Validity and practicality of a Pancaniti ethnoscience-based UA-EVAA digital science module

Asep Yudi Supriatna; Diana Hernawati; Liah Badriah

doi:10.21009/biosferjpb.72673

Authors

Asep Yudi Supriatna Master's Program in Science Education, Postgraduate Program, Universitas Siliwangi, Tasikmalaya, West Java, Indonesia
Diana Hernawati Master's Program in Science Education, Postgraduate Program, Universitas Siliwangi, Indonesia
Liah Badriah Master's Program in Science Education, Postgraduate Program, Universitas Siliwangi, Indonesia

DOI:

https://doi.org/10.21009/biosferjpb.72673

Keywords:

Digital science module, Ethnoscience, Pancaniti, Validity, Practicality

Abstract

Science education requires learning resources that connect scientific knowledge with contextual problem solving, environmental responsibility, and learners’ cultural experiences. This study aimed to determine the validity and practicality of the Pancaniti ethnoscience-based UA-EVAA (Understanding, Awareness, Evidence-Based Reasoning, Value-Based Action, and Authentic Truth) Digital Science Module for junior secondary science. The study employed a Research and Development approach structured using the ADDIE model, with the present investigation focusing on formative product evaluation. Expert validation involved six validators who assessed 44 sub-indicators across content, presentation, language, and graphic feasibility using Aiken’s V. Practicality was evaluated through a 40-item questionnaire in a small-scale trial involving 15 students and three teachers, followed by a large-scale trial involving 100 students and 10 teachers. Expert validation yielded an overall Aiken’s V of 0,861, with dimension means of 0,891 for content, 0,844 for presentation, 0.839 for language, and 0,847 for graphics. Item-level coefficients ranged from 0,708 to 1,000, identifying specific priorities for formative revision despite adequate overall feasibility. Small-scale practicality scores reached 86,30% for students and 87,67% for teachers. Large-scale evaluation produced scores of 83,44% and 86,60%, respectively, with satisfactory internal consistency for both groups. These findings demonstrate that the UA-EVAA module has adequate expert-supported validity and positive user practicality, providing a sound basis for subsequent effectiveness testing of students’ problem-solving skills and environmental awareness.

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