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All Journal IJORER : International Journal of Recent Educational Research
Erman Erman
Universitas Negeri Surabaya, Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Teaching Materials of Cluster Blended-Based Learning on Reduction-Oxidation Reactions to Improve Students’ Scientific Literacy Arisy Erwin Junaidah; Erman Erman; Rahardjo Rahardjo
IJORER : International Journal of Recent Educational Research Vol. 3 No. 4 (2022): July
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v3i4.225

Abstract

This study aims to describe the feasibility of teaching material (syllabus, Lesson Plans, Independent Learning Activity Unit and pretest-posttest question grid) of cluster-blended learning based on reduction oxidation reactions for grade X science high school chemistry learning. Validity, practicality and effectiveness were used to describe the teaching material’s feasibility. Data analysis of validity, practicality, and effectiveness results showed that. The teaching materials developed are eligible with a percentage of agreement more than 75%. Therefore, cluster-blended learning teaching materials are declared to meet the validity, practical, effectiveness criteria in high category. As implication, it is feasible to use as teaching materials of reduction oxidation reactions to improve students’ scientific literacy.
The Validity of IPAS Module based on STEM to Improve Students' Scientific Literacy Skills Umi Hanik; Erman Erman; Pirim Setiarso
IJORER : International Journal of Recent Educational Research Vol. 4 No. 6 (2023): November
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v4i6.321

Abstract

Objective: This study describes the validity of based inquiry change textbooks used to train students' scientific literacy skills. The validity of the developed inquiry-based textbooks is viewed from the aspects of content feasibility, presentation feasibility, linguistic feasibility, inquiry suitability, and scientific literacy. Method: This study used the development of the 4D model (define, design, and develop), which was modified and implemented in the Science Education Postgraduate Program at Surabaya State University. The data collection technique was carried out using the textbook validation method. The assessment instrument used was a textbook validation sheet that two chemistry lecturers validated as validators. Data analysis was carried out quantitatively and descriptively. Results: The research results are in the form of validation of STEM-based textbooks, with an average score of 91.20% in the very valid category. Novelty: The novelty of this research is that there are STEM-based features in textbooks about change that can improve students' scientific literacy skills. Based on the data analysis, the developed inquiry-based textbooks are valid and suitable for learning.
Co-Authors Arisy Erwin Junaidah Pirim Setiarso Rahardjo Rahardjo Umi Hanik