Validity and Practicality of Reaction Rate Module Based on Problem Based Learning Integrated Socio-Scientific Issues for Phase F

Authors

Feyges Frilla Firanti , Andromeda , Alizar , Desy Kurniawati

DOI:

10.29303/jppipa.v11i3.10432

Published:

2025-03-25

Issue:

Vol. 11 No. 3 (2025): March

Keywords:

Module, Problem based learning, Reaction rate, Socio-scientific issues

Research Articles

Downloads

How to Cite

Firanti, F. F., Andromeda, Alizar, & Kurniawati, D. (2025). Validity and Practicality of Reaction Rate Module Based on Problem Based Learning Integrated Socio-Scientific Issues for Phase F. Jurnal Penelitian Pendidikan IPA, 11(3), 115–123. https://doi.org/10.29303/jppipa.v11i3.10432
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

design stages, this research only focuses on the development stage, namely the validity and practicality tests. The research instruments used were validation questionnaires and practicality questionnaires for teachers and students. The validity test was carried out by 5 expert teams and the practicality test was carried out on two chemistry teachers and 34 phase F students. The results of construct and content validity tests were obtained at 0.89 and 0.93 with valid categories. The results of the module's practicality test conducted by teachers and students amounted to 92.92% and 87.45% with a very practical category. The results showed that a valid and practical PBL-based reaction rate module integrated with SSI was produced for phase F students.

References

Afrianis, N., & Nurhadi, N. (2022). The Effect of Socio Scientific Issues Approach on Students' Science Literacy Ability on Petroleum Material. Journal of Chemical Education Research (JRPK), 12(1), 10-18. https://doi.org/10.21009/JRPK.121.02

Amdayani, S., Dibyantini, R., Darmana, A., & Dalimunthe, M. (2022). Development of Socio-Scientific Issues Based Reaction Rate Module and Science Literacy Oriented. Proceedings of the 4th International Conference on Innovation in Education, Science and Culture (ICIESC). http://dx.doi.org/10.4108/eai.11-10-2022.2325292'

Amryani, U., Burhanuddin, B., & Siahaan, J. (2024). Development of Chemical Module Based on Problem Based Learning on Petroleum Material in SMAN 2 Mataram. Chemistry Education Practice, 7(1), 159-163. https://doi.org/10.29303/cep.v7i1.5147

Andromeda, A., Ellizar, E., Iryani, I., Bayharti, B., & Yulmasari, Y. (2018). Validity and practicality of reaction rate module integrated with experiments and science process skills for chemistry learning in high school. Journal of Exact Education (JEP), 2(2), 132-139. https://doi.org/10.24036/jep/vol2-iss2/250

Antris, N. F., & Andromeda, A. (2023). Effectiveness of Guided Inquiry-Based Reaction Rate E-Modules Integrated with Experimental Videos on Student Learning Outcomes. Journal of Mipa Education, 13(1), 205-210. https://doi.org/10.37630/jpm.v13i1.863

Arifin, A. A., Ramdani, A., & Andayani, Y. (2024). Development of Learning Tools Based on the Culturally Responsive Transformative Teaching Model with a Socio-Scientific Issues Approach: Evaluation of Validity and Practicality. Journal of Science Education Research, 10(11), 9141-9155. https://doi.org/10.29303/jppipa.v10i11.9188

Arikunto, S. 2021. Classroom Action Research Revised Edition. Jakarta: Bumi Aksara

Asri, A. S. T., & Dwiningsih, K. (2022). Validity of Interactive E-Module as Learning Media to Train Visual Spatial Intelligence on Covalent Bonding Material. PENDIPA Journal of Science Education, 6(2), 465-473. https://doi.org/10.33369/pendipa.6.2.465-473

Azizah, D. N., Irwandi, D., & Saridewi, N. (2021). The effect of problem-based learning model with socio scientific issues context on students' science literacy skills on acid-base materials. Journal of Chemical Education Research (JRPK), 11(1), 12-18. https://doi.org/10.21009/JRPK.111.03

Carolina, A., Aisyah, R. S. S., & Wijayanti, I. E. (2024). Development of Teaching Modules for the Independent Curriculum Based on Socio-Scientific Issues on Global Warming Material. Journal of Chemical Education Innovation, 18(2), 102-111. https://doi.org/10.15294/dv416v57

Chang R., (2010). Chemistry, 10th Edition. McGraw-Hill Education.

