This study evaluates whether physics electronic teaching materials integrated with local wisdom and implemented through a STEM water purification project improve high school students’ problem-solving skills. A quasi-experimental two-group pretest–posttest design compared an experimental class receiving physics electronic teaching materials (PETM)-based STEM instruction with a control class following conventional lessons, using an assessment aligned to the Osborn-Parnes framework. The experimental class achieved significantly higher gains across all indicators and a consistently high effect size. The intervention is effective because PETM contextualizes abstract static-fluid concepts, weaves indigenous knowledge into meaningful tasks, structures inquiry through project-based STEM cycles, and provides guided reflection that turns ideas into feasible solutions. The approach advances 21st-century competencies, supports clean water literacy, and offers a scalable design for physics teaching aligned with sustainable development goals. The trial occurred in one school; future studies should broaden contexts and topics while retaining the local wisdom–infused, project-centred design. © School of Engineering, Taylor’s University.
Author Keywords
Index Keywords
