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bibo:abstract "The development of a physics module using the Problem-Based Learning integrated with Science, Technology, Engineering, and Mathematics (PBL-STEM) approach is expected to serve as an alternative teaching material to meet students’ learning needs. This study aimed to: (1) determine the characteristics of the developed PBL-STEM learning module in accordance with students’ needs and characteristics; (2) determine the feasibility of the PBL-STEM module based on the assessments of subject matter and media experts; (3) determine the practicality of the PBL-STEM module based on assessments from subject matter experts, media experts, and physics teachers; and (4) determine the effectiveness of the PBL-STEM module in improving students’ critical thinking skills. \r\n\r\nThis study employed a Research and Development (R&D) method using the 4D development model, which consists of the Define, Design, Develop, and Disseminate stages. Data were collected through observation, interviews, questionnaires, documentation, and tests. The research instruments included instrument validation sheets, critical thinking test validation sheets, module feasibility assessment sheets completed by subject matter experts, media experts, and physics teachers, student response questionnaires, as well as pretest and posttest questions measuring critical thinking skills. The data were analyzed using descriptive quantitative and qualitative techniques, while the improvement in students’ critical thinking skills was analyzed using the N-Gain test. The product trial was conducted at one of the Islamic senior high schools (MAN) in Yogyakarta, involving eleventh-grade students. \r\n\r\nThe results showed that the developed module has the characteristics of teaching material that integrates PBL-STEM elements into the presentation of learning materials and is complemented by learning activities and evaluation questions. The module obtained an average score of 4.67 from the subject matter expert, categorized as very feasible, 4.71 from the media expert, categorized as very feasible, and 4.89 from the physics teacher, also categorized as very feasible. Students’ responses to the use of the module reached 93.52%, categorized as very good, indicating that the module was easy to understand, interesting, and helpful in supporting the learning process. The analysis of students’ improvement in critical thinking skills showed an N-Gain score of 0.61, which falls into the moderate category. These findings indicate that the use of the PBL-STEM module was effective in improving students’ critical thinking skills. Therefore, the developed PBL-STEM learning module can be considered valid, practical, and effective for use as physics teaching material on Newton’s Laws to improve the critical thinking skills of senior high school students."^^xsd:string;
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