Abstract
Abstract: The purpose of this study was to determine the validity and reliability of the Gravi-STEM Module, which was developed by employing Sidek’s Module Development Model. Three experts in the fields of teaching and learning (T&L) and STEM education evaluated the content validity of the module. A pilot study was carried out on 30 students in a secondary school where the students participated in all of the Gravi-STEM Module’s specified activities to examine the reliability of the Gravi-STEM Module. Then, the students’ feedback was evaluated by filling out a module’s reliability questionnaire. From the viewpoint of experts‘ consensus, the module had good content validity and excellent reliability, with content validity coefficients of 0.88 and module reliability coefficients of 0.95, respectively. All of the experts’ suggestions and comments were taken into account, and modifications were made so that it could be used as an effective STEM teaching module. This module is intended to be an addition to the present STEM integration module and to effectively contribute to teachers and students conducting T&L using a STEM approach. Moreover, this study intends to provide an insight into the application of STEM T&L based on an Inquiry-Based Learning (IBL) strategy that can assist the students in rectifying alternative concepts, improving Higher Order Thinking Skills (HOTS), and stimulating their interest specifically in the gravitation topic in the Standard Based Curriculum for Secondary Schools (KSSM) Physics subject.
 Keywords: STEM; module; physics; gravity; reliability
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