The Validity of Interactive PowerPoint Based on Balanced Literacy Approach for Early Reading Improvement

Abstract

Product validity is one of the critical aspects of developmental research. Therefore, this research aimed to report the validity results of interactive Power-Point media developed based on a balanced literacy approach to improve early reading skills of first-grade elementary school students. The validity assessed was media and content aspects, and the data were collected through a Likert-scale questionnaire. Six validators were involved, namely four senior lecturers and two expert practitioners. The data from expert validation were analyzed using Aiken's V coefficient and categorized into three parts, namely highly valid, valid, and not valid. The results showed that the coefficient value on media validation was 0.84 and on the material aspect was 0.96. The analysis indicated that the validation results on both aspects were in the highly valid category. Thus, it was concluded that the interactive PowerPoint media developed based on a balanced literacy approach to improve early reading of first-grade students was valid and suitable for use at the next stage of developmental research conducted.