The Validity of Teaching Materials Oriented to Argument-Driven-Inquiry Model to Train Students’ Science Literacy
- DOI
- 10.2991/snk-19.2019.30How to use a DOI?
- Keywords
- Validity, Teaching Material, Argument-Driven-Inquiry, Science Literacy, Buffer Solution
- Abstract
Research related to the development of teaching materials using the Argument-Driven-Inquiry model to train Students’ Science Literacy which seems not to have been done. Therefore, the purpose of this study is to produce a valid teaching materials. The developed teaching materials focused on the buffer solution matter. Teaching materials developed include syllabus, lesson plans, textbooks, student worksheets, and science literacy tests. The Argument-Driven-Inquiry model referred to in developing teaching materials has eight steps, namely task identification; data collection and analysis; production of tentative arguments; argumentation session; compiling reports; double-blind group peer review; revised report; and explicit and reflective discussion. The science literacy trained in this study consists of six indicators. The study design used referred to the 4D Model Thiagarajan, S., Semmel, D.S., & Semmel, M.I.. Data were obtained from the results of the experts' validation using a validation instrument and were subsequently analyzed using a Likert scale. Based on the assessment of experts, the materials developed have a very valid and reliable category. Thus, the materials can be ready to be used in learning with little revision
- Copyright
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Faridatur Rofi'ah AU - Tukiran Tukiran AU - Endang Susantini PY - 2019/12 DA - 2019/12 TI - The Validity of Teaching Materials Oriented to Argument-Driven-Inquiry Model to Train Students’ Science Literacy BT - Proceedings of the National Seminar on Chemistry 2019 (SNK-19) PB - Atlantis Press SP - 211 EP - 215 SN - 2590-3195 UR - https://doi.org/10.2991/snk-19.2019.30 DO - 10.2991/snk-19.2019.30 ID - Rofi'ah2019/12 ER -