The Validity of Problem-Solving Based Teaching Materials for The Exploration of Conceptual Change and Metacognitive Skills

Abstract

The aim of the study was describing the validation of Problem-Solving based teaching materials for the exploration of conceptual change and metacognitive skills theoretically and empirically. Research and Development (R & D) design was utilized in the research method. This study involved three experts for theoretical validation and 31 college students for empirical validation. The instrument used for this study was the validation sheet and questionnaire of college students' perception of problem-solving based teaching materials. The findings research: (a) Theoretical validity from the expert has met the valid include the construct and content categories as well as reliable, (b) empirical validity of the college students' perception of the teaching materials based problem-solving includes the construct and content, all of them have valid categories. From this study, it can be concluded that the Problem-Solving based teaching materials were feasible for use on the exploration of conceptual change and metacognitive skills.