Validity and Practicality of Teaching Materials Based on Project Based Learning on Global Warming Material for Phase E

Abstract

The Independent curriculum demand students to be active, creative and independent learners. The learning process requires teaching materials to support students' learning. Learning materials are organized materials that enable students to work independently, which is consistent with the demands of the independent curriculum. Appropriate teaching materials for the independent curriculum cannot ignore the three elements of meaningful understanding, provoking questions and possibilities for learning. In fact, there are teaching materials that do not meet the requirements of the independent curriculum. This article aims to explore the feasibility and usability of project-based teaching materials on the subject of global warming. The research methodology used the 4D model, research and development (R&D) through definition, design, development and disposal. The validity analysis results of the manual using three validators revealed a high category of 0.89 for the presentation component, 0.90 for graphics, 0.93 for content validity and 0.86 for language, while the usability test of the manual using three physics teachers and 60 students revealed an average of 95% and a very practical category of 81.65%. It was therefore confirmed that the E-level textbook based on project-based learning on global warming is valid and practical and can be used as a teaching aid.