Validity and practicality of buffer solution module based on discovery learning with a scientific approach to increase the critical thinking ability of 11th grade high school students

Abstract

The results of preliminary research indicate that there is no teaching materials integrated with the suggested learning model for the 2013 curriculum so that students' critical thinking skills can't be developed yet. to improve learning outcomes and critical thinking skills of students developed a teaching material in the form of module-based discovery learning with scientific approach. The type of research used is Research and Development. This study aims to examine the validity and practicality of modules developed using the Plomp development model consisting of 3 stages: preliminary research, prototyping stage, and assessment phase. The module is validated by eight validators and is tested in two schools of medium and low ability respectively. The results of the validity data analysis show that the module generated meets the valid criteria in terms of content, constructs, graphics and language aspects. Module practicality is seen from teacher response questionnaire and student response questionnaire. The results of module practicality from aspects of attractiveness, ease of use, efficiency, and benefits for teachers and students with high module practicality categories.