Development of Learning Tools Oriented to the BRADeR Learning Model to Facilitate Teachers in Teaching Science Literacy

Abstract

Literacy in science is one of the essential skills needed by students in the 21st century. Teachers require science literacy-based instructional tools to enhance students' science literacy skills. One alternative learning model to improve science literacy skills is the BRADeR learning model. However, there is currently a lack of instructional tools based on the BRADeR learning model. This study aims to determine the validity and feasibility of the instructional tools developed oriented towards the BRADeR learning model to facilitate teachers in teaching science literacy. This research and development study adopts the model proposed by Borg & Gall. The development model consists of three phases: preliminary research, development or prototyping, and assessment phase. Data collection methods for validity and reliability use the Focus Group Discussion (FGD) method, and observation is conducted for lesson feasibility. The developed instructional tools include syllabi, lesson plans, student textbooks, student activity sheets, and science literacy skill tests. The validity of the instructional tools is assessed based on format, content, presentation feasibility, and language for each component. Reliability is analyzed using the percentage of agreement. To determine the ease of use for teachers in implementing the developed tools, the feasibility of lessons conducted by teachers in the classroom is observed. The results of the validity assessment by science education experts indicate that all BRADeR-oriented instructional tools developed fall into the highly valid and reliable category. Observations on the feasibility of lessons conducted by teachers fall into the good category. Thus, it can be concluded that the BRADeR-oriented instructional tools developed can be used by teachers to teach science and enhance the science literacy skills of junior high school students.