VALIDITY AND FEASIBILITY STUDY OF INNOVATIVE GUIDED NOTE-TAKING–BASED HANDOUTS FOR STATIC FLUID LEARNING IN GRADE XI SENIOR HIGH SCHOOL

Abstract

The availability of well-organized, captivating, and pedagogically sound teaching resources that encourage students' active participation has a significant impact on the caliber of physics education. However, the use of cutting-edge educational resources that methodically develop note-taking abilities and foster conceptual comprehension is still restricted at the senior high school level. The purpose of this study was to create and evaluate novel Guided Note-Taking (GNT)-based handouts for teaching static fluid concepts in Grade XI senior high school, as well as to assess their potential to enhance learning quality. The 4D model, which comprises the stages of define, design, and develop, was used in the study's Research and Development (R&D) method; the disseminate stage was not used. Using a Likert-scale assessment tool, six expert validators—three media professionals and three subject-matter experts—validated the product. The validation findings showed that the created GNT-based handouts received extremely practicable feasibility scores of 89.28% from the content experts and 90.78% from the media experts. Through a methodical, guided note-taking framework, the handouts were found to improve students' learning concentration, active participation, and conceptual understanding on a qualitative level. As a result, the creative GNT-based handouts have a great chance of being a successful substitute learning tool for senior high school static fluid education.