Validity of BRADeR Learning Model Development: An Innovative Learning Model to Improve Science Literacy Skills for Junior High School Students

Abstract

The results of the preliminary study show that the scientific literacy ability in 4 SMP Negeri Pematangsiantar is still relatively low. Since science study habits are still traditional and minimize the significance of being able to read science as a competency that students must acquire, there is a tendency for the learning process to not aid students in developing their scientific literacy skills. Due to this, the BRADeR learning model was developed using innovation, taking into account the benefits and drawbacks of the inquiry and SETS models as well as supporting theoretical and empirical research. This study serves to determine the validity of the BRADeR learning model that has been developed. The method of collecting validity data uses the focus group discussion (FGD) method. The validity of the BRADeR learning model was assessed based on content validity and construct validity. The BRADeR learning model was established and is in the very valid category, according to the validity results from experts in the field of science education (IPA). The BRADeR learning paradigm can be used to enhance high school students' science literacy abilities.

Validity of PBEST Learning Model: An Innovative Learning to Improve Creative Thinking Skill and Entrepreneurial Science Thinking

“…Validation is conducted by utilizing the outcomes of the evaluation of content validity and construct validation. Content validation consists of several aspects: (1) the clarity of the background of the model requirements, (2) the state of the art of knowledge, (3) the clarity of theoretical and empirical support, (4) the planning and implementation of the model, ( 5) the management of the learning environment (Arends, 2012;Simamora et al, 2022;Sutoyo et al, 2023;Nieven & Plomp, 2013;Joyce, Well & Calhoun, 2009). Meanwhile, construct validation consists of several aspects: (1) consistency of the learning model, (2) consistency of theoretical and empirical support for the implementation of the learning syntax in the phases, (3) consistency of planning and implementation of the model, (4) Management of the learning environment, (5) Assessment and evaluation (Nieven & Plomp, 2013;Joyce, Well & Calhoun, 2009;Arends, 2012).…”

Pengaruh Model RADEC (Read, Answer, Discuss, Explain, Create) dan Motivasi Belajar Terhadap Keterampilan Menulis Teks Eksposisi Siswa

“…Penelitian terdahulu telah menunjukkan bahwa model pembelajaran yang berbeda berdampak signifikan terhadap peningkatan keterampilan menulis, berbeda dengan metode tradisional yang hanya mengandalkan ceramah (Prince, 2014;Prince & Felder, 2013). Penelitian Asmara et al (2022); Setiawan et al (2020) menunjukkan bahwa murid mendapatkan pembelajaran melalui pembelajaran RADEC dapat memberikan prestasi belajar yang berbeda jika dipadankan dengan murid yang diajar menerapkan tipe konvensional, terutama bagi murid yang mempunyai dorongan belajar unggul. Anwar et al (2022); Munawir et al (2023); Utsman et al (2022) menyatakan, penerapan model pembelajaran RADEC mempunyai dampak yang signifikan pada dorongan dan prestasi belajar murid.…”