Evaluation of Content and Construct Validity of Learning Tools Based on Culturally Responsive Transformative Teaching Model with Socioscientific Issues Approach
Authors
Ahmad Aris Arifin , Agus Ramdani , Yayuk AndayaniPublished:
2025-08-01Issue:
Vol. 1 No. 1 (2025): AugustKeywords:
Validity, Learning Tools, Culturally Responsive Transformative Teaching Model, Socioscientific Issues ApproachArticles
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Abstract
This study aims to evaluate the content and construct validity of learning tools based on the Culturally Responsive Transformative Teaching model with a Socioscientific Issues approach. The research method used is Research and Development (R&D) with a 4D development design consisting of the define, design, develop and disseminate stages. The development stage is limited to validity testing by six expert validators to assess the learning tools, including the ATP, teaching module, e-module, student worksheets (LKPD), scientific argumentation skills test instrument, and scientific attitude questionnaire. The validity testing at this stage consists of content and construct validity. Data collection techniques involve validation questionnaire sheets. Data analysis techniques use Aiken's V validity index, and reliability testing uses the Percentage of Agreement method. Based on the results of content validity and construct validity tests, the learning tools based on the Culturally Responsive Transformative Teaching model with a Socioscientific Issues approach are categorized as highly valid, as the validity index is greater than 0.8. The reliability test results using the Percentage of Agreement method indicate that the inter-validator agreement percentage is reliable, as the agreement percentage exceeds 75% for all components of the learning tools, including the ATP, Teaching Module, E-Module, Student Worksheets (LKPD), Argumentation Test Instrument, and Scientific Attitude Questionnaire.
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