Validity and practicality level of structured inquiry-based reaction rate module containing macro, submicro and symbolic representation

Abstract

Abstract Reaction rate is chemical concept that must be understood in senior high school (SMA). Learning difficulties data of reaction rate were obtained using interviews with teachers and students. Learning materials did not use comprehensively portray the interconnection of macro, submicro and symbolic representations. Therefore, students did not possess the competence to connect the three levels of representation which then influenced their learning outcomes and mental models. The aims of this Research and Development were to develop reaction rate module based on structured inquiry and find out its validity and practicality. The module was developed with Plomp instructional design model using interview, self-assessment, validity and practicality sheets as research instruments. Subjects of this research were 69 students and 2 teachers from several SMA in Padang. The module was validated by 6 validators and then was tested in two SMA. Validity and practicality were analyzed by using Cappa Cohen formula. The results showed that the module developed had very high degree of both validity (k=0.89) and practicality (k=0.85 for teacher response and k=0.89 for students response). So, conclusion this research is the developed module was valid and practical for use of reaction rate learning in SMA.