The Validity of Teaching Materials Oriented to Argument-Driven-Inquiry Model to Train Students’ Science Literacy

Abstract

Research related to the development of teaching materials using the Argument-Driven-Inquiry model to train Students’ Science Literacy which seems not to have been done. Therefore, the purpose of this study is to produce a valid teaching materials. The developed teaching materials focused on the buffer solution matter. Teaching materials developed include lesson plan, student book, student worksheets, and science literacy tests. The Argument-Driven-Inquiry model referred to in developing teaching materials has eight steps, namely task identification; data collection and analysis; production of tentative arguments; argumentation session; compiling reports; double-blind group peer review; revised report; and explicit and reflective discussion. The science literacy trained in this study consists of six indicators. The study design used referred to the 4D Model. Data were obtained from the results of the experts' validation using a validation instrument and were subsequently analyzed using a Likert scale. Based on the assessment of experts, the materials developed have a very valid and reliable category. Thus, the materials can be ready to be used in learning with minor revision. Keywords—Validity, Teaching Material, Argument-DrivenInquiry, Science Literacy, Buffer Solution