Validity and Reliability of ADI-ESD Based Teaching Materials for Scientific Literacy
in Junior High School Students

Rif’atul Himmah, Budi Jatmiko, Binar Kurnia Prahani, Fasih Bintang Ilhami

© 2025 Rif’atul Himmah, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International. (CC BY-NC 4.0).

Citation Information: SAR Journal. Volume 8, Issue 1, Pages 84-92, ISSN 2619-9955, https://doi.org/10.18421/SAR81-11, March 2025.

Received: 06 December 2024.
Revised:  24 February 2025.
Accepted: 03 March 2025.
Published: 27 March 2025.

Abstract:

This research aims to develop sustainable energy teaching materials based on the Argument-Driven Inquiry (ADI) model with the context of Education for Sustainable Development (ESD) for scientific literacy in junior high school students. The development process involved validation by three experts, which showed a very high level of validity in terms of content, language, and presentation, as well as a reliability of 91.42%, exceeding the minimum standard. This teaching material is designed to facilitate learning based on scientific argumentation, data analysis, and decision-making relevant to global sustainability issues. The integration of ADI and ESD contexts provides a comprehensive framework that enables students to develop critical thinking skills while understanding sustainability concepts. The results of the study show that these teaching materials can support the improvement of students' science literacy and meet the demands of 21st century learning. This research makes a significant contribution to the development of innovative teaching materials in sustainability-based science learning, particularly in addressing the current challenges of science education and environmental awareness.

Keywords – Scientific literacy, sustainable energy, argument driven inquiry, education sustainable development.

                   

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