Pengembangan Modul Pembelajaran IPA Berbasis Etnosains untuk Mengembangkan Ekoliterasi Siswa SMP

Abstract

Environmental issues are prevalent nowadays such as global warming, water pollution, deforestation, loss of biodiversity, forest fires, excessive plastic usage, and climate change. These environmental problems arise due to negative human behavior, where individuals fail to take responsibility for the environment. Education plays a crucial role in instilling environmental knowledge to address these issues. Environmental problems can be resolved through ecological literacy in an optimal science learning process. However, the learning process is less optimal due to the lack of teaching materials aimed at developing ecological literacy. One alternative teaching material to address this issue is modules. The developed modules are expected to differ from previous ones. The advantage of the developed modules lies in their ethnoscientific-based approach, which creates engaging and motivating learning experiences. The purpose of this study is to examine the content validity, construct validity, and readability of ethnoscientific-based modules to develop ecological literacy among junior high school students. The research method used is the ADDIE model development design consisting of three stages: analysis, design, and development. The instruments used are interview guidelines, content validity sheets, construct validity sheets, and readability assessments. The results show that (1) the percentage of content validity is 95,37% with a category of very valid, (2) the percentage of construct validity is 94,62% with a category of very valid, (3) the percentage of readability is 91,95% with a category of easy. Based on these findings, it can be concluded that ethnoscientific-based modules are valid in terms of content, construct, and have good readability to develop ecological literacy among junior high school students.