Pengembangan Bahan Ajar Berbasis Kontekstual untuk Mengembangkan Ekoliterasi Siswa pada Pembelajaran IPA SMP

Abstract

Ecoliteracy is considered to play an important role in shaping students to have a sense of caring and responsibility towards the surrounding environment. Developing ecoliteracy in science learning poses a challenge for teachers. This issue arises from the lack of connection between scientific concepts and the students' environmental context. Contextual-based teaching materials can serve as an alternative in school learning. The research aims to determine the content validation, construct, and readability of contextual-based teaching materials to develop students' ecoliteracy in junior high school science learning. The research method utilizes the ADDIE development model consisting of five stages: analyze, design, develop, implement, and evaluate. The results show that (1) the content validation percentage is 94,87% from the average of three validators, (2) the construct validation percentage is 94,33% from the average of three validators, (3) the readability percentage of teaching materials is 90,25% from the average of five ninthgrade students, thus it can be concluded that contextual-based teaching materials are highly suitable for use as learning resources in science learning and meet the criteria for easy readability. The teaching materials developed in this research can serve as learning resources and innovative references for teachers in teaching, as well as support students in independent learning at school.