Darnella, R., Syarifah, S., & Afriansyah, D. (2020). Application of Concept Mapping Method and its Effect on Students' Critical Thinking Ability on Motion System Material at MAN 1 Palembang. Journal of Intellectualita: Islamic, Social and Science, 9(1), 73-86. https://doi.org/10.19109/intelektualita.v9i1.5579

Elisyah, N., Fonna, M., & Ayunda, D. S. (2024). Practicality of Mathematics Learning Media on Algebra Materials Based on PMRI Approach. Indo-MathEdu Intellectuals Journal, 5(3), 3434-3440. https://doi.org/10.54373/imeij.v5i3.1142

Elviati, B., Sya'bania, N., & Megati, A. (2024). Development of PBL-based Chemistry Learning E-Modules on Electrolyte and Non-Electrolyte Solution Materials. Konstanta: Journal of Mathematics and Natural Sciences, 2(1), 75-96. https://doi.org/10.59581/konstanta.v2i1.2000

Fahmi, N., Nurlina, N., & Sualfasyah, S. (2023). Development of Science Literacy-Based Modules to Improve Grade IV Social Studies Learning Outcomes. Naturalistic: Journal of Education and Learning Studies and Research, 7(2), 1508-1518. https://doi.org/10.35568/naturalistic.v7i2.2819

Fauziah, Z., Susanti, D., & Sari, L. Y. (2023). Validity of Project-Based Learning E-Modules on Environmental Change Material for SMA/MA. Tambusai Education Journal, 7(3), 21197-21201. https://doi.org/10.31004/jptam.v7i3.9647

Febriana, R. N., Suryani, D. I., & Taufik, A. N. (2023). Development of E-Modules Based on Socio-Scientific Issues on the Theme of Food Loss and Food Waste to Train Critical Thinking Skills. Journal of Mathematics and Natural Sciences Education, 13(2), 445-453. https://doi.org/10.37630/jpm.v13i2.1004

Febrila, P. Z. (2024). Development of Salt Hydrolysis Module Based on Problem Based Learning Integrated with TPACK to Improve Numeracy Literacy Skills of Phase F SMA Students. Journal of Science Education Research, 10(10), 7861-7872. https://doi.org/10.29303/jppipa.v10i10.8615

Gultom, E. H., & Amdayani, S. (2023). Development of STEM-based Chemistry E-Modules on Reaction Rate Material. Journal of Educational Technology: Journal of Learning Research and Development, 8(2), 425-434. http://dx.doi.org/10.33394/jtp.v8i2.7081

Handayani, A. A. A. T., Muhali, M., & Pahriah, P. (2024). Development of Problem Based Learning (PBL) Based Module on Reaction Rate Material. Multi Discere Journal, 3(1), 1-10. https://doi.org/10.36312/mj.v3i1.2226

Handayani, Z., Halim, A., & Khaldun, I. (2021). The Impact of handbooks on the concept understanding and learning interests of students on the concept of reaction rate. Journal of Science Education Research, 7(2), 239-248. https://doi.org/10.29303/jppipa.v7i2.628

Hanifah, N., & Hidayah, R. (2024). Development of e-Modules Oriented to Problem Based Learning (PBL) to Train Creative Thinking Skills on Reaction Rate Material. Journal of Chemistry Education FKIP Halu Oleo University, 9(2), 175-192. https://doi.org/10.36709/jpkim.v9i2.99

