Development and Validation of the Integrated Socio-Scientific Issues and Discovery Learning Model: A New Instructional Model on Students' Critical Thinking Skills
Abstract
Innovative learning models have the potential to develop critical thinking skills. This study aims to develop and validate a socio-scientific issues discovery (SSID) learning model to improve students' critical thinking skills. The research design used Research and Development (R&D) using the steps proposed by Borg & Gall. This study only used five of the ten steps because it was adjusted to the research objectives to evaluate the feasibility and practicality of product development. The feasibility test of the socio-scientific issues discovery learning model and its tools used the Focus Group Discussion (FGD) method. Five experts conducted the feasibility test. The practicality test was conducted by five science teachers. Data were analyzed using quantitative methods. The results showed that the socio-scientific issues discovery learning model was feasible and practical to use in learning. Meanwhile, the results of the critical thinking skills test instrument validation showed that each item was valid for use. Therefore, it can be concluded that the socio-scientific issues discovery learning model has the feasibility and practicality to be used in learning to improve critical thinking skills.
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DOI: https://doi.org/10.17509/eh.v17i2.83778
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