Validity and Practicality of Problem Based Chemical Bonding Module with Cognitive Conflict Strategies

Abstract

Abstract— Failure to build a knowledge structure causes students to have difficulty in understanding the concept of chemistry. Problem-based learning models can help to build knowledge. Curriculum 2013 expects learning to be carried out by applying critical thinking skills. This research aims to determine the validity and practicality category of teaching materials in the form of modules on the material problem-based chemical bonding with cognitive conflict strategies. The type of research carried out is development research with the Plomp development model. This research involved 3 chemistry lecturers of Faculty of Mathematics and Natural Sciences UNP, 3 high school chemistry teachers and 41 students of class X and 128 students of class XI in academic year 2020/2021. Module validity tests from chemistry lecturers and chemistry teachers were processed using the Aiken's V formula. Chemistry teachers and students are processed using the likert scale percentage formula. The results of the study inform that the resulting chemical bonding module has an Aiken's V validity test value of 0.84 (valid category) and the percentage value of teacher and student practicality, respectively, namely 86% (very practical) and 76% (practical).