Laboratory-modified argument driven inquiry (LAB-MADI) module

Content validity process

I. L.L. Ping, Kamisah Osman

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

This paper aimed to determine the validity of the LAB-MADI module using the Content Validity Index (CVI) and Percentage Calculation Method (PCM). The survey was conducted through the evaluation of six experts via purposive sampling. The instrument used for the evaluation was content validity instrument. Based on the results of the analysis, the mean scores of CVI and PCM of the LAB-MADI module were 0.97 and 87.22%, respectively while the mean scores of CVI and PCM of eight practical activities based on the seven stages of the MADI model were 0.98 and 81.88% respectively. The results of the study indicated that the module has high validity in the six criteria assessed (suitability for target students, feasibility, time allocation and improving the dependent variables under study: argumentation skills, science process skills and concepts of diffusion and osmosis). Therefore, this module has great potential as a good module. This module is therefore recommended to be used and tested for its effectiveness. The module is also a form of alternative teaching method to guide biology teachers so that they can add value to students in terms of argumentation skills, science process skills and Biology concepts through practical work.

Original languageEnglish
Pages (from-to)129-140
Number of pages12
JournalJurnal Pendidikan IPA Indonesia
Volume8
Issue number1
DOIs
Publication statusPublished - 1 Mar 2019

Fingerprint

argumentation
biology teacher
science
evaluation
teaching method
biology
student
expert
time

Keywords

  • Argument-Driven Inquiry
  • Argumentation
  • Content Validity
  • Inquiry-Based science Instruction
  • Practical Work

ASJC Scopus subject areas

  • Education

Cite this

Laboratory-modified argument driven inquiry (LAB-MADI) module : Content validity process. / Ping, I. L.L.; Osman, Kamisah.

In: Jurnal Pendidikan IPA Indonesia, Vol. 8, No. 1, 01.03.2019, p. 129-140.

Research output: Contribution to journalArticle

@article{83495f8717814739943fd2be09d11ed6,
title = "Laboratory-modified argument driven inquiry (LAB-MADI) module: Content validity process",
abstract = "This paper aimed to determine the validity of the LAB-MADI module using the Content Validity Index (CVI) and Percentage Calculation Method (PCM). The survey was conducted through the evaluation of six experts via purposive sampling. The instrument used for the evaluation was content validity instrument. Based on the results of the analysis, the mean scores of CVI and PCM of the LAB-MADI module were 0.97 and 87.22{\%}, respectively while the mean scores of CVI and PCM of eight practical activities based on the seven stages of the MADI model were 0.98 and 81.88{\%} respectively. The results of the study indicated that the module has high validity in the six criteria assessed (suitability for target students, feasibility, time allocation and improving the dependent variables under study: argumentation skills, science process skills and concepts of diffusion and osmosis). Therefore, this module has great potential as a good module. This module is therefore recommended to be used and tested for its effectiveness. The module is also a form of alternative teaching method to guide biology teachers so that they can add value to students in terms of argumentation skills, science process skills and Biology concepts through practical work.",
keywords = "Argument-Driven Inquiry, Argumentation, Content Validity, Inquiry-Based science Instruction, Practical Work",
author = "Ping, {I. L.L.} and Kamisah Osman",
year = "2019",
month = "3",
day = "1",
doi = "10.15294/jpii.v8i1.16867",
language = "English",
volume = "8",
pages = "129--140",
journal = "Jurnal Pendidikan IPA Indonesia",
issn = "2339-1286",
publisher = "Universitas Negeri Semarang (UNNES)",
number = "1",

}

TY - JOUR

T1 - Laboratory-modified argument driven inquiry (LAB-MADI) module

T2 - Content validity process

AU - Ping, I. L.L.

AU - Osman, Kamisah

PY - 2019/3/1

Y1 - 2019/3/1

N2 - This paper aimed to determine the validity of the LAB-MADI module using the Content Validity Index (CVI) and Percentage Calculation Method (PCM). The survey was conducted through the evaluation of six experts via purposive sampling. The instrument used for the evaluation was content validity instrument. Based on the results of the analysis, the mean scores of CVI and PCM of the LAB-MADI module were 0.97 and 87.22%, respectively while the mean scores of CVI and PCM of eight practical activities based on the seven stages of the MADI model were 0.98 and 81.88% respectively. The results of the study indicated that the module has high validity in the six criteria assessed (suitability for target students, feasibility, time allocation and improving the dependent variables under study: argumentation skills, science process skills and concepts of diffusion and osmosis). Therefore, this module has great potential as a good module. This module is therefore recommended to be used and tested for its effectiveness. The module is also a form of alternative teaching method to guide biology teachers so that they can add value to students in terms of argumentation skills, science process skills and Biology concepts through practical work.

AB - This paper aimed to determine the validity of the LAB-MADI module using the Content Validity Index (CVI) and Percentage Calculation Method (PCM). The survey was conducted through the evaluation of six experts via purposive sampling. The instrument used for the evaluation was content validity instrument. Based on the results of the analysis, the mean scores of CVI and PCM of the LAB-MADI module were 0.97 and 87.22%, respectively while the mean scores of CVI and PCM of eight practical activities based on the seven stages of the MADI model were 0.98 and 81.88% respectively. The results of the study indicated that the module has high validity in the six criteria assessed (suitability for target students, feasibility, time allocation and improving the dependent variables under study: argumentation skills, science process skills and concepts of diffusion and osmosis). Therefore, this module has great potential as a good module. This module is therefore recommended to be used and tested for its effectiveness. The module is also a form of alternative teaching method to guide biology teachers so that they can add value to students in terms of argumentation skills, science process skills and Biology concepts through practical work.

KW - Argument-Driven Inquiry

KW - Argumentation

KW - Content Validity

KW - Inquiry-Based science Instruction

KW - Practical Work

UR - http://www.scopus.com/inward/record.url?scp=85065826957&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85065826957&partnerID=8YFLogxK

U2 - 10.15294/jpii.v8i1.16867

DO - 10.15294/jpii.v8i1.16867

M3 - Article

VL - 8

SP - 129

EP - 140

JO - Jurnal Pendidikan IPA Indonesia

JF - Jurnal Pendidikan IPA Indonesia

SN - 2339-1286

IS - 1

ER -