Raman M (2022). The role of digital collaboration in student engagement towards enhancing student participation during COVID-19. Sustainability, 14(11): 6844.  https://doi.org/10.3390/su14116844    [Google Scholar]
  11. Gu J and Kim J (2025). Religious literacy in contemporary South Korea: Challenges and educational approaches. Religions, 16(6): 786.  https://doi.org/10.3390/rel16060786    [Google Scholar]
  12. Kotlyarova V, Rudenko A, Yaksa N, and Shubina M (2021). Digital technologies in modern higher educational space: Analysis of risks and threats. E3S Web of Conferences, 273: 12050.  https://doi.org/10.1051/e3sconf/202127312050    [Google Scholar]
  13. Kusmawan U (2024). Transforming digital learning and assessment strategies in higher education. Multidisciplinary Reviews, 8(1): 2025016.  https://doi.org/10.31893/multirev.2025016    [Google Scholar]
  14. Lossjew J and Bernholt S (2024). Pressure’s on: Exploring the course of chemical reactions with ARDUINO and GeoGebra in a hands-on science approach. Journal of Chemical Education, 101(7): 2912-2919.  https://doi.org/10.1021/acs.jchemed.4c00178    [Google Scholar]
  15. Owens DC, Sadler TD, Petitt DN, and Forbes CT (2022). Exploring undergraduates’ breadth of socio-scientific reasoning through domains of knowledge. Research in Science Education, 52: 1643-1658.  https://doi.org/10.1007/s11165-021-10014-w    [Google Scholar]
  16. Parhan M, Syahidin S, Somad MA, Abdulah M, and Nugraha RH (2024). Developing a contextual learning model in Islamic education to improve applicable knowledge and foster knowledge-based virtues. Jurnal Pendidikan Islam, 10(1): 75-86.  https://doi.org/10.15575/jpi.v10i1.35205    [Google Scholar]
  17. Pribadi P and Susanti A (2025). Fostering students' scientific and religious literacy through STREM-based transformative learning. International Journal on Education Insight, 6(1): 1-8.  https://doi.org/10.12928/ijei.v6i1.13185    [Google Scholar]
  18. Purina-Bieza KE (2021). Pedagogical digital competence and its acquisition in a teacher education programme. Human, Technologies and Quality of Education, 24: 333-351.  https://doi.org/10.22364/htqe.2021.24    [Google Scholar]
  19. Rahmatika R, Amin M, Al Muhdhar MHI, and Suwono H (2024). Socio-science spirituality learning model for cultivating student spirituality and science process skills at Islamic schools. International Journal of Evaluation and Research in Education, 13(4): 2621-2630.  https://doi.org/10.11591/ijere.v13i4.27056    [Google Scholar]
  20. Rahmawati R, Syamsuddin A, and Nurlina N (2024). Debriefing program of digital literacy-oriented teaching material development for prospective physics teacher students in the MBKM-teaching assistant program. KnE Social Sciences, 9(13): 869–876.  https://doi.org/10.18502/kss.v9i13.16012    [Google Scholar]
  21. Sari K and Duran M (2023). Examination of pedagogical content knowledge of pre-service primary school teachers towards STEM. Journal of Science Learning, 6(2): 154-180.  https://doi.org/10.17509/jsl.v6i2.51275    [Google Scholar]
  22. Sarwi S, Marwoto P, Susilaningsih E, Lathif YF, and Winarto W (2024). Science learning STEM-R approach: A study of students' reflective and critical thinking. Journal of Education and Learning, 18(2): 462-470.  https://doi.org/10.11591/edulearn.v18i2.21080    [Google Scholar]
  23. Siyi C, Yu Q, and Al-Samawi A (2023). Effects of digital education on human resource development. Human Systems Management, 42(6): 691-706.  https://doi.org/10.3233/HSM-230111    [Google Scholar]
  24. Solomon M (2021). Trust: The need for public understanding of how science works. Hastings Center Report, 51(S1): S36-S39.  https://doi.org/10.1002/hast.1227    [Google Scholar]
  25. Stojanović M and Maksimović B (2022). Scientific concepts related to physics from the perspective of students of biology. Journal of Physics: Conference Series, 2288: 012029.  https://doi.org/10.1088/1742-6596/2288/1/012029    [Google Scholar]
  26. Ussarn A, Pimdee P, and Kantathanawat T (2022). Needs assessment to promote the digital literacy among students in Thai community colleges. International Journal of Evaluation and Research in Education, 11(3): 1278-1284.  https://doi.org/10.11591/ijere.v11i3.23218    [Google Scholar]
  27. Wang HH, Hong ZR, She HC, Smith TJ, Fielding J, and Lin HS (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education, 9(1): 14.  https://doi.org/10.1186/s40594-022-00329-z    [Google Scholar]
  28. Wulandari T and Nurharini A (2023). Feasibility of digital-based flipbook teaching materials to improve learning outcomes of grade V elementary school students. Jurnal Pendidikan dan Pengajaran, 56(3): 622-633.  https://doi.org/10.23887/jpp.v56i3.67400    [Google Scholar]
  29. Yani D, Saifullah A, Kusumaningrum SR, and Dewi RSI (2023). Digital literacy in thematic learning of elementary school students with the assistance of flipbook media. Jurnal Konseling Pendidikan Islam, 4(1): 12-17.  https://doi.org/10.32806/jkpi.v4i1.223    [Google Scholar]