Developing Project-Based Learning Instructional Materials through the Dick and Carey Instructional Design Model for Grade VII Science Learning
DOI:
https://doi.org/10.22437/hhn1hn44Keywords:
Instructional Design, Instructional Materials, PjBL, Science Learning, Waste ManagementAbstract
This study aimed to develop PjBL instructional materials for Grade VII science learning through the Dick and Carey instructional design model, focusing on waste management. The study employed a R&D design. The development process followed the Dick and Carey model, encompassing instructional goal identification, instructional analysis, learner and context analysis, performance objectives, assessment development, instructional strategy, instructional material development, formative evaluation, and revision. The developed module integrated contextual waste-management activities, including ecobrick, eco-enzyme, and hydroponic projects, supported by student worksheets and structured learning activities. Data were collected using non-test questionnaires administered during expert evaluation and formative evaluation. The instructional materials were evaluated by subject matter, instructional design, and media experts, followed by one-to-one, small-group, and field evaluations. The results showed an overall expert evaluation score of 88.80%, while one-to-one, small-group, and field evaluations obtained 93.89%, 94.45%, and 91.62%, respectively, all categorized as Very Good. These findings indicate that the developed instructional materials were systematically designed, positively evaluated, and suifigure for supporting contextual and project-based Grade VII science learning. The study contributes an instructional material development model that integrates PjBL with systematic instructional design.
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