Validity of a Socio Scientific Issues Based Interactive E-Module Using the Argument Driven Inquiry Model

Abstract

This research is motivated by the importance of developing learning media capable of facilitating scientific argumentation skills through contextual issues. The objective of the study is to develop and evaluate the validity and practicality of an interactive e-module based on Socio-Scientific Issues (SSI) using the Argument Driven Inquiry (ADI) model to support the improvement of students' scientific argumentation skills. This study employs the Research and Development (R&D) method with the 4D development model (Define, Design, Develop, and Disseminate), specifically focusing on the validation and testing phases. The validity of the e-module was assessed by four validators across 25 indicators, while the pretest–posttest instruments were validated by two experts using eight assessment items. Practicality was measured through student response questionnaires in a small-scale trial with 13 participants and a large-scale trial with 20 participants. The results indicate that the e-module achieved a validity score of 93.4%, falling into the highly valid category, while the assessment instrument reached 95% validity, also categorized as “highly valid”. The practicality of the e-module was also found to be very high, with percentages of 97.69% in the small-scale trial and in the large-scale trial. These findings demonstrate that the SSI-based e-module with the ADI model is not only theoretically feasible but also practical for use as a learning medium that supports investigation, scientific argumentation, and problem-solving based on socio-scientific issues. In conclusion, this e-module has the potential for broader implementation and further testing to evaluate its effectiveness in improving scientific argumentation skills.