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Jurnal Pendidikan Sains

Abstract

The objective of this study is to assess the validity, practicality, and efficacy of instructional materials. We refer to this research as research and development, with a focus on the creation of teaching materials. The research design proposed by Borg and Gall consists of six steps: identification of potential and difficulties, data collecting, product design, design validation, design revision, and product trial. The utilized instruments comprise expert and practitioner validity sheets, teacher and student response surveys, and validation sheets for teaching materials and modules, as well as pretest and posttest questions. Experts performed the validity assessment, attaining a score of 92.77% in the highly valid category. The practicality assessment was derived from a student questionnaire, indicating a practicality rating of 89%, while practitioners reported a 91% rating in the highly practical category. In the experimental class, when 0.000 < 0.05, the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted, indicating that the average results of the experimental class differed from 70. In the control class, the significance value is 0.592, which is greater than 0.05; therefore, the null hypothesis (H₀) is accepted, and the alternative hypothesis (H₁) is rejected, indicating that the average result of the control class is equal to 70. The normality analysis indicates that the problem-solving improvement of grade V pupils, with an average value of 0.507, falls into the moderate range. The findings demonstrate that teaching materials grounded on a contextual approach are legitimate.

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