Validity of an Education for Sustainable Development-Oriented Science Learning Module on Indonesian Plant Biodiversity for Madrasah Ibtidaiyah Students

Abstract

The integration of Education for Sustainable Development (ESD) into science learning is essential for fostering students' environmental awareness and sustainability competencies from an early age. However, science learning materials that integrate local biodiversity with ESD principles remain limited, particularly at the elementary school level. This study aimed to determine the validity of an ESD-oriented science learning module on the theme of Indonesian plant biodiversity. The study employed a Research and Development (R&D) approach focusing on the expert validation stage. The module was developed using the ADDIE model and validated by three experts consisting of a science education expert, a learning media expert, and a language expert. A validation instrument comprising ten indicators was used to assess the module, and the data were analyzed using Aiken's V coefficient. The results showed that the Aiken's V values ranged from 0.67 to 0.92, with an average coefficient of 0.77, indicating that the module was valid for use after minor revisions. The highest validity was achieved in the aspects of learning objectives and content accuracy, while language, learning activities, and visual presentation required slight improvements. The developed module integrates Indonesian plant biodiversity with ESD competencies through Project-Based Learning, contextual learning activities, case studies, reflection, and conservation projects. These findings suggest that the module is a valid instructional resource for supporting elementary science learning while promoting sustainability awareness. Future studies are recommended to evaluate the practicality and effectiveness of the module in classroom implementation.