DEVELOPMENT, FEASIBILITY, AND EFFECTIVENESS OF INCLUSIVE STEM MODULE BASED ON SDGS FOR SLOW LEARNERS

Abstrak

This research addresses the challenge of teaching abstract Science (IPA: Science Education) material, specifically Elements, Compounds, and Mixtures, to slow learner students (PDBK: Students with Special Needs) in Phase D (Grade VIII), who require concrete instruction and reduced cognitive load. The study aims to develop and test an Inclusive STEM Module Based on SDGs that is provably valid, practical, and effective for this specific student population. The study employed a Research and Development (R&D) approach using the ADDIE model and a Quasi-Experimental Design with pre-test/post-test. Validation was conducted by six expert validators (V-Aiken). Practicality was assessed via questionnaires from a subset of slow learners (N=10) and one teacher. Effectiveness was tested through field implementation involving 73 Grade VIII students (Experimental Group N=34 vs. Control Group N=39). The primary measure of effectiveness was the N-Gain score, comparing improvement in cognitive learning outcomes. The Module achieved an average V-Aiken Coefficient of 0.87 (Very Valid). Practicality was rated as Very Practical (92.1%) by slow learner subjects. The effectiveness test demonstrated a significant superiority of the Module; the Experimental Group achieved an N-Gain score of 0.78 (Category: High), compared to the Control Group’s N-Gain of 0.40 (Category: Medium).7 This high score confirms that the Module’s inclusive design, utilizing Universal Design for Learning (UDL) principles and guided discovery, successfully mediated complex concepts for slow learners. The developed Module is highly valid, practical, and effective. It provides a viable and adaptive resource for teaching STEM topics equitably, significantly improving cognitive outcomes for slow learner students.