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Abstract

This study aimed to develop and validate a 7E Learning Cycle–based science instructional model for students with mild intellectual disabilities in Phase B of Indonesia’s national curriculum (Merdeka Curriculum) for special education (SDLB). In this curriculum, Phase B is described using a curriculum-based mental-age reference of approximately eight years. Conducted within an Educational Design Research (EDR) framework, the study employed a five-phase Research and Development (R&D) procedure to guide the design, expert validation, and iterative refinement of the instructional model. This study contributes by adapting the 7E Learning Cycle into an accessible inquiry-based science instructional model that incorporates structured phases, concrete and multisensory learning experiences, simplified instructional language, visual support, and guided student responses for learners with mild intellectual disabilities. The model was operationalized through a teacher’s module and student worksheets incorporating contextual, plant-based learning activities designed to support science process skills and student participation. Expert validation conducted by validators with expertise in science learning, special education, and instructional design indicated a high level of feasibility (mean score = 93.2%) across the evaluated aspects. Expert feedback informed refinements related to science process activities, concrete learning materials, worksheet accessibility, simplified language, and more engaging evaluation activities. As the study was limited to expert validation, the findings should be interpreted as evidence of design feasibility rather than instructional effectiveness.

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