Exploring students’ and teachers’ responses to the socio-scientific issues based learning module (online first)

Abstract

This paper aims to determine the readability and practicability percentages of a socio-scientific issues-based chemistry learning module as assessed by students and teachers. The research method used was Research and Development (R&D) following the 4D model by  Thiagarajan. The instruments used in this research were students’ response questionnaires and teachers’ response questionnaires. Data were collected from a sample of grade XI students (n=30) and 5 teachers. The data were analyzed using quantitative descriptive analysis techniques. Readability was calculated as the percentage of the total scores given by students divided by the maximum score. Practicability was determined based on the percentage of the total scores given by teachers divided by the maximum score. The SSI-based chemistry learning module developed in this study showed a 'good' readability level with a percentage of 84.17% and was considered as 'very practical' to use with a practicability percentage of 86.5%.