Validity of learning devices of buffer solution material based on dilemma stories to increase students’ sustainability awareness

• Published in: Journal of physics. Conference series Vol. 1832; no. 1; p. 12028
• Main Authors: Winarti, A, Nahraniah, Iriani, R
• Format: Journal Article
• Language: English
• Published: Bristol IOP Publishing 01.03.2021
• Subjects: Buffer solutions; Buffers (chemistry); COVID-19; Data collection; Devices; Environmental protection; Learning; Physics; Problem solving; Questionnaires; Students; Sustainability; Validity
• ISSN: 1742-6588; 1742-6596
• DOI: 10.1088/1742-6596/1832/1/012028

Awareness of protecting the environment continuously or called sustainability awareness should be built through education. This study intent to develop learning devices based on dilemma stories in Buffer Solution subject matter to improve students’ sustainability awareness. Through the dilemma stories, students’ critical thinking skills and problem solving were trained. The research method used the 4D model. The research subjects consisted of 5 validators and 5 high school students to test readability. Because of the COVID-19 pandemic, the data collection using questionnaire conducted online by email and whatsapp. To test the validity and readability of student worksheet and the dilemma story sheet developed, the CCVLES (Constructivist Chemistry Values Learning Environment Survey) questionnaire and Aiken’s content validation sheet were used. Analysis of the data used descriptive. The results showed that the learning devices developed were valid with an average score of validity of 0.93. The criteria for the dilemma stories according to the CCVLES are very good with a score of 84.4. The student worksheet developed was quite interesting. From the results of the research it can be concluded that the learning devices are valid and can be used in learning Buffer Solution Chemistry with the aim of increasing students’ sustainability awareness.