Haspen, C. D. T., Syafriani, S., & Ramli, R. 2021. Validity of high school physics e-modules based on guided inquiry integrated with ethnoscience to improve students' creative thinking skills. Journal of Exact Education (Jep), 5(1), 95-101. https://doi.org/10.24036/jep/vol5-iss1/548

Hisyam, M., & Handayani, S. (2024). The Influence of Guided Inquiry Learning in the Context of Socio-Scientific Issues (SSI) on Students' Chemistry Literacy and Environmental Awareness on Reaction Rate Material. Journal of Science Education Research, 10(8), 5877-5884. https://doi.org/10.29303/jppipa.v10i8.7369

Indah, A., Lufri, L., & Zulyusri, Z. (2022). Validity and Practicality of Science Teaching Materials Based on the Scientific Approach. Esabi Journal (Journal of Biology Education and Science), 4(1), 1-9. https://doi.org/10.37301/esabi.v4i1.21

Isnaini, N., Listiadi, A., & Subroto, W. T. (2022). Validity and Practicality of Contextual-based E-Modules of OTK Facilities and Infrastructure Subjects for Students of the Office Management Automation Expertise Program. Journal of Office Administration Education (JPAP), 10(2), 157-166. https://doi.org/10.26740/jpap.v10n2.p157-166

Jasmi, L. (2024). Development of Natural Science E-Module Based on ICARE Model Integrated with SETS Approach to Improve Students' Critical Thinking Skills. Journal of Science Education Research, 10(SpecialIssue), 89-99. https://doi.org/10.29303/jppipa.v10iSpecialIssue.7817

Larasati, M., Fibonacci, A., & Wibowo, T. (2018). Development of problem-based learning based module on polymer material class XII SMK ma'arif nu 1 sumpiuh. Journal of Tadris Kimiya, 3(1), 32-41. https://doi.org/10.15575/jtk.v3i1.2038

Lubis, S. P. W., Suryadarma, I. G. P., & Yanto, B. E. (2022). The effectiveness of problem-based learning with local wisdom oriented to socio-scientific issues. International Journal of Instruction, 15(2), 455-472. https://doi.org/10.29333/iji.2022.15225a

Musengimana, J., Kampire, E., & Ntawiha, P. (2022). Effect of task-based learning on students' understanding of chemical reactions among selected Rwandan lower secondary school students. Journal of Baltic Science Education, 21(1), 140-155. https://doi.org/10.33225/jbse/22.21.140

Mustofa, R. F., & Hidayah, Y. R. (2020). The Effect of Problem-Based Learning on Lateral Thinking Skills. International Journal of Instruction, 13(1), 463-474. https://doi.org/10.29333/iji.2020.13130a

Nasution, R. A., & Sutiani, A. (2022). Development of discovery learning-based module integrated with science literacy on the subject of acid-base solution at Cerdas Murni Private High School. Journal of Educational Technology: Journal of Learning Research and Development, 7(2), 249-259. https://doi.org/10.33394/jtp.v7i2.5642

Nurhamida, N., & Andromeda, A. (2023). Validity and Practicality of Teaching Modules Based on Project Based Learning on Physics and Chemical Changes in Class X SMA / MA. Journal of Mipa Education, 13(2), 398-403. https://doi.org/10.37630/jpm.v13i2.965

Nurkhasanah, M. F., & Rohaeti, E. (2024). Development of Electronic Student Worksheet Based on Problem Based Learning on Electrochemical Materials. Journal of Science Education Research, 10(2), 988-995. https://doi.org/10.29303/jppipa.v10i2.6185

Nurlatifah, S., Tukiran, T., & Erman, E. (2018). The Development of Learning Material Using Learning Cycle 7E with Socio-scientific Issues Context in Rate of Reaction to Improve Student's Argumentation Skills in Senior High School. In Mathematics, Informatics, Science, and Education International Conference (MISEIC 2018) (pp. 81-86). Atlantis Press. https://doi.org/10.2991/miseic-18.2018.20

Priyanka, L. M., & Selamat, I. N. 2021. Socio-Scientific Issue Based Instruction in Environmental Science Course. Indonesian Journal of Science Education and Learning, 11(1), 29-36. https://doi.org/10.23887/jppii.v11i1.60846

Rahayu, A., Ilmi, R. N., Alimuddin, A., Astuti, S., Bahar, H., & Reny, R. (2023). Problem-Based Learning Model: ITS Impact On Students' Science Literacy Skills On Acid-Base Materials. Journal of Biophysics: Science Education and Learning, 5(2). https://doi.org/10.33772/biofiskim.v5i2.690

Rotgans, J. I., & Schmidt, H. G. (2019). Effects of problem-based learning on motivation, interest, and learning. The Wiley Handbook of Problem-Based Learning, 157-179. https://doi.org/10.1002/9781119173243.ch7

Sa'diah, N., Suherman, A., & Septiyanto, R. F. (2022). Development of ctl-based e-lkpd to improve science process skills on temperature and heat material. Journal of Exact Education (Jep), 6(1), 84-93. https://doi.org/10.24036/jep/vol6-iss1/672

Sariningrum, A., Rubini, B., & Ardianto, D. (2018). Problem-based learning (PBL) with the context of socioscientific issues on global warming material to improve students' science literacy. Journal of Science Education and Practice, 2(2), 35-46. https://doi.org/10.33751/jsep.v2i2.1705

Sembiring, H. G., & Sutiani, A. (2022). Development of Problem Based Learning (PBL) based module integrated with science literacy on chemical reaction rate material. Educenter: Scientific Journal of Education, 1(6), 375-382. https://doi.org/10.55904/educenter.v1i6.238

Setyaningsih, A., Rahayu, S., Fajaroh, F., & Parmin, P. (2019). The effect of process oriented-guided inquiry learning contextualized with socioscientific issues on argumentation skills of senior high school students. Journal of Science Education Innovation, 5(2), 168-179. https://doi.org/10.21831/jipi.v5i2.20693

Simanjuntak, M. P., Hutahaean, J., Marpaung, N., & Ramadhani, D. (2021). Effectiveness of Problem-Based Learning Combined with Computer Simulation on Students' Problem-Solving and Creative Thinking Skills. International Journal of Instruction, 14(3), 519-534. https://doi.org/10.29333/iji.2021.14330a

Sugiyono. (2019). Quantitative Research Methods. Bandung: Alfabeta.

Sukirman, S. (2020). Writing skill ability test in Indonesian language learning at school. Journal of Conception, 9(2), 72-81. Retrieved from http://www.p3i.my.id/index.php/konsepsi/article/view/42

Uluçınar, U. (2023). The effect of problem-based learning in science education on academic achievement: a Meta-analytical study. Science Education International, 34(2), 72-85. https://doi.org/10.33828/sei.v34.i2.1

Wardhana, S. O., & Hidayah, R. (2022). Interactive chemical bond electronic module based on Nature of Science (NOS) to improve scientific literacy knowledge. Journal of Science Education Research, 6(1), 15-23. https://doi.org/10.21831/jser.v6i1.47575

Yerimadesi, Y., & Afendi, S. (2024). Development of Reaction Rate Module Based on Problem Based Learning Integrated with TPACK for Phase F. Scientific Journal of Education Profession, 9(1), 426-432. https://doi.org/10.29303/jipp.v9i1.2056

Yulianti, E., & Gunawan, I. (2019). Problem-based learning (PBL) learning model: Effects on concept understanding and critical thinking. Indonesian Journal of Science and Mathematics Education, 2(3), 399-408. https://dx.doi.org/10.24042/ijsme.v2i3.4366

Author Biographies

Feyges Frilla Firanti, Padang State University

Andromeda, Padang State University

Alizar, Padang State University

Desy Kurniawati, Padang State University

License

Copyright (c) 2025 Feyges Frilla Firanti, Andromeda, Alizar, Desy Kurniawati

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).