Analysis of the Validity of Problem-Based Learning Physics Modules to Facilitate Scientific Literacy in High School Student

Abstract

This research is driven by the objectives of physics learning in the Independent Curriculum, which are in line with the concept of scientific literacy—namely, that students are not only expected to understand scientific theory but also to apply it in providing solutions to real-life problems and interpreting science in everyday contexts. Based on the initial study conducted, students’ scientific literacy has not been well facilitated because the teaching materials used have not optimally supported its development. The proposed solution is to develop a problem-based learning (PBL) physics module designed to facilitate the scientific literacy of high school students. The purpose of this study is to develop and analyze the validity of the problem-based learning physics module intended to facilitate students’ scientific literacy. This study employed a research and development (R&D) method to develop and validate the module. The validation process was carried out by three physics lectures from the State University of Padang (UNP) and two high school physics teachers. Expert validation was carried out to assess six component: content feasibility, presentation, graphics, language, problem-based learning steps, and scientific literacy. Based on the data analysis, the developed module obtained a Aiken’s V index of 0.89, which falls into the valid category. Therefore, it can be concluded that the problem-based learning physics module developed to facilitate high school students’ scientific literacy is valid and appropriate for use as an innovative teaching material that effectively supports the physics learning process, particularly on the topic of climate